Journal Of Undergraduate Neuroscience Education[JOURNAL]
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200 papers
Interactive Notebooks Improve Students' Understanding of Developmental Neurobiology, Attitudes Toward Research, and Experimental Design Competency in a Lecture-Based Neuroscience Course.
Reyes-Nava NG, Esparza D, Suarez V … +2 more , Quintana A, Olimpo JT
J Undergrad Neurosci Educ · 2024 · PMID 39355666 · Full text
Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research e...
Recent efforts to engage postsecondary science, technology, engineering, and mathematics (STEM) students in the rigors of discovery-driven inquiry have centered on the integration of course-based undergraduate research experiences (CUREs) within the biology curricula. While this method of laboratory education is demonstrated to improve students' content knowledge, motivations, affect, and persistence in STEM, CUREs may present as cost- and/or resource-prohibitive. Likewise, not all lecture courses have a concomitant laboratory requirement. With these caveats in mind, we developed the intervention, which provided students enrolled in a standalone Developmental Neurobiology course with an immersive, semester-long "dry-lab" experience incorporating many of the same elements as a CURE (e.g., collaboration, use of experimental design skills, troubleshooting, and science communication). Quantitative and qualitative assessment of this intervention revealed positive pre-/post-semester gains in students' content knowledge, attitudes toward the research process, and development of science process skills. Collectively, these data suggest that interventions such as the can be an effective alternative to a "wet-lab" experience.
Introducing BRAINOER: The Behavioral Research and Interdisciplinary Neuroscience Open Educational Repository.
Harris Bozer AL, Civitello NA, Rawlings ED … +1 more , Leach LF
J Undergrad Neurosci Educ · 2024 · PMID 39355665 · Full text
Foundational textbooks for neuroscience courses can be cost-prohibitive for students and may omit recent advances in the field. Therefore, an Open Educational Resource (OER) repository was curated using existing OER mate...
Foundational textbooks for neuroscience courses can be cost-prohibitive for students and may omit recent advances in the field. Therefore, an Open Educational Resource (OER) repository was curated using existing OER materials for use in behavioral neuroscience and physiology courses. The Behavioral Research and Interdisciplinary Neuroscience Open Educational Repository (BRAINOER) contains 9 modules that include the following foundational topics: (1) The Brain and Nervous System, (2) Neurons, (3) The Endocrine System, (4) Neurotransmitters and Psychopharmacology, (5) Motor Processing, (6) Advanced Brain Functions, (7) Sensation and Perception, (8) Genetics and Evolution, (9) Research, Design, and Methods. Each module contains learning objectives in a checklist format, and modules are divided into basic and advanced content where appropriate. Because the repository is divided into content modules, the materials can be used as a full-curriculum or assigned on a module-by-module basis.
An In-depth Exploration of the Interplay between fMRI Methods and Theory in Cognitive Neuroscience.
Huffman DJ
J Undergrad Neurosci Educ · 2024 · PMID 39355664 · Full text
Functional magnetic resonance imaging (fMRI) has been a cornerstone of cognitive neuroscience since its invention in the 1990s. The methods that we use for fMRI data analysis allow us to test different theories of the br...
Functional magnetic resonance imaging (fMRI) has been a cornerstone of cognitive neuroscience since its invention in the 1990s. The methods that we use for fMRI data analysis allow us to test different theories of the brain, thus different analyses can lead us to different conclusions about how the brain produces cognition. There has been a centuries-long debate about the nature of neural processing, with some theories arguing for functional specialization or localization (e.g., face and scene processing) while other theories suggest that cognition is implemented in distributed representations across many neurons and brain regions. Importantly, these theories have received support via different types of analyses; therefore, having students implement hands-on data analysis to explore the results of different fMRI analyses can allow them to take a firsthand approach to thinking about highly influential theories in cognitive neuroscience. Moreover, these explorations allow students to see that there are not clearcut "right" or "wrong" answers in cognitive neuroscience, rather we effectively instantiate assumptions within our analytical approaches that can lead us to different conclusions. Here, I provide Python code that uses freely available software and data to teach students how to analyze fMRI data using traditional activation analysis and machine-learning-based multivariate pattern analysis (MVPA). Altogether, these resources help teach students about the paramount importance of methodology in shaping our theories of the brain, and I believe they will be helpful for introductory undergraduate courses, graduate-level courses, and as a first analysis for people working in labs that use fMRI.
Memphis NeuroSTART Program: Promoting Student Success and Increasing the Diversity of Applicants to Neuroscience Graduate Programs.
