Resource Core 3 - Teaching/Training/Dissemination Core (TTDC)

资源核心3 -教学/培训/传播核心（TTDC） 主演：Masters Lo博士和Kristin Overton博士 总结 TTDC的教学使命特别利用我们的教育基础设施， 在短期（3天）或扩展格式（3周）研讨会中应用现代神经技术方法。作为 发表了重要论文，讲授了具体方法，包括1）电路光学（帧投影 行为过程中的独立纤维光度测定，行为过程中的宽视野皮层成像，以及单细胞全 行为过程中的光学2 P接口（观察和控制））以及2）电路分子解剖学 （COLITY/COLM：最新一代的跨物种COLITY体积采集、量化和分析; INTRSECT/vCAPTURE：病毒靶向解剖学和连接性指定的细胞分辨活性 可视化和因果控制，旨在考虑细胞的历史（包括过去的细胞活动 STARmap：用于电路元件深层分子表型分析的物种独立工具 在特定行为期间自然使用并与组织中的3D定位相关联）。教学方法基于 我们多年来在光遗传学等神经科学技术教学方面的经验，以及我们对 一些最新的实用工程训练的框架结构的想法-这是从U19 PI和 课程创建者卡尔Deisseroth的经验作为本科教育主任（包括实验室课程） 在斯坦福大学的生物工程系。技术核心（POC和PMAC）的使命和范围与 训练核心（TTDC）是分开的。其中所述的技术核心将与 开发新的先进技术，以推进光学和分子解剖学方法的前沿 在U19的生命周期内，同时确保U19成员能够使用这些新方法。 相比之下，TTDC的任务是传播已经制定的、更成熟的、更强大的和更完善的 向更广泛的NIH BRAIN社区（以及任何需要 这些基本技能和技术，然后再推进到新的战略）。

Resource Core 3 - Teaching/Training/Dissemination Core (TTDC) Leads: Maisie Lo PhD and Kristin Overton PhD Summary The TTDC’s teaching mission specifically leverages our educational infrastructure for advancing the application of modern neurotechnology methods in short (3-day) or extended-format (3-week) workshops. As key papers are published, the specific methods are taught including 1) circuit optics (frame-projected independent-fiber photometry during behavior, widefield cortical imaging during behavior, and single-cell all- optical 2P interfacing (observation and control) during behavior) as well as 2) circuit molecular anatomy (CLARITY/COLM: latest-generation CLARITY volume acquisition, quantification, and analysis across species; INTRSECT/vCAPTURE: viral targeting for anatomically- and connectivity-specified cellular-resolution activity visualization and causal control designed to take into account history of the cell (including past cellular activity during behavior); and STARmap: species-independent tools for deep molecular phenotyping of circuit elements naturally used during specific behaviors and linked to 3D positioning in tissue). Teaching methods are based on our years of experience with teaching neuroscience technologies like optogenetics, as well as our familiarity with some of the latest curriculum-structure ideas for practical engineering training-- which arise from U19 PI and curriculum creator Karl Deisseroth’s experience as director of undergraduate education (including lab courses) in Bioengineering at Stanford. The mission and scope of the technology cores (POC and PMAC) versus the training core (TTDC) are well-separated. The technology cores, as described therein, will be engaged with developing new advanced technology to advance the leading edge of optical and molecular anatomy methods over the lifetime of the U19, while also ensuring that the U19 members have access to these new methodologies. In contrast, the TTDC is tasked with dissemination of already-developed, more established, robust, and well- validated, technologies to the broader NIH BRAIN community (as well as to any U19 members who will require these foundational skills and technologies before advancing to the newer strategies).