Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience最新文献

Neuroscience is a burgeoning and intensive undergraduate major at many institutions of higher education and several areas in neuroscience education need further development. One such needed development is an increased focus on the procurement of career-relevant skills in addition to the traditional acquisition of subject knowledge. Skill development is particularly challenging in neuroscience education as the subject's interdisciplinary nature provides an atypically broad range of potential careers for graduates. Skills common to many careers in neuroscience include the ability to understand and analyze quantitative data and to draw conclusions based on those analyses. Here is presented an active learning pedagogical approach involving the analysis of seminal articles in the primary scientific literature to provide practice in analyzing data and drawing conclusions from those data while at the same time learning the fundamental tenets of synaptic transmission. Articles were selected that highlight principles such as the role of Ca²⁺ in synaptic release, exocytosis, quantal release, and synaptic delay. Figures from these articles that can readily be used to teach these principles were selected, and questions that can help to guide students' analysis of the data are also suggested. Activities like this are needed in greater numbers to facilitate the process of helping students gain skills relevant to a productive career in neuroscience.

Pedagogical experiences prior to a career in higher education are limited, particularly for interested undergraduates. We detail here the experience of an undergraduate mentored in pedagogical techniques such as topic and reading selection, assessment creation and grading, and classroom management. Their pedagogical training included co-instructing a course with their mentor. The mentee found the experience to be rewarding, learning the areas in which they excelled and struggled. For the mentor, this was a valuable opportunity to reflect on their own pedagogical choices and techniques. The process provided a new perspective for each of us as we viewed the course through the lens of the other person. More opportunities for undergraduates to undertake similar roles may strengthen teaching in higher education and grant early career experiences to interested individuals. Though rewarding, course construction and implementation is time-consuming and difficult. Balancing time and effort beyond the class is a required skill, and frequent communication between the mentee and mentor is necessary.

Traditional large lecture classes can be passive experiences for students. Instead, imagine that several of those learners work at a sleep laboratory and admit four new patients. Within hours, the entire facility is on lockdown, and a mysterious voice on the intercom proclaims that all researchers will lose their ability to sleep within the next hour. This story is the plot of an interactive educational escape room (EER) where students work together and apply concepts related to the history of sleep research, circadian rhythms, and neurological concepts of sleep to solve puzzles. Conventionally, escape rooms are an entertainment experience that requires participants to escape a room in a limited timeframe. We have created a neuroscience EER designed to educate students about the neural basis of sleep, while providing small groups of students with an immersive and interactive experience. Students follow a specially designed digital escape room framework to review sleep pathways, researchers, and brain regions involved with sleep. Unlike conventional escape rooms that can accommodate a limited number of participants, this sleep lab EER is scalable to hundreds of students without the need for a specialized room. Puzzles are enhanced by digital technology that allows instructors to track the progress of every team and note how the entire classroom is doing. Students and teaching assistants had very positive experiences with this EER activity, reporting that the EER solidified course concepts while using creativity, collaboration, and critical thinking skills. We find that EERs are an easy, useful tool to increase engagement and boost inclusivity within large classroom settings, with potential to also be used as an assessment tool.

Misconceptions of brain injury are common and persistent in the general public (Ralph and Derbyshire, 2013). Moreover, undergraduate students are in an age range where they are at high risk of concussion and traumatic brain injury, but often lack knowledge of the symptoms, severity, recovery, and varied impacts of brain injury on cognition. Introductory-level undergraduate neuroscience courses have the potential to reach a broad audience and improve students' knowledge of the brain. It is also important to know, however, if neuroscience courses can combat common misconceptions and impact real-world behaviors like willingness to risk concussion and prevention of brain injury. An introductory-level immersive three-week course during January term was developed, targeted at first-year students and non-majors. The focus of the course was to help students understand the role of different brain regions in behavior by presenting neurological cases that demonstrate the human experience of brain injury. Following the course, all students displayed greater knowledge about brain injury and reduced willingness to risk brain injury or concussion. Although students with a history of concussion were more willing to risk future concussion overall, they did show a similar reduction in risk as those without a history of concussion but were also less likely to endorse safety practices like helmet use. Beyond improving basic knowledge of neuroscience, introductory-level courses also have an opportunity to impact students' understanding of brain injury in their personal and professional lives.

Undergraduate neuroscience laboratories provide valuable opportunities for students to learn about neurobiological systems through active learning. Caenorhabditis elegans (C. elegans) is a valuable model for teaching students how to use a reductionist approach to neuroscientific inquiry. This series of lab modules trains students to utilize foundational laboratory techniques such as worm handling and maintenance, fluorescence imaging, behavioral assays, and Western blot. Upon completing this series of laboratory exercises, students are well prepared to engage in independent research projects using these research techniques. As supported by student survey results, this series of C. elegans laboratory exercises leads to the development of essential research skills, which students may be able to apply to a wide range of future scientific endeavors.

The start of the COVID-19 pandemic forced an unprecedented shