Journal Of Undergraduate Neuroscience Education[JOURNAL]
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200 papers
An Advanced Undergraduate Laboratory Course: Calcium Imaging and Data Analysis - a Mini Graduate Research Experience.
Bai H, Fu Z, Ni L
J Undergrad Neurosci Educ · 2025 · PMID 42065111 · Full text
Calcium imaging has become a powerful and widely used technique to visualize and measure neural activity in real time, offering valuable insights into complex behaviors, neural networks, and brain function. However, impl...
Calcium imaging has become a powerful and widely used technique to visualize and measure neural activity in real time, offering valuable insights into complex behaviors, neural networks, and brain function. However, implementing calcium imaging in undergraduate laboratories is challenging due to the need for specialized microscopy and advanced computational skills for data analysis. To help undergraduate students grasp the principles and analytical methods of calcium imaging through hands-on experience, we designed and taught a semester-long course. The course is structured around four key components, which reflect essential elements of graduate research training. (1) AI-assisted literature review helps students understand the fundamental principles of calcium imaging, its analytical methods, and relevant background information. (2) Calcium imaging demonstration provides students with hands-on exposure to calcium imaging procedures in a research setting. (3) Calcium imaging analysis introduces students using Python to analyze real research calcium imaging datasets. (4) Poster presentation allows students to present their findings and strengthen their scientific communication skills. The pedagogical goals of this course are to enhance students' understanding of calcium imaging and its analytic methods while strengthening their abilities to read scientific literature and effectively communicate their research. Progress toward these goals is assessed through multiple approaches, including chalk talks, written assignments, code-based data analyses, and poster presentations. In addition, this course mirrors real research process to help students explore potential career paths in science.
Investigating the Neural Control of Social Behavior in Using a Low-Cost Optogenetics System.
Hoopfer ED, Heidgerken-Greene A
J Undergrad Neurosci Educ · 2025 · PMID 42065110 · Full text
Optogenetics offers a powerful tool for students to explore how neural circuits generate behavior. Here we introduce a lab module using to help students understand the principles of optogenetics through the study of soc...
Optogenetics offers a powerful tool for students to explore how neural circuits generate behavior. Here we introduce a lab module using to help students understand the principles of optogenetics through the study of social behaviors such as aggression and courtship. In this activity, students used the red-shifted opsin CsChrimson to activate P1 neurons-key regulators of male courtship and aggression. They observed that P1 activation elicits courtship in the absence of appropriate sensory cues and induces a persistent internal state that enhances aggression or courtship depending on social context, illustrating how a single neuronal population can regulate opponent behaviors and internal states. We implemented this module using FlyRig, an inexpensive, modular, open-source system we developed that provides precise light stimulation and synchronized video recordings suitable for automated tracking and classification tools. This lab module introduces students to the principles of optogenetics, experimental design, and quantitative behavior analysis, and provides a framework for exploring the neural basis of social behaviors and the internal states that drive them. Assessment of student experiences supports the utility of this lab activity in enhancing understanding of conceptual and experimental methods for studying neural control of behavior with optogenetics, as well as the usability of the FlyRig system for behavioral experiments.
A Novel Practical Session to Teach Concepts of Allometric Scaling of Brain Structures to Undergraduate Students Using Vertebrate Brains.
Cammies C, Cavaciuti K, Montgomery SH
J Undergrad Neurosci Educ · 2025 · PMID 42065109 · Full text
Scaling relationships are central to interpreting patterns of morphological variation in brain composition. However, allometric scaling can be a difficult concept for students to understand, requiring the integration of...
Scaling relationships are central to interpreting patterns of morphological variation in brain composition. However, allometric scaling can be a difficult concept for students to understand, requiring the integration of evolutionary biology with mathematical relationships. The differential scaling of brain components over evolutionary time is particularly complex. The challenges associated with these concepts are further compounded by the lack of practical activities to allow students to explore these concepts in a neuroscience context. In this study, we present a novel practical session to teach these ideas to second year biology and zoology undergraduate students by combining traditional sheep and pig brain dissections with accessible staining techniques, and imaging using freely available software, that together enable allometric scaling relationships among brain components to be visualised and analysed in both an intraspecific and interspecific manner. Objectively, our data shows a statistically significant improvement (p=<0.0001) in performance on questions related to the scaling concepts following the practical session. Subjectively, 93% of students wanted the lecturer to continue teaching this practical (with 0% of students against it being reused in future), with 89% believing the practical had increased their interest in studying neuroscience. Most students believed the practical had improved their understanding of the concepts and enhanced their ability to critically analyse literature on the topic of allometric scaling and brain anatomy. Students' perceptions of the practical were positive with the average rating of perceived learning 8.11 out of 10 (where 10 is an excellent learning experience and 1 is a terrible learning experience). Aside from minor technical suggestions, the main improvements suggested by students were that they wished they had more time for the practical.
