Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Biological Bases of Behavior (Face-to-Face)

PSY 7450-01

Course: PSY 7450-01
Credits: 3
Term: Fall Semester 2025
Department: PSY
CRN: 30833

Course Description

Every thought, feeling, emotion, and action is mediated by biological mechanisms and moderated by the environment around us. But thoughts, feelings, emotions and behaviors also feedback and influence our biology and the environment. This course explores these complex and reciprocal interactions. Students will gain foundational knowledge of functional anatomy and systems, genetics, epigenetics, neural and endocrine systems, pharmacology, and the techniques used to study these processes. Together, we will explore the biological bases of “why we do the things we do” with special consideration given to individual and cultural diversity as potent influencers. (Fall - Odd Years) [Graded (Standard Letter)] Registration Restriction(s): PsyD students only

Required Texts

There is no required textbook for this course. However, there is a reading list of peer-reviewed articles and other credible sources:

Knowledge Category 1: The Nervous System and Functional Brain Anatomy
Manns, M., Juckel, G., & Freund, N. (2025). The balance in the head: How developmental factors explain relationships between brain asymmetries and mental diseases. Brain Sciences, 15(2), 169. https://doi.org/10.3390/brainsci15020169

Sultana, O. F., Bandaru, M., Islam, M. A., & Reddy, P. H. (2024). Unraveling the complexity of human brain: Structure, function in healthy and disease states. Ageing Research Reviews, 100, 102414. https://doi.org/10.1016/j.arr.2024.102414 must request through interlibrary loan

Knowledge Category 2: Neurotransmission, Development, and Imaging
Akramova, G. (2023, February 24). The Science of Brain Imaging: Techniques and Limitations. https://www.jneuropsychiatry.org/peer-review/the-science-of-brain-imaging-techniques-and-limitations-16327.html

Patel, D. R., & Feucht, C. (2011). Basic concepts of neurotransmission. Pediatric Clinics of North America, 58(1), 21–31. https://doi.org/10.1016/j.pcl.2010.11.004  must request through interlibrary loan

Sheffler ZM, Reddy V, & Pillarisetty LS. (2023). Physiology, neurotransmitters. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK539894/

Knowledge Category 3: Sensation & Perception
Abdallah, C. G., & Geha, P. (2017). Chronic Pain and Chronic Stress: Two Sides of the Same Coin? Chronic Stress (Thousand Oaks, Calif.), 1, 2470547017704763.
https://doi.org/10.1177/2470547017704763

Knowledge Category 4: Learning, Memory, and Language
Sridhar, S., Khamaj, A., & Asthana, M. K. (2023). Cognitive neuroscience perspective on
memory: Overview and summary. Frontiers in Human Neuroscience, 17. https://doi.org/10.3389/fnhum.2023.1217093

Knowledge Category 5: Emotion and Stress
Chu B, Marwaha K, Sanvictores T, et al. Physiology, Stress Reaction. [Updated 2024 May 7]. In: StatPearls     [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK541120/
 
Singh, R., Sharma, R., Chauhan, V. S., & Chatterjee, K. (2021). Neurobiological underpinnings of emotions. Industrial Psychiatry Journal, 30(Suppl.1), S308–S310. https://doi.org/10.4103/0972-6748.328838

Knowledge Category 6: Sexual Development and Behavior and Sleep and dreaming
Patel AK, Reddy V, Shumway KR, et al. Physiology, Sleep Stages. [Updated 2024 Jan 26]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK526132/
 
Knowledge Category 7: Neurobehavioral, Psychophysiological, and Endocrine Disorders
Hiller-Sturmhöfel, S., & Bartke, A. (1998). The endocrine system: an overview. Alcohol Health and Research World, 22(3),153–164.