Sable HJK, Lester DB
J Undergrad Neurosci Educ · 2024 · PMID 39355663 · Full text
With grant support from the Research Experience for Undergraduates (REU) program funded by the National Science Foundation (NSF) and the Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE) program...
With grant support from the Research Experience for Undergraduates (REU) program funded by the National Science Foundation (NSF) and the Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE) program funded by the Department of Defense (DoD) Air Force Office of Scientific Research (AFOSR), we established a program intended to increase the number of underrepresented racial and ethnic minority (URM) and first-generation undergraduate students successfully applying to neuroscience and other STEM-related graduate programs. The Neuroscience Techniques and Research Training (NeuroSTART) Program aimed to increase the number of undergraduate students from the Memphis area involved in behavioral neuroscience research. In this two-semester program, students completed an empirical research project in a neuroscience lab, received individual mentoring from neuroscience faculty, became part of a STEM network, presented at research conferences, and attended specialized professional development seminars. In two cohorts of 15 students, 4 are PhD students in neuroscience-related programs or in medical school (27%), 4 are employed in neuroscience-related research facilities (27%), 3 are employed as clinical assistants (20%), and 1 is employed in the IT field (7%). The remaining three recently graduated and are planning a gap year prior to applying for admission to graduate/medical school. The Memphis NeuroSTART program has provided valuable training to participants, making them competitive applicants for jobs in the health sciences and for admittance into graduate neuroscience programs. By providing this training to first-generation and URM students, the broader impact of this program was an increase in the diversity of the health sciences workforce, particularly those specializing in neuroscience-related research and treatment.
Neurodiversity in the Minds of Students: From Perception to Campus Programming.
Castleman BV, Jarvinen LZ, Jarvinen MK
J Undergrad Neurosci Educ · 2024 · PMID 39355662 · Full text
Neurodiversity is a social justice movement at the nexus of neuroscience, academia, and public policy. A contemporary view of neurodiversity is one that embraces neurological differences, encompassing all "neurotypes," i...
Neurodiversity is a social justice movement at the nexus of neuroscience, academia, and public policy. A contemporary view of neurodiversity is one that embraces neurological differences, encompassing all "neurotypes," including more specific identifiers like autistic or dyslexic. The goal of this study was to investigate student awareness and perception of neurodiversity since they are the next generation of public policy makers. Students enrolled in Introduction to Behavioral Neuroscience (N=146) were exposed to different information sources (popular, academic, TED talk, or choose/find their own) on the topic of neurodiversity. They then wrote a paper where they summarized: a) the information source used, b) their ideas to better support a neurodiverse society, and c) their opinions on aspects of neurodiversity. Several important findings emerged. First, 64% of the sample had never heard of the term neurodiversity; this class was their first exposure to it. Second, students conducting their own searches on neurodiversity had the highest level of optimism (p < 0.05) that society was ready to accept neurodiversity. Students identified even higher rates of receptivity (85%) amongst their friends. Third, student ideas to advance neurodiversity were organized into more salient categories for campuses to consider. Our findings challenge neuroscience programs to consider their role in providing "first exposure" opportunities to students in the diversity, equity, and inclusion realm, especially in areas directly related to our field. We also discuss the growing relevance of neurodiversity in research and academia and offer programming possibilities to enhance neurodiversity awareness and support on college campuses.
Designing and Teaching Courses on Sex, Gender, and the Brain: Two Implementations in the Undergraduate Classroom.
Tan TM, Leininger EC
J Undergrad Neurosci Educ · 2024 · PMID 39280719 · Full text
Courses on the neuroscience of sex and gender can support inclusive and integrative neuroscience curricula. Developing and teaching such courses, however, can be intimidating for educators due to the subject's complexiti...
Courses on the neuroscience of sex and gender can support inclusive and integrative neuroscience curricula. Developing and teaching such courses, however, can be intimidating for educators due to the subject's complexities and nuances, the increasingly politicized nature of the subject material, and the difficult conversations that the material invites. In this article we discuss how we approached the development of two undergraduate courses on sex, gender and the brain. In describing our thought process we discuss the institutional contexts for our courses and the rationale for the selected course structures, learning objectives, and content. We also describe how we fostered inclusive learning environments - particularly within the context of the COVID-19 pandemic - and implemented course activities and diverse assessments aligned to the course learning objectives. We hope that readers of this article can apply our insights into developing courses on sex/gender in neuroscience at their home institutions.