Mindset Variations Among Undergraduate Neuroscience Students.
Jones JA, Harrison PR, Hutson BL … +1 more , Robertson SD
J Undergrad Neurosci Educ · 2025 · PMID 42065108 · Full text
Growth mindset, the belief that intelligence is malleable, is linked to academic success and resilience, particularly in STEM disciplines. Prior research suggests that students from historically excluded groups (defined...
Growth mindset, the belief that intelligence is malleable, is linked to academic success and resilience, particularly in STEM disciplines. Prior research suggests that students from historically excluded groups (defined by race, gender, and generation status) often exhibit weaker growth mindsets in STEM before interventions are introduced, primarily due to systemic barriers and heightened stress. We used a quantitative and qualitative approach to assess undergraduate students' mindsets and compared mindsets across demographic groups. Most mindset studies focus on introductory STEM courses in higher education or K-12 populations. To our knowledge, our study is the first to explore mindsets in an undergraduate neuroscience context. Our findings challenge previous research, revealing that most neuroscience students display growth mindsets without intervention. Notably, growth mindset ratings were significantly higher among students who self-identified as belonging to racial and ethnic minority groups such as PEERs (Persons Excluded because of their Ethnicity or Race). These results highlight the need for further exploration of mindset across diverse demographics, particularly within the context of neuroscience education, as existing research largely focuses on disciplines such as biology, chemistry, mathematics, and physics.
Undergraduate Student Experience and Motivation Influence Perceived Benefits of Participation in Community Outreach.
Martin J, Reina-Guerra D, Stone-Roy L
J Undergrad Neurosci Educ · 2025 · PMID 42065107 · Full text
Community outreach benefits undergraduate students by providing opportunities to deepen content knowledge, practice teaching, develop a sense of scientific authority, and enhance communication skills. To evaluate whether...
Community outreach benefits undergraduate students by providing opportunities to deepen content knowledge, practice teaching, develop a sense of scientific authority, and enhance communication skills. To evaluate whether students with varying academic levels or prior teaching experience differ in their motivations for volunteering and perceived benefits from Brain Awareness Week (BAW) outreach, we administered entry and exit surveys to undergraduate volunteers. The surveys included quantitative and qualitative questions to assess demographics, motivations, and prior outreach and teaching experience. Factor analysis of motivation items identified three constructs: career development, communication training, and STEM advocacy. Most students reported volunteering because they valued community outreach, enjoyed neuroscience, and/or wanted to enhance their resume / CV or applications. Lower-level students (freshmen and sophomores) were more motivated by career development ( = 0.014, = 0.68) and reported greater need for communication training ( = 0.011, = 0.69) compared to upper-level students. STEM advocacy scores were significantly higher among students with prior teaching experience, regardless of academic level ( = 0.001, = 0.84). Exit surveys indicated that career development was positively correlated with increased confidence in approaching faculty ( = 0.58, = 0.006) and communicating with diverse audiences ( = 0.56, = 0.005). These findings align with established literature on the benefits of outreach and support tailoring recruitment and training strategies based on students' prior experience to enhance both engagement and educational outcomes.
Effect of Neutral and Negative Images on Galvanic Skin Response: An Activity for Courses in Forensic, Affective, and Behavioral Neuroscience.
Flint RW, Jagda S
J Undergrad Neurosci Educ · 2025 · PMID 42065105 · Full text
The galvanic skin response (GSR) has provided important scientific insight in a wide range of contexts and has been used in neuroscience research for many decades. It is important for undergraduate students to understand...
