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Neurotechnologies, Health and Society (Global Challenge - Health)
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A.A. 2026/27
Course Language
Inglese
Degree programme(s)
1st degree and Bachelor-level of the Bologna process in Ingegneria Biomedica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica (Mechanical Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Design E Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo (Automotive Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica (Computer Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo - Torino
1st degree and Bachelor-level of the Bologna process in Electronic And Communications Engineering (Ingegneria Elettronica E Delle Comunicazioni) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dei Materiali - Torino
1st degree and Bachelor-level of the Bologna process in Architettura (Architecture) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettrica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Aerospaziale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Chimica E Alimentare - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Civile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Edile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Energetica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Per L'Ambiente E Il Territorio - Torino
1st degree and Bachelor-level of the Bologna process in Matematica Per L'Ingegneria - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettronica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Informatica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Fisica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Del Cinema E Dei Mezzi Di Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Architettura - Torino
1st degree and Bachelor-level of the Bologna process in Pianificazione Territoriale, Urbanistica E Paesaggistico-Ambientale - Torino
1st degree and Bachelor-level of the Bologna process in Civil And Environmental Engineering - Torino
1st degree and Bachelor-level of the Bologna process in Architettura - Torino
1st degree and Bachelor-level of the Bologna process in Architettura (Architecture) - Torino
1st degree and Bachelor-level of the Bologna process in Civil And Environmental Engineering - Torino
1st degree and Bachelor-level of the Bologna process in Design E Comunicazione - Torino
1st degree and Bachelor-level of the Bologna process in Electronic And Communications Engineering - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Aerospaziale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Chimica E Alimentare - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Civile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dei Materiali - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Del Cinema E Dei Media Digitali - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Dell'Autoveicolo (Automotive Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Edile - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettrica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Elettronica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Energetica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Fisica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Gestionale - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Meccanica (Mechanical Engineering) - Torino
1st degree and Bachelor-level of the Bologna process in Ingegneria Per L'Ambiente E Il Territorio - Torino
1st degree and Bachelor-level of the Bologna process in Matematica Per L'Ingegneria - Torino
1st degree and Bachelor-level of the Bologna process in Pianificazione Territoriale, Urbanistica E Paesaggistico-Ambientale - Torino
Course structure
| Teaching | Hours |
|---|---|
| Lezioni | 31,5 |
| Esercitazioni in aula | 28,5 |
Lecturers
| Teacher | Status | SSD | h.Les | h.Ex | h.Lab | h.Tut | Years teaching |
|---|---|---|---|---|---|---|---|
| Agostini Valentina | Professore Associato | IBIO-01/A | 13,5 | 28,5 | 0 | 0 | 1 |
Co-lectures
Context
| SSD | CFU | Activities | Area context | GSPS-06/A IBIO-01/A |
3 3 |
D - A scelta dello studente D - A scelta dello studente |
A scelta dello studente A scelta dello studente |
|---|
2026/27
The course is part of the “Global Challenges” catalogue, designed to offer a learning experience focused on the analysis of complex, cross-cutting issues across different study programmes. Its aim is to provide students with the tools needed to understand and address the major challenges of the present and the future with awareness, responsibility, and a collaborative mindset.
The catalogue promotes a broad and integrated perspective by bringing together STEM disciplines — Science, Technology, Engineering and Mathematics — with the humanities and social sciences. The courses address current, interdisciplinary topics and aim to develop innovative technological solutions through a critical approach, with particular attention to ethics and the social, cultural, and environmental impacts of the proposed solutions.
Teaching activities foster active and multidisciplinary learning, encouraging the integration of technical, scientific, social, and humanistic competencies. Through team-based project work, students develop design skills, interdisciplinary dialogue, shared responsibility, and the ability to understand, contextualise, and tackle complex problems.
The “Global Challenges” catalogue will be launched each year with a lectio magistralis in English dedicated to a highly relevant theme.