Of Chatbots and Colonizers: A FUN Workshop Mini Symposium.
Neem J, Donley D, Reynolds ER
J Undergrad Neurosci Educ · 2024 · PMID 39280718 · Full text
Chatbots and related technologies are predicted to become fixtures in our teaching. These tools scan information from the web or other sources and deliver content in textual summaries. ChatGPT4 and other AI products are...
Chatbots and related technologies are predicted to become fixtures in our teaching. These tools scan information from the web or other sources and deliver content in textual summaries. ChatGPT4 and other AI products are surprisingly good at summaries of information and simple analysis, similar to what we often ask students to do as part of our teaching. They are poor at evaluation of information and citation of sources at the moment, but these tools are advancing rapidly. Use of these tools in the classroom generate important questions about how we handle content, understanding and skill development in the classroom, how information is curated, and the structure of information in our discipline. Additionally, accessibility of these tools will be an issue moving forward since they have the potential to widen a technology divide even further. Through presentation and group discussion, this minisymposium highlighted how we might integrate these tools and craft new pedagogies that will continue to engage and challenge our students. We also discussed concerns about these tools in terms of inclusive pedagogy and decolonization of neuroscience.
You're Getting on My Nerves! A board Game to Teach Action Potential Propagation and Cable Properties.
Nemes-Baran AD
J Undergrad Neurosci Educ · 2024 · PMID 39280717 · Full text
Electrophysiology is one of the most intimidating topics within the foundational neuroscience curriculum to most undergraduate students. Keeping student attention and engagement during these lectures is equally challengi...
Electrophysiology is one of the most intimidating topics within the foundational neuroscience curriculum to most undergraduate students. Keeping student attention and engagement during these lectures is equally challenging for educators. Game-based learning is used in many disciplines and levels of education and allows students to apply what they have learned and build community within the classroom. was created to help students apply their knowledge of cable properties and practice vocabulary terms with their peers. This board game was originally created using inexpensive products but is also now available for purchase, allowing educators the flexibility to use the game within their budget and available timeframe. Additionally, it can be scaled from introductory to advanced levels and act as a relaxed and entertaining study tool. Students learn what changes in the cell can increase or decrease the action potential's ability to propagate down the axon and begin to describe different cable properties. Each player receives a card to keep track of the amplitude of their action potential. The goal is to move their game piece from the axon hillock to the axon terminal without decaying their action potential to 0. Players draw game cards that instruct them on where to move along the gameboard. The gameboard has color-coded spaces with changes in the axon. Students begin to quickly learn which changes in the cell allow their game piece to propagate forward as they compete with their peers to reach the axon terminal.
Mini-Symposium: Training the Trainers of the Next Generation of Neuroscience Advocates.
Hartvigsen SC, Burnett T, Fox CM … +4 more , Matney CJ, Pham D, Smiley CE, Shah AP
J Undergrad Neurosci Educ · 2024 · PMID 39280716 · Full text
Undergraduate neuroscience researchers and educators have a vital voice in working with policymakers to raise public awareness and increase support and funding for neuroscience. While there are many avenues and opportuni...
Undergraduate neuroscience researchers and educators have a vital voice in working with policymakers to raise public awareness and increase support and funding for neuroscience. While there are many avenues and opportunities to become involved in neuroscience advocacy, finding the most effective training strategies, resources, and opportunities for involvement can sometimes be difficult and overwhelming. To address this challenge and inform faculty of science advocacy opportunities for undergraduates, we organized a mini-symposium at the 2023 Faculty for Undergraduate Neuroscience (FUN) Workshop. Attendees had the opportunity to engage with a panel of experts with diverse experiences in neuroscience advocacy and policy. Topics presented and discussed included the importance of advocacy, effective training practices and resources, advice for scientific communication with a non-scientific audience, and various opportunities for advocacy involvement for undergraduate students. We share here our rationale and goals as we set out to plan this mini-symposium, a brief description of each panelist's career trajectory, relevant resources, and major takeaways. We reflect on the lessons learned from this session and recognize the need for an on-going conversation about careers involving science policy, science communication training, and opportunities for undergraduate students. Accordingly, we share future directions and recommendations to help faculty equip not only themselves but also their undergraduate trainees with the knowledge, practical skills, and resources required to engage with their communities as informed citizens.
Making an Effective Flipped Neuroscience Lab by Approaching Students from Their Emoticons.