The galvanic skin response (GSR) has provided important scientific insight in a wide range of contexts and has been used in neuroscience research for many decades. It is important for undergraduate students to understand this versatile technique and its application in areas such as Affective, Behavioral, and Forensic Neuroscience. Participants in this study viewed a slideshow containing negative and neutral images selected from the RADIATE and IAPS databases after being connected to a small portable GSR biofeedback monitor. Images were presented for 7-sec on a computer screen followed by a 20-sec blank screen. Each participant's highest GSR response during the 7-sec image presentation was recorded. Participants provided a valence rating, using a 5-point Likert scale, immediately after each image was presented. The mean GSR for images rated as negative was significantly higher than the mean GSR for images rated as neutral. Results were discussed with the class prior to the completion of demographic and activity effectiveness questionnaires. All responses were significant on the activity effectiveness questionnaire. Participants reported a better understanding of the use of GSR in neuroscience, considered this activity a valuable experience, and recommended its use in future classes.
The Simplified BrainTower and Pipe Cleaners: Model Building as a Learning Tool in Neuroscience.
Doherty AJ, Howarth JL
J Undergrad Neurosci Educ · 2025 · PMID 42065104 · Full text
Models have a long history of use in helping students to understand the three-dimensional organisation of biological structures. This is particularly true of neuroanatomical teaching where it is often difficult to distin...
Models have a long history of use in helping students to understand the three-dimensional organisation of biological structures. This is particularly true of neuroanatomical teaching where it is often difficult to distinguish grey and white matter in the fixed prosections often used in dissection rooms. A model system designed to help medical students understand the anatomy of the ascending and descending white matter tracts through the brain and spinal cord had the opposite effect: it made the task of learning these tracts more difficult. The model was complex and difficult for students to engage with. The aim of this study was to introduce a simplified version of this modelling system that was interactive and intuitive, to enable students to build a model in a single workshop session and to assess how the modeling activity impacted on students' learning. Students were asked to build a model of either the anterolateral/spinothalamic tracts (ALS), the dorsal column/medial lemniscus tract (DCML) or the corticospinal tracts (CST) using pipe-cleaners to represent the route of the pathway, including the number of neurons. We found that students were easily able to build a representation of one of these tracts and that they could answer questions on the structure and function of the tract they built significantly better than similar questions related to the other tracts. This enhancement in knowledge was maintained through to end of unit exams eleven weeks after the modelling activity, demonstrating that actively building a model contributes to deep rather than superficial learning.
AMAZING PAPERS in NEUROSCIENCE: Teaching Neurodevelopment Through the Discovery of Adult Neurogenesis.
Cunningham R
J Undergrad Neurosci Educ · 2025 · PMID 42065103 · Full text
Neurogenesis is a critical process in neurodevelopment, contributing to the formation and function of the central nervous system (CNS). Historically, neurogenesis was thought to occur only during embryonic development. H...
Neurogenesis is a critical process in neurodevelopment, contributing to the formation and function of the central nervous system (CNS). Historically, neurogenesis was thought to occur only during embryonic development. However, Eriksson et al. (1998) conducted the first study to confirm neurogenic regions within the adult human brain, using postmortem brain tissue to establish the presence of adult neurogenesis. This study identified adult neurogenesis to be present specifically within the dentate gyrus of the hippocampus, marking a groundbreaking advancement in neurodevelopmental research. The findings from this study highlight the significance of adult neurogenesis, which is now implicated in learning, memory, and in the understanding of neurological disorders such as Alzheimer's Disease. Integrating this study into undergraduate education introduces students to a pivotal moment in the history of neurodevelopmental research, highlighting its lasting impact on adult neurogenesis research. The study's manageable length, use of immunofluorescent techniques, and relevance to both basic and clinical neuroscience make it an ideal resource for undergraduate education. Students can develop their skills in critical thinking, scientific literacy, and appreciation of methodological innovation in neuroscience - all while learning and deepening their understanding of the importance of neurodevelopment.
A Model for Statewide Educational Outreach to Undergraduates: Implications From a Neuropsychology Outreach Program.
Schaefer L, Bertisch H
J Undergrad Neurosci Educ · 2025 · PMID 42065102 · Full text
Clinical neuropsychology is a specialty of psychology that is closely related to neuroscience in that it assesses cognitive and functional brain-behavior relationships across a range of clinical diagnoses. As with many o...