The course Neurotechnologies Health and Society (NHS) examines neurotechnologies for health, wellbeing and “neuro-empowerment” through an interdisciplinary dialogue between biomedical engineering and sociology. Students are introduced to devices and experiments on neurotechnologies applied to health and wellbeing (brain measuring, monitoring, stimulation and rehabilitation, BCI, sensory and motor neuroprosthetics) and to critical socio-historical lenses enabling them to scrutinise the social assumptions that these technologies incorporate and their social impact. Through lectures and a supervised team project, students learn to integrate technical knowledge with social analysis, and communicate their findings in a final essay. The course foregrounds collaborative learning and reflexivity, enabling students to recognize epistemic assumptions and social responsibilities in the design and use of neurotechnologies.
The course is part of the “Global Challenges” catalogue, designed to offer a learning experience focused on the analysis of complex, cross-cutting issues across different study programmes. Its aim is to provide students with the tools needed to understand and address the major challenges of the present and the future with awareness, responsibility, and a collaborative mindset.
The catalogue promotes a broad and integrated perspective by bringing together STEM disciplines — Science, Technology, Engineering and Mathematics — with the humanities and social sciences. The courses address current, interdisciplinary topics and aim to develop innovative technological solutions through a critical approach, with particular attention to ethics and the social, cultural, and environmental impacts of the proposed solutions.
Teaching activities foster active and multidisciplinary learning, encouraging the integration of technical, scientific, social, and humanistic competencies. Through team-based project work, students develop design skills, interdisciplinary dialogue, shared responsibility, and the ability to understand, contextualise, and tackle complex problems.
The “Global Challenges” catalogue will be launched each year with a lectio magistralis in English dedicated to a highly relevant theme.
The course Neurotechnologies Health and Society (NHS) examines neurotechnologies for health, wellbeing and “neuro-empowerment” through an interdisciplinary dialogue between biomedical engineering and sociology. Students are introduced to devices and experiments on neurotechnologies applied to health and wellbeing (brain measuring, monitoring, stimulation and rehabilitation, BCI, sensory and motor neuroprosthetics) and to critical socio-historical lenses enabling them to scrutinise the social assumptions that these technologies incorporate and their social impact. Through lectures and a supervised team project, students learn to integrate technical knowledge with social analysis, and communicate their findings in a final essay. The course foregrounds collaborative learning and reflexivity, enabling students to recognize epistemic assumptions and social responsibilities in the design and use of neurotechnologies.
The student will acquire a multi-faceted understanding of the interplay of neurotechnologies, health and society, both in terms of the knowledge of currently available and emerging bioengineering technologies for interfacing with the human brain and of their application to support individuals suffering from mental disorders or neurological/neurodegenerative diseases, as well as their social impact on people’s lives and their implications in the construction of ideas of health, wellbeing and “neuro-empowerment”. Soft skills will also be developed such as the ability to work in a team and the competence to analyze and intertwine different epistemological perspectives (bioengineering and sociology) addressing a same issue.
The student will acquire a multi-faceted understanding of the interplay of neurotechnologies, health and society, both in terms of the knowledge of currently available and emerging bioengineering technologies for interfacing with the human brain and of their application to support individuals suffering from mental disorders or neurological/neurodegenerative diseases, as well as their social impact on people’s lives and their implications in the construction of ideas of health, wellbeing and “neuro-empowerment”. Soft skills will also be developed such as the ability to work in a team and the competence to analyze and intertwine different epistemological perspectives (bioengineering and sociology) addressing a same issue.
Basic scientific culture, such as that developed attending the courses of the first or second year of the Bachelor of Science in engineering.
Basic scientific culture, such as that developed attending the courses of the first or second year of the Bachelor of Science in engineering.
The course foresees an opening lectio magistralis in English - delivered simultaneously for all courses in the Global Challenges catalogue - on a highly topical issue.
The main NHS course topics are:
1. Neurotechnologies: challenges and opportunities for health and wellbeing
1.1 Brain measuring and monitoring
1.2 Brain stimulation
1.3 Neurorehabilitation and neurofeedback
1.4 Brain Computer Interfaces
1.5 Sensory and motor neuroprosthetics
2. Developing a social understanding of neurotechnologies
2.1 Social history of neurosciences
2.2 Use of neuroscience to naturalize inequalities (e.g.: is brain gendered?)
2.3 Social construction of health: the concept of medicalization
2.4 Technology and society: critique of technological determinism and political economy of (neuro)technologies
2.5 Neurotechnologies: research directions on social implications (e.g.: ability expectations, datification, dual use)
3. Integrating interdisciplinary knowledge on neurotechnologies (teamwork project).
The course foresees an opening lectio magistralis in English - delivered simultaneously for all courses in the Global Challenges catalogue - on a highly topical issue.