Fu Z
J Undergrad Neurosci Educ · 2024 · PMID 39280715 · Full text
During the pandemic, we filmed our neuroscience labs, and now the videos provide a great resource to flip the lab. Our lab, however, covers a wide range of complicated topics, ranging from gross anatomy, immunohistochemi...
During the pandemic, we filmed our neuroscience labs, and now the videos provide a great resource to flip the lab. Our lab, however, covers a wide range of complicated topics, ranging from gross anatomy, immunohistochemistry (IHC) staining, and fluorescence imaging to cockroach microscopic surgery and measuring nerve conduction velocity on worms and human subjects, and it is challenging to get students to finish watching these complicated experiments. The biggest challenge that students face while watching these experiment demonstrations is their own emotions. When we were editing the films of the labs, we did not reduce the complexity, but we explained concepts by using concepts and objects that students are already familiar with so we do not trigger anxiety. To reduce boredom, we employed three major methods: questioning, humor, and increasing the pace. To address potential anxiety or reluctance about the in-person part of the lab, we mention at the beginning of every lab session that making mistakes is completely acceptable and, as they make mistakes, we help them understand what went wrong and how to correct it. We also introduce additional activities in some lab sessions to pique their interest. For instance, we ask students to test the effects of Red Bull on crickets and investigate whether students who play more video games have higher conduction velocities in the median nerve. Thus far, our flipped lab has been quite successful in terms of maintaining video retention rates and in-person attendance rates. A notable example of the effectiveness of improved hands-on skills is the cockroach microscopic surgery. Before implementing the flipped lab, only 10% of students were able to successfully complete the surgery and acquire nerve activity recordings. With the flipped lab, 90% of students were able to obtain a recording independently.
Centering Diversity, Equity, and Inclusion in Graduate Admissions.
Tan T, Tomaszycki M, Acosta VM … +1 more , Juavinett A
J Undergrad Neurosci Educ · 2024 · PMID 39280714 · Full text
Many undergraduate neuroscience trainees aspire to earn a PhD. In recent years the number, demographics, and previous experiences of PhD applicants in neuroscience has changed. This has necessitated both a reconsideratio...
Many undergraduate neuroscience trainees aspire to earn a PhD. In recent years the number, demographics, and previous experiences of PhD applicants in neuroscience has changed. This has necessitated both a reconsideration of admissions processes to ensure equity for an increasingly diverse applicant pool as well as renewed efforts to expand access to the training and research experiences required for admission to graduate programs. Here, we describe both facets of graduate school admissions by demystifying the process and providing faculty with tools and resources to help undergraduate students successfully navigate it. We discuss admissions requirements and processes at two graduate institutions, highlighting holistic approaches to evaluating students, the ever-increasing research experience expectations, and the decreasing reliance on the GRE. With a particular focus on improving equity, diversity, inclusion and belonging, we discuss resources for applying to graduate school that are available for students from underrepresented populations, including summer institutes and fellowship programs and intentional relationships with minority serving institutions (MSIs) to foster bi-directional engagement between undergraduate programs at MSIs and graduate institutions. With diverse perspectives as faculty involved in undergraduate education, graduate programs, and post-baccalaureate training programs, we provide recommendations and resources for how to help all trainees - especially those from populations underrepresented in the STEM workforce - succeed in the current graduate education admissions landscape.
Building Community and Developing Professionally through FUN Final Friday Sessions.
Eaton S, Donley DW, Lom B … +1 more , Stavnezer AJ
J Undergrad Neurosci Educ · 2024 · PMID 39280713 · Full text
FUN Final Fridays (FFFs) are a professional development effort resulting from a pandemic-inspired virtual pedagogical meeting. Over the past three academic years, Faculty for Undergraduate Neuroscience (FUN) has hosted F...
FUN Final Fridays (FFFs) are a professional development effort resulting from a pandemic-inspired virtual pedagogical meeting. Over the past three academic years, Faculty for Undergraduate Neuroscience (FUN) has hosted FFFs as monthly professional development sessions. These sessions offer a mechanism to address current issues in higher education with emphasis on topics relevant to neuroscience educators. Broadly, topics covered in FFF sessions fall under three areas: a faculty focus that addresses issues of wellness and professional opportunity; a diversity, equity, inclusion, and belonging focus that addresses how to advocate for justice through education; and a pedagogical focus that address classroom strategies and issues that affect student learning. We share here our experiences and lessons learned regarding selecting topics, identifying facilitators, navigating timing across a semester, and engaging participants with a goal of providing a framework for successful professional development so that other institutional and departmental leaders can contribute meaningfully to the growth and development of their colleagues.