Clinical neuropsychology is a specialty of psychology that is closely related to neuroscience in that it assesses cognitive and functional brain-behavior relationships across a range of clinical diagnoses. As with many other related disciplines including neuroscience, educational outreach to students about clinical neuropsychology to increase vocational interest is essential to the field. This manuscript examines the feasibility of implementing one statewide educational outreach program for undergraduate students to learn about the specialty of clinical neuropsychology as a possible career path. The current program was developed by the authors of this manuscript, both of whom are clinical neuropsychologists and co-lead a committee for student outreach within a state organization which represents such professionals. As students in metropolitan areas are more likely to have exposure to neuropsychology, the emphasis of our program has been on outreach to university psychology and neuroscience departments, especially in more rural and geographically underrepresented areas of our state. The process of this outreach, the content of the presentations conducted through this program, and descriptive feedback from participants based on qualitative survey data (2023-2025) is presented. Based on the response and successful engagement rate from the colleges and universities that we have outreached, we have determined that our model offers a feasible means to conduct education about possible careers in neuropsychology to undergraduate students statewide. Practical recommendations for neuroscientists, psychologists, and other such professionals interested in initiating and implementing their own outreach programs within their specialties are also provided.
Exploring the Impact of Online Education on Scientific Presentation Skills in Women Neuroscience Students.
Dutton SBB, Larimore J
J Undergrad Neurosci Educ · 2025 · PMID 41640811 · Full text
Pedagogical shifts to online learning during the COVID-19 pandemic impacted learning outcomes for STEM students. Many courses have remained online after the pandemic, making it essential to assess the effectiveness of th...
Pedagogical shifts to online learning during the COVID-19 pandemic impacted learning outcomes for STEM students. Many courses have remained online after the pandemic, making it essential to assess the effectiveness of these practices on student skill development. While prior research has examined engagement, confidence, and self-efficacy, less is known about how online learning affects oral scientific communication skills. This study analyzed 23 undergraduate women enrolled in an upper-level neuroscience course at a women's liberal arts college during Fall 2020. Using a pre/post format, we assessed students' growth across three areas: (1) reading and analyzing primary neuroscience articles, (2) designing neuroscience-based experiments, and (3) developing and delivering oral scientific presentations. Assessments included weekly written article analyses and two oral presentations, evaluated with a rubric that measured experimental design, presentation slide quality, and oral communication. Results demonstrated significant improvement in students' ability to critique scientific literature and construct professional presentation slides. In contrast, rubric scores for oral presentation performance showed no statistically significant gains, though this may reflect a ceiling effect, as most students scored at or near the rubric maximum in the pre-assessment. Taken together, these findings suggest that online learning environments can effectively support analytical and written aspects of science communication, while further refinement of assessment tools is needed to determine their impact on oral communication growth.
Using Case Studies from to Promote an Understanding of and Appreciation for Behavioral and Forensic Neuroscience.
Flint RW, Farnum KS, Rodriguez Steen LA
J Undergrad Neurosci Educ · 2025 · PMID 40655180 · Full text
Understanding both the content and the relevance of neuroscientific material is often challenging for undergraduate students. To increase student interest in, engagement with, and understanding of neuroscientific materia...
Understanding both the content and the relevance of neuroscientific material is often challenging for undergraduate students. To increase student interest in, engagement with, and understanding of neuroscientific material, Forensic Psychology and Psychology majors completed group presentations of case studies selected from the journal . Cases were selected to emphasize issues relevant to psychology and forensic psychology. Presentation groups consisted of students with the same major, and students were reassigned to different groups for each presentation, ensuring an opportunity to work with different classmates. Presentations included a summary of the case study, explanation of the connections to neuroscience (i.e., neuroscience content), and a description of the different careers that might be associated with that case. Each group also generated a question used to stimulate discussion of the case study with the class. In addition to the instructor's assessment, students engaged in self-and peer-grading for each presentation. Demographic and group project questionnaires were administered after the last group project was completed. The project questionnaire consisted of 22 questions, using a Likert scale, and 3 free response questions. Non-parametric one-sample Wilcoxon Signed Ranks tests revealed statistically significant effects for all 22 questions. Students found the work interesting and valuable, reported an increased understanding of the field, its applications, and career relevance, and a facilitation of critical thinking about the material. Students also found the grading rubric and the peer grading process to be an effective means of assessing student involvement and performance.
Teaching Principles of an Action Potential Using Candy.
Surendran S, Fall L
J Undergrad Neurosci Educ · 2025 · PMID 40655179 · Full text
Neurophysiology is crucial but often-intimidating subject for undergraduate students. To address the challenge of "neurophobia" educators have developed myriad techniques to inspire students and enhance their interest in...