The main NHS course topics are:
1. Neurotechnologies: challenges and opportunities for health and wellbeing
1.1 Brain measuring and monitoring
1.2 Brain stimulation
1.3 Neurorehabilitation and neurofeedback
1.4 Brain Computer Interfaces
1.5 Sensory and motor neuroprosthetics
2. Developing a social understanding of neurotechnologies
2.1 Social history of neurosciences
2.2 Use of neuroscience to naturalize inequalities (e.g.: is brain gendered?)
2.3 Social construction of health: the concept of medicalization
2.4 Technology and society: critique of technological determinism and political economy of (neuro)technologies
2.5 Neurotechnologies: research directions on social implications (e.g.: ability expectations, datification, dual use)
3. Integrating interdisciplinary knowledge on neurotechnologies (teamwork project).
LESSONS (25.5 hours): 1.5 h of introduction with co-presence of teachers, 12 h of neuroengineering perspective, and 12 h of sociological perspective, with alternating weeks schedule.
LAB - TEAMWORK PROJECT (34.5 hours): Co-presence of teachers and tutors. The students will be grouped in teams of 5 persons and will actively co-operate in the development of a project, focusing on a topic proposed by the team itself, supervised by the teachers and tutors throughout the project. The teamwork will progress with the aim of critically analyzing devices and experiments on neurotechnologies applied to health and wellbeing, identifying their underlying social assumptions and their social impact. The team will produce a final essay.
LESSONS (25.5 hours): 1.5 h of introduction with co-presence of teachers, 12 h of neuroengineering perspective, and 12 h of sociological perspective, with alternating weeks schedule.
LAB - TEAMWORK PROJECT (34.5 hours): Co-presence of teachers and tutors. The students will be grouped in teams of 5 persons and will actively co-operate in the development of a project, focusing on a topic proposed by the team itself, supervised by the teachers and tutors throughout the project. The teamwork will progress with the aim of critically analyzing devices and experiments on neurotechnologies applied to health and wellbeing, identifying their underlying social assumptions and their social impact. The team will produce a final essay.
READING MATERIALS
Slides and scientific articles will be provided by the teachers.
Required readings:
- Rose, N. & Abi-Rached, J. (2014) Governing through the brain: Neuropolitics, neuroscience and subjectivity. The Cambridge Journal of Anthropology, 32(1), 3-23.
- Conrad, P. (2005) The Shifting Engines of Medicalization. Journal of Health and Social Behavior, 46, 3–14.
- Kögel, J. & Wolbring, G. (2020) What It Takes to Be a Pioneer: Ability Expectations From Brain-Computer Interface Users. Nanoethics ,14, 227–239
Suggested readings:
- Wolpaw, J. & Wolpaw, E. (2011) Brain-Computer Interfaces. Principles and Practice. Oxford University Press, USA.
- Lombi, L. & Rossero, E. (2024) How artificial intelligence is reshaping the autonomy and boundary work of radiologists. A qualitative study. Sociology of health & illness, 46(2), 200-218.
- Ruckenstein, M. & Schüll, N. D. (2017) The datafication of health. Annual review of anthropology, 46, 261-278.
READING MATERIALS
Slides and scientific articles will be provided by the teachers.
Required readings:
- Rose, N. & Abi-Rached, J. (2014) Governing through the brain: Neuropolitics, neuroscience and subjectivity. The Cambridge Journal of Anthropology, 32(1), 3-23.
- Conrad, P. (2005) The Shifting Engines of Medicalization. Journal of Health and Social Behavior, 46, 3–14.
- Kögel, J. & Wolbring, G. (2020) What It Takes to Be a Pioneer: Ability Expectations From Brain-Computer Interface Users. Nanoethics ,14, 227–239
Suggested readings:
- Wolpaw, J. & Wolpaw, E. (2011) Brain-Computer Interfaces. Principles and Practice. Oxford University Press, USA.