: An introduction to Publishing and Teaching with a Small-Format, Peer-Reviewed Journal.
Dahlberg L, Raciti D, Yook K
J Undergrad Neurosci Educ · 2024 · PMID 39280712 · Full text
(micropublication.org) is a non-profit, community-focused, peer-reviewed journal dedicated to publishing small (single-figure) reports of data, methods and software related to a variety of model organisms. A workshop on...
(micropublication.org) is a non-profit, community-focused, peer-reviewed journal dedicated to publishing small (single-figure) reports of data, methods and software related to a variety of model organisms. A workshop on microPublications at the Faculty for Undergraduate Neuroscience (FUN) conference in Summer 2023 focused on 1) publishing data-especially student research experiences, and data gathered through course-based research, and 2) using the microPublication platform and article template in teaching and learning. In this article, we further describe the microPublication platform and workflow and how PI's can use this venue to publish student work. We also provide examples of how the microPublication format can be adapted and adopted as tools for undergraduate teaching and learning.
Unpacking and Utilizing Neuroscience Core Concepts.
Chen A, Phillips KA, Tran EH … +2 more , Schaefer JE, Sonner PM
J Undergrad Neurosci Educ · 2024 · PMID 39280711 · Full text
Core concepts, or overarching principles that identify patterns in processes and phenomena, provide a framework for organizing facts and understanding. Core concepts have existed for many years in some life science disci...
Core concepts, or overarching principles that identify patterns in processes and phenomena, provide a framework for organizing facts and understanding. Core concepts have existed for many years in some life science disciplines, including biology, microbiology, and physiology, yet have only recently been published for neuroscience through a multi-year community-derived project which identified the following neuroscience core concepts: Communication Modalities, Emergence, Evolution, Gene-Environment Interactions, Information Processing, Nervous System Functions, Plasticity, and Structure-Function Relationship. The current phase of the core concepts work involves two arms: utilizing and "unpacking." Work on utilization of core concepts focuses on strategies for utilizing the core concepts in courses, curricula, and assessment, and in diverse institutional contexts. The process of unpacking involves deconstructing a core concept into its key underlying components. Prior to the 2023 FUN Workshop, we consulted faculty members with relevant experience to aid in the preliminary unpacking of four core concepts (Evolution, Gene-Environment Interactions, Plasticity, and Structure-Function Relationship). The preliminary drafts of the unpacked core concepts were shared at the Faculty for Undergraduate Neuroscience (FUN) Workshop and Neuroscience Teaching Conference (NTC) for community feedback and guidance. This editorial describes community feedback and guidance that we received from the conferences to inform future steps.
A Case for the Use of Open Data as a Tool to Incorporate Socioscientific Topics into Neuroscience Education.
Meuler M, Casimo K
J Undergrad Neurosci Educ · 2024 · PMID 39280710 · Full text
Education scholars have called for an increased focus on developing curricula based on culturally relevant pedagogy (Ladson-Billings, 1995). A key tenet of Ladson-Billings' (1995; 2014) theory of culturally relevant peda...
Education scholars have called for an increased focus on developing curricula based on culturally relevant pedagogy (Ladson-Billings, 1995). A key tenet of Ladson-Billings' (1995; 2014) theory of culturally relevant pedagogy is the development of students' sociopolitical consciousness, whereby students feel empowered and encouraged to evaluate and solve real-world interdisciplinary problems. Here, we propose that open science datasets could serve as a valuable tool for neuroscience educators to foster their students' sociopolitical consciousness. Using the open data available through the Seattle Alzheimer's Disease Brain Cell Atlas (SEA-AD) as a case study, this article will explore how open science can be leveraged as a tool to encourage socioscientific thinking amongst neuroscience students. We overview a collection of lessons created by the Allen Institute's Education & Engagement team that provides a scaffolded exploration of an open science resource through a socioscientific lens. We supplement our discussion of the lessons with feedback from students who completed the lessons during a day-long workshop hosted at the Allen Institute in Seattle, WA. We conclude by reflecting on the future role this type of interdisciplinary, open science-based approach to curricula could have across neuroscience education more broadly.
Proceedings of the 2023 Faculty for Undergraduate Neuroscience Workshop at Western Washington University, Bellingham, WA, July 27-30, 2023.