Neurophysiology is crucial but often-intimidating subject for undergraduate students. To address the challenge of "neurophobia" educators have developed myriad techniques to inspire students and enhance their interest in the discipline. We therefore sought employ one such innovation to further engage our students, leveraging students' familiarity with food to make the abstract concept of the action potential accessible. Seventy-seven Foundation Year students undertook a 60-minute in-person didactic lecture and then a two-hour active learning class using Smarties and Play-Doh to make a detailed model of an action potential and its constituent phases. They were given a post-activity five-point Likert questionnaire with four open-ended questions, and responses were analyzed with a weighted average ( ). Broadly, students enjoyed the playfulness of the activity and agreed that they would like to repeat it. Respondents did not agree that the activity motivated them, but they agreed that the activity improved their knowledge of action potentials, felt the format was appropriate to check their knowledge, and felt that it helped identify weaknesses in their understanding. Students felt they were able to connect with their team during the activity, that they learned from their teammates during the activity, and teamwork as a positive was a repeated theme in the open answer questions. Using Smarties to teach action potentials is a fun and effective way to teach neurophysiology and further research is required to determine its impact on student attainment.
Undergraduate Learning Assistants Using Online Messaging Improves Student Educational Experiences in Large Neuroscience Lecture Courses.
Lav NS, Schiefer EJ, Das S … +4 more , Vancheeswaran N, Ahmad S, Nguyen M, Nicholas A
J Undergrad Neurosci Educ · 2025 · PMID 40655178 · Full text
This study investigated the impact of undergraduate learning assistants on students' educational experiences in large lecture neuroscience courses. These courses were highly structured and incorporated weekly assignments...
This study investigated the impact of undergraduate learning assistants on students' educational experiences in large lecture neuroscience courses. These courses were highly structured and incorporated weekly assignments co-developed with undergraduates trained in a Certified Learning Assistants Program (CLAP). We employed four undergraduate learning assistants (LAs) in two large lecture general education neurobiology courses who assisted the instructor in developing targeted homework assignments based on lecture content. Students were encouraged to interact with LAs via email, Canvas, or an online messaging platform. The messaging platform did not include the instructor or graduate student teaching assistant (TA). LAs provided weekly in-person homework assignment introductions and review sessions during lectures. At the end of the course, students answered surveys about their learning experience, communication preferences, and overall sense of belonging. Findings suggest that the incorporation of undergraduate learning assistants improved students' sense of belonging and confidence in large lecture neuroscience courses. Students were more comfortable asking content questions of LAs in a collaborative group messaging chat without graduate TAs or the Instructor. Group chat communications were preferable to using their course Canvas site or traditional email. Student interest in the course was increased by knowing that the course assignments were generated by the undergraduate LAs. Although students felt that LAs improved their sense of belonging, they were still less comfortable interacting with LAs in person compared to online platforms. In summary, LA involvement provided effective peer support for students and student perspective for the instructor, increasing students' sense of belonging and interest in course content.
Call for collaboration: Drafting a concept inventory for assessing neuroscience courses and curriculum.
Gaudier-Diaz MM, Mitchell ME, Parekh SV … +1 more , Robertson SD
J Undergrad Neurosci Educ · 2025 · PMID 40655177 · Full text
Neuroscience draws upon concepts from biology, chemistry, computer sciences, philosophy, physics, and psychology, to study the nervous system. Growth of this field is evidenced by the expansion of neuroscience programs,...
Neuroscience draws upon concepts from biology, chemistry, computer sciences, philosophy, physics, and psychology, to study the nervous system. Growth of this field is evidenced by the expansion of neuroscience programs, all of which undergo accreditation to ensure educational quality. Content knowledge is commonly assessed for accreditation, but a standardized instrument measuring neuroscience content knowledge is yet to be developed. To address this gap, we are leveraging the eight neuroscience core concepts identified by Chen and colleagues to design a Neuroscience Concept Inventory (NCI). As a first draft, we generated a 57-multiple choice question tool and distributed among students in an introductory neuroscience course and declared neuroscience majors at a large public R1- institution. Item discrimination scores determining the quality of items ranged from 0.65-0.10, with 48 falling within acceptable range (>0.20). Alpha reliability scores determining reliability of items within a core concept ranged from 0.77-0.51, with 4 falling within acceptable range (>0.70). To exemplify the utility of a NCI, we present an accreditation report case study. Utilizing the NCI draft we demonstrate learning gains in an Introduction to Neuroscience course and among neuroscience majors. Our project sets the groundwork for the continued development of a reliable tool that facilitates content knowledge assessment of neuroscience programs and courses. The interdisciplinary nature and diversity of neuroscience programs present a major challenge to the development of a comprehensive content knowledge tool. Thus, we share this first draft as a call to the neuroscience community to join us to iteratively improve the instrument through collaboration and feedback. Those wishing to collaborate for tool development, please fill out this Qualtrics Form.