- Lombi, L. & Rossero, E. (2024) How artificial intelligence is reshaping the autonomy and boundary work of radiologists. A qualitative study. Sociology of health & illness, 46(2), 200-218.
- Ruckenstein, M. & Schüll, N. D. (2017) The datafication of health. Annual review of anthropology, 46, 261-278.
Slides; Materiale multimediale ; Strumenti di simulazione; Strumenti di collaborazione tra studenti;
Lecture slides; Multimedia materials; Simulation tools; Student collaboration tools;
Modalita di esame: Prova orale obbligatoria; Elaborato scritto prodotto in gruppo; Prova scritta in aula tramite PC con l'utilizzo della piattaforma di ateneo;
Exam: Compulsory oral exam; Group essay; Computer-based written test in class using POLITO platform;
...
EXPECTED LEARNING OUTCOMES: The student will acquire a multi-faceted understanding of the interplay of neurotechnologies, health and society, both in terms of the knowledge of currently available and emerging bioengineering technologies for interfacing with the human brain and of their application to support individuals suffering from mental disorders or neurological/neurodegenerative diseases, as well as their social impact on people’s lives and their implications in the construction of ideas of health, wellbeing and “neuro-empowerment”. Soft skills will also be developed such as the ability to work in a team and the competence to analyze and intertwine different epistemological perspectives (bioengineering and sociology) addressing a same issue.
CRITERIA, RULES AND EXAM PROCEDURES
The evaluation criteria refer to the expected learning outcomes declared above. In particular, the most important aspect will be demonstrating critical thinking and the ability to analyze and intertwine different epistemological perspectives (bioengineering and sociology) addressing a same investigational topic related to neurotechnologies and their applications for health and wellbeing. To obtain the final evaluation it will be necessary to actively participate in the teamwork project during the course, collaborating effectively to the construction of the lab essay. The students' evaluation will be composed of 2 parts (teamwork project essay + individual evaluation):
• LAB - TEAMWORK PROJECT (and final essay). Score: up to 18/33 points. After choosing one of the neurogerontechnologies presented during the course, the team will define the aim of their investigation, the methods used to critically analyze the chosen topic (including strategies, keywords and concepts learnt during the lessons in order to recover appropriate sources of information in the bioengineering and sociology fields), the results obtained and a discussion and interpretation of the results, including in the analysis potential gaps and biases found. The teamwork project will be discussed and revised by the teachers during the lab hours, throughout the course. The teamwork will produce a final written essay with a textual and/or graphical description (e.g. conceptual mapping) of the critical analysis. The evaluation of the project includes: 1) the final teamwork product (essay), 2) a collection of evidence of student processes, team efficacy in active cooperative learning, and ability to integrate teachers and tutors feedback (Padlet, as well as in-presence discussion will be used for ongoing project supervision and evaluation), 3) oral examination. (Language: English).
• INDIVIDUAL EVALUATION ("Peer-grading" + 10 quizzes; overall duration: 1.5 h) Score: up to 15/33 points. Minimum score: 8/15. There will be two parts:
- "Peer-grading": The student will evaluate the teamwork essay produced by other students guided by an evaluation grid. The teacher will score the appropriateness of the written peer-grading evaluation produced, including the comments justifying and supporting it. Score: up to 5/33 points.
- 10 multiple-choice quizzes on the contents of the course (bioengineering and social dimensions of neurotechnologies). In case of wrong answer, a penalty is assigned (if the quiz has 3 answers the penalty is: – 0.33; if the quiz has 4 answers the penalty is: – 0.25; if the quiz has 5 answers the penalty is: -0.2; no answer = no penalty). Score: up to 10/33 points. No material consultation is allowed during the exam. (Language: English).
The final score will be obtained by adding the scores achieved in the 2 parts. If the final mark score is equal to or greater than 31.5 the Laude will be assigned.
ALTERNATIVE EXAM MODALITIES FOR NON-ATTENDING STUDENTS
After passing the individual evaluation descrived above (minimum score: 8/15) the student will undergo an oral examination on the course topics (18/33).