Knowledge Category 8: Psychopharmacology
Barron, S. (n.d.). Psychopharmacology. Noba. https://nobaproject.com/modules/psychopharmacology

Mental health medications. (n.d.). National Institute of Mental Health (NIMH).
https://www.nimh.nih.gov/health/topics/mental-health-medications

Tomba, E., Guidi, J., & Fava, G. A. (2018). What psychologists need to know about psychotropic medications. Clinical Psychology & Psychotherapy, 25(2), 181–187.
https://doi.org/10.1002/cpp.2154

Knowledge Category 9:  Behavioral Genetics & Epigenetics
Genetic Alliance, & District of Columbia Department of Health. (2010). Understanding Genetics: A District of Columbia Guide for Patients and Health Professionals. Chapter 1, Genetics 101. Genetic Alliance. https://www.ncbi.nlm.nih.gov/books/NBK132152/

Genetic Alliance, & District of Columbia Department of Health. (2010). Understanding Genetics: A District of Columbia Guide for Patients and Health Professionals. Chapter 2 and Appendix C, Genetic Alliance. https://www.ncbi.nlm.nih.gov/books/NBK132150/

Hamilton, J. P. (2011). Epigenetics: Principles and practice. Digestive Diseases, 29(2), 130– 135. https://doi.org/10.1159/000323874

NOTE: This list does not include all the articles YOU will need to find for your “When things go wrong” presentations. The articles you find must be peer-reviewed. For a given presentation, your team may have one peer-reviewed review of the topic. The remaining articles must be empirical studies.

Learning Outcomes

Students who successfully complete this course will be able to articulate not only the biological factors that mediate behavior, but also how biological systems interact reciprocally with experiential and environmental factors. Students will possess the information they need to answer this category of questions on the EPPP exam. Successful students will also be able to summarize peer-reviewed literature and teach this information to their classmates. Successful students will be able to articulate how diversity considerations factors in and are affected by the biological bases of behavior. Finally, these students will be able to articulate how the course material informs and is relevant to their personal and professional lives and experiences.

Course Requirements

Multiple Choice Exam following each knowledge category                 60%
When things go wrong presentations                                                 30%
Teamwork skills and responsibilities                                                    5%
Knowledge category Reflections                                                         5%

Course Outline

The Nervous System and Functional Brain Anatomy
Neurotransmission, Development, and Imaging
Sensation and Perception
Learning, Memory, and Language
Emotion and Stress
Sexual Development and Behavior
Sleep and dreaming
Neurobehavioral, Psychophysiological, and Endocrine Disorders
Psychopharmacology
Behavioral Genetics and Epigenetics

Instructor's policies on late assignments and/or makeup work

Each multiple-choice exam will be available for 3 consecutive days (not including weekends) at the SUU testing center. Late exams will not be considered unless there are truly exceptional circumstances beyond the student’s control, as determined by the course instructor. Requests for taking an exam late must be made to the instructor before the exam window closes. Please note: waiting until the end of an exam period and having something “come up” on the last day IS under the student’s control. Take exams early in the exam period – just in case.

Due to the nature of the team presentations, if a student misses their presentation day and time the activity cannot be made up by simply presenting at a different day and time. In such case, the student will have the option of constructing a 10-item (4 choice) multiple-choice exam on the team’s topic. At least 3 of these questions must be conceptual. Conceptual questions are those that test an understanding of the material and its application (as opposed to factual information that can simply be looked up). If a student does not contribute fairly to the research and development of the slides for a presentation, the student will receive no credit and no make-up opportunity for this part of the presentation.

Knowledge category reflections (maximum 2 pages, double-spaced) are due within 3 days of completing a knowledge category. Late reflections will not be considered unless there are truly exceptional circumstances beyond the student’s control, as determined by the course instructor.

Attendance Policy

Attendance and participation are required. If a student misses more than 2 class periods, they will receive a failing or incomplete grade (at the faculty’s discretion), receive a Remediation Plan or be put on Formal Probation, and need to work with the faculty member and Psy.D. Executive Team to establish next steps.

Course Fees

$12

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.