A Cross-Course Experiment with a Word Recall Task and Salivary Cortisol Measurements.
Ruscio MG, Widholm JJ
J Undergrad Neurosci Educ · 2025 · PMID 40655176 · Full text
We describe the experimental design and procedures for a word recall task in combination with positive (i.e. pleasant) or negative (i.e. unpleasant) valance images and salivary cortisol response. The word recall task was...
We describe the experimental design and procedures for a word recall task in combination with positive (i.e. pleasant) or negative (i.e. unpleasant) valance images and salivary cortisol response. The word recall task was a component of a 200-level psychological statistics and methods course. Two groups of student subjects were presented with one of two sets of 25 word-image pairs: identical words with images of positive or negative emotional valence. Salivary cortisol was collected prior to word-image pair presentation and following word recall. Cortisol was then analyzed in a 400-level advanced behavioral neuroscience laboratory course, and by student researchers (independent studies). These students learned the basic procedures of an enzyme immunoassay including aspects of quality control. Data collected across four semesters demonstrated word recall was significantly greater in subjects who viewed the positive valence word-image pairs. Salivary cortisol was not different between the groups. This paradigm generated a novel shared data set across classes appropriate for exploration and statistical analysis in each class. Conceptually, this approach provided a gateway for the discussion of the neuroendocrinology of cortisol and memory. It produced greater student investment in the experiment and outcome. Assessment data revealed significantly improved performance on a pre- versus post-quiz of central concepts in the 200-level course and to a lesser degree in the 400-level course. This approach resulted in a greater breadth and depth of topics that otherwise could not be accomplished within a single class. Here, we present guidelines for executing this experiment in the classroom with possibilities for novel variations.
Long-Term Learning Gains in Students Using Community Based Learning.
Stevens AA, Michael NA, Radvansky GA
J Undergrad Neurosci Educ · 2025 · PMID 40655175 · Full text
A significant promise of scientific research is that basic science discoveries lead to innovations that result in positive change for individuals and communities. Considering this, translational communication skills and...
A significant promise of scientific research is that basic science discoveries lead to innovations that result in positive change for individuals and communities. Considering this, translational communication skills and motivation to engage the general population are critical measures to consider when educating future scientists. A community-based learning (CBL) teaching method has been shown to be effective in developing these skills when used in higher education humanities settings, as students are able to synthesize class information with real-life community problem solving. Despite this evidence, CBL approaches are not generally practiced in STEM classroom settings. To assess the efficacy of CBL within a STEM setting, 90 undergraduate seniors in a Developmental Neuroscience course at the University of Notre Dame from 2017-2019 completed pre/post surveys focusing on four areas: content knowledge, scientific literature literacy, effective communication of scientific literature to the general population, and degree of civic engagement. During the course, students participated in a CBL experience along with regular coursework but were not subject to high-stakes examinations. Ten of 90 alumni completed the same pre/post survey to assess long-term learning gains. Results indicated significant gains in content knowledge, literature literacy, and translational ability between pre-course and post-course conditions, with significant gains maintained over time in the alumni condition. These data make a valuable contribution to both the STEM and CBL literature by demonstrating the long-term efficacy of a CBL approach in a STEM course in the absence of high-stakes examinations, as well as demonstrate long-term learning gains associated with scientific communication skills and dispositions towards civic engagement.
Open Educational Resources for Undergraduate Neuroscience Education.
Hutchins JB, Harris A
J Undergrad Neurosci Educ · 2025 · PMID 40655174 · Full text
This editorial discusses the impact of Open Educational Resources (OER) on the success of undergraduate neuroscience students. In order to provide students with high-quality, accessible, free educational materials, we ha...
This editorial discusses the impact of Open Educational Resources (OER) on the success of undergraduate neuroscience students. In order to provide students with high-quality, accessible, free educational materials, we have launched a series of free neuroscience textbooks and ancillary materials. These are a work in progress and would benefit from contributions from the FUN community. Textbook expenses disproportionately impact first-generation students, students of color, and those on financial aid, often preventing timely access to materials, increasing stress, and hindering academic success. The research suggests that traditional textbooks fail to meet students' needs, either because they are unnecessary or financially burdensome. Free, high-quality neuroscience OER textbooks can alleviate financial stress, lower DFW (drop, fail, withdraw) rates, and improve student-teacher relationships, ultimately enhancing the learning experience. By reducing barriers, OER can foster equitable access to education and support student success in neuroscience and beyond.