Gli studenti e le studentesse con disabilita o con Disturbi Specifici di Apprendimento (DSA), oltre alla segnalazione tramite procedura informatizzata, sono invitati a comunicare anche direttamente al/la docente titolare dell'insegnamento, con un preavviso non inferiore ad una settimana dall'avvio della sessione d'esame, gli strumenti compensativi concordati con l'Unita Special Needs, al fine di permettere al/la docente la declinazione piu idonea in riferimento alla specifica tipologia di esame.
Exam: Compulsory oral exam; Group essay; Computer-based written test in class using POLITO platform;
EXPECTED LEARNING OUTCOMES: The student will acquire a multi-faceted understanding of the interplay of neurotechnologies, health and society, both in terms of the knowledge of currently available and emerging bioengineering technologies for interfacing with the human brain and of their application to support individuals suffering from mental disorders or neurological/neurodegenerative diseases, as well as their social impact on people’s lives and their implications in the construction of ideas of health, wellbeing and “neuro-empowerment”. Soft skills will also be developed such as the ability to work in a team and the competence to analyze and intertwine different epistemological perspectives (bioengineering and sociology) addressing a same issue.
CRITERIA, RULES AND EXAM PROCEDURES
The evaluation criteria refer to the expected learning outcomes declared above. In particular, the most important aspect will be demonstrating critical thinking and the ability to analyze and intertwine different epistemological perspectives (bioengineering and sociology) addressing a same investigational topic related to neurotechnologies and their applications for health and wellbeing. To obtain the final evaluation it will be necessary to actively participate in the teamwork project during the course, collaborating effectively to the construction of the lab essay. The students' evaluation will be composed of 2 parts (teamwork project essay + individual evaluation):
• LAB - TEAMWORK PROJECT (and final essay). Score: up to 18/33 points. After choosing one of the neurogerontechnologies presented during the course, the team will define the aim of their investigation, the methods used to critically analyze the chosen topic (including strategies, keywords and concepts learnt during the lessons in order to recover appropriate sources of information in the bioengineering and sociology fields), the results obtained and a discussion and interpretation of the results, including in the analysis potential gaps and biases found. The teamwork project will be discussed and revised by the teachers during the lab hours, throughout the course. The teamwork will produce a final written essay with a textual and/or graphical description (e.g. conceptual mapping) of the critical analysis. The evaluation of the project includes: 1) the final teamwork product (essay), 2) a collection of evidence of student processes, team efficacy in active cooperative learning, and ability to integrate teachers and tutors feedback (Padlet, as well as in-presence discussion will be used for ongoing project supervision and evaluation), 3) oral examination. (Language: English).
• INDIVIDUAL EVALUATION ("Peer-grading" + 10 quizzes; overall duration: 1.5 h) Score: up to 15/33 points. Minimum score: 8/15. There will be two parts:
- "Peer-grading": The student will evaluate the teamwork essay produced by other students guided by an evaluation grid. The teacher will score the appropriateness of the written peer-grading evaluation produced, including the comments justifying and supporting it. Score: up to 5/33 points.
- 10 multiple-choice quizzes on the contents of the course (bioengineering and social dimensions of neurotechnologies). In case of wrong answer, a penalty is assigned (if the quiz has 3 answers the penalty is: – 0.33; if the quiz has 4 answers the penalty is: – 0.25; if the quiz has 5 answers the penalty is: -0.2; no answer = no penalty). Score: up to 10/33 points. No material consultation is allowed during the exam. (Language: English).
The final score will be obtained by adding the scores achieved in the 2 parts. If the final mark score is equal to or greater than 31.5 the Laude will be assigned.
ALTERNATIVE EXAM MODALITIES FOR NON-ATTENDING STUDENTS
After passing the individual evaluation descrived above (minimum score: 8/15) the student will undergo an oral examination on the course topics (18/33).
In addition to the message sent by the online system, students with disabilities or Specific Learning Disorders (SLD) are invited to directly inform the professor in charge of the course about the special arrangements for the exam that have been agreed with the Special Needs Unit. The professor has to be informed at least one week before the beginning of the examination session in order to provide students with the most suitable arrangements for each specific type of exam.