Basu A, Bradaric B, Donley D … +7 more , Gaudier-Diaz MM, Grimm J, Kaplan J, Nahmani M, Reynolds E, Rose J, Tan TM
J Undergrad Neurosci Educ · 2024 · PMID 39280709 · Full text
In July of 2023, the Faculty for Undergraduate Neuroscience (FUN) held a Summer Workshop at Western Washington University. This workshop was the first in-person workshop since 2017. This article provides a brief account...
In July of 2023, the Faculty for Undergraduate Neuroscience (FUN) held a Summer Workshop at Western Washington University. This workshop was the first in-person workshop since 2017. This article provides a brief account of the Workshop themes of inclusive pedagogy, student and faculty mindsets, integrative STEM, and decolonization of neuroscience. The presentations and events that took place were attended by a vibrant community of close to 100, who engaged fully in the discussions and social opportunities. In addition, we review the workshop planning process to guide future FUN Summer Workshop committees and hosts.
Reimagining Neuroscience Education: Teaching "Life" as a Step Towards Social Justice.
Rollins O
J Undergrad Neurosci Educ · 2024 · PMID 39280708 · Full text
Abstract loading — click title to view on PubMed.
Integrating Programming into Neuroscience Courses.
Juavinett AL
J Undergrad Neurosci Educ · 2024 · PMID 39280707 · Full text
Programming is a useful skill for students, both in neuroscience research and in the broader economy. Many instructors, however, may wonder how and when they should integrate it into their coursework, especially if they...
Programming is a useful skill for students, both in neuroscience research and in the broader economy. Many instructors, however, may wonder how and when they should integrate it into their coursework, especially if they themselves have limited computational training. The suggestions offered here aim to help a wide range of educators - even those who have minimal coding experience - who wish to expose their students to the intersection of neuroscience and programming. Throughout, I provide examples of how I have weaved coding into various elements of neuroscience courses, even those without a computational focus. I also discuss the rich landscape of low-cost, accessible programming tools as well as how generative AI can (and should) impact the way that we are teaching programming. Ultimately, the goal is not to insist that our students learn how to code, but rather to lower barriers and provide exposure and opportunity to any student who wishes to integrate programming into their research or careers.
The Art of NOW: Mentoring to Address Hidden Curriculum in Undergraduate Neuroscience Education.
Balls-Berry JE, Orellana M, Enders F … +1 more , DSouza K
J Undergrad Neurosci Educ · 2024 · PMID 39280706 · Full text
Hidden curriculum, which consists of the implicit norms and values embedded within institutions, impacts how students navigate their experiences in higher education. While the formal curriculum provides structured learni...
Hidden curriculum, which consists of the implicit norms and values embedded within institutions, impacts how students navigate their experiences in higher education. While the formal curriculum provides structured learning objectives and content, the hidden curriculum shapes students' socialization, sense of belonging, and access to opportunities within academic settings. For diverse students, hidden curriculum often reinforces existing power dynamics and inequities, creating additional barriers to their success. In many cases, the norms and expectations embedded within the hidden curriculum reflect dominant cultural norms, leaving students from marginalized backgrounds feeling alienated or intentionally excluded. Mentors and academic institutions play crucial roles in helping diverse students navigate the hidden curriculum of educational institutions by providing mentorship and resources to address the challenges of hidden curricula. In this paper, we introduce the importance of "NOW": 1) Nomenclature - What is Hidden Curriculum, 2) Opportunity - Opportunities to Address Hidden Curriculum in Higher Education, and 3) Willingness - Fostering an action plan for success in higher education. This paper will introduce a socioecological model for mentoring to address hidden curriculum at the individual, interpersonal, and institutional levels. At the individual and interpersonal level, we will discuss actions students and their mentors can take to develop their mentoring relationships. At the institutional level, we will identify opportunities to support diverse students and their mentors.
Increasing Accessibility Through Popular Press Books into Neuroscience Coursework.
Gill MJ
J Undergrad Neurosci Educ · 2024 · PMID 39280705 · Full text
Utilizing popular press books can increase accessibility and aid in retention of marginalized groups; by increasing student engagement, improving material accessibility through real-world examples, and helping ease the f...
Utilizing popular press books can increase accessibility and aid in retention of marginalized groups; by increasing student engagement, improving material accessibility through real-world examples, and helping ease the financial burden of textbooks. The current article outlines how several popular press books have been successfully implemented in different levels of neuroscience coursework, including an introductory neuroscience course, a mid-level drugs and behavior course, and a senior seminar. Implementation strategies and pitfalls are discussed, including best practices for assessment and incorporation of popular press books into course material.
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