Call to Action.
Reynolds ER
J Undergrad Neurosci Educ · 2025 · PMID 40655173 · Full text
Abstract loading — click title to view on PubMed.
Addiction Education in the Undergraduate Space: A Novel Course Connecting Neurobiology of Addiction and Compassion for Individuals with Substance Use Disorder.
Newman LC, Swisshelm AT
J Undergrad Neurosci Educ · 2025 · PMID 40655172 · Full text
Substance use disorder (SUD) is a chronic, relapsing disease with medical, psychological, and social complications. Sufficient knowledge of addiction mechanisms and compassion for individuals with SUD are essential for c...
Substance use disorder (SUD) is a chronic, relapsing disease with medical, psychological, and social complications. Sufficient knowledge of addiction mechanisms and compassion for individuals with SUD are essential for combatting the prevailing stigma associated with substance use and generating efforts for effective treatments. This article describes a unique undergraduate course on addiction where efforts to enhance understanding of the neurobiology of addiction are coordinated with an emphasis on the human element of SUD. Reinforcing the neurobiological details of addiction and their relation to SUD behaviors can humanize addiction and further motivate students to invest in learning these complex details. College students have increased exposure to and opportunities for drug use and face an increased risk of developing a SUD. Substance use among college students can contribute to physical, mental, academic, and social issues. A thorough education on the neurobiological mechanisms of addiction with emphasis on the human element can help students gain a better understanding of what happens in the brain and an appreciation for the disease nature of addiction. Ultimately, this knowledge can benefit students dealing directly or indirectly with SUD and can encourage and equip them to champion for more effective and empathetic approaches for tackling addiction. The impact of this course on student learning and motivation was measured by before and after course surveys. The results demonstrate that students developed a better understanding of addiction as a disease, gained a more compassionate view of individuals with SUD, and were inspired to learn more about how addiction affects the brain.
Biopsychology Lab: COMT Genotype Associations with Vagal Tone and Frontal Alpha Asymmetry.
Smith BL, Dunham JE, Sweeney BM … +3 more , Dearing C, Shepherd RH, Bardgett ME
J Undergrad Neurosci Educ · 2025 · PMID 40655171 · Full text
Course-based undergraduate research experiences (CUREs) engage students in the research process to promote active learning of complex material. We created a 5-week Biopsychology Laboratory (Biopsych) CURE that integrates...
Course-based undergraduate research experiences (CUREs) engage students in the research process to promote active learning of complex material. We created a 5-week Biopsychology Laboratory (Biopsych) CURE that integrates concepts in genetics, neurotransmission, autonomic regulation, executive function, electroencephalography, and human subjects research. The underlying principles of the Biopsych CURE focus on how the prefrontal cortex orchestrates cognitive control and coordinates parasympathetic activity. The rs4680 single nucleotide polymorphism (SNP) in the catechol-O-methyltransferase (COMT) gene may explain individual variability in prefrontal cortical function since the presence of the A versus G alleles directly affects neurotransmission in this region. To assess this, students in the Biopsych CURE conducted a prospective cohort study on themselves to examine whether there would be differences between rs4680 GG, AG, and AA genotypes in executive function, parasympathetic activity, and frontal alpha asymmetry (FAA). During the allotted class time, students successfully learned to collect buccal swab samples, isolate DNA, quantify DNA with a spectrophotometer, and use the iWorx data acquisition system to measure heart rate, vagal tone, and alpha and beta EEG waves. They also learned to analyze the data and wrote a research report on their findings. For their class research project, they found that the GG genotype had higher vagal tone compared to A carriers while taking the Stroop test, indicating greater parasympathetic activity. The GG genotype also showed higher FAA compared to A carriers while viewing emotional face presentations, indicating greater left cortical activity. This suggests that the GG genotype may display parasympathetic and cortical activity patterns that are generally conceded as advantageous to mental health. Students learned to graphically depict their data and wrote a research report on their findings. Overall, the Biopsych CURE enabled students to work actively with core topics in the field while conducting meaningful research and the course evaluations demonstrated high student satisfaction with CURE activities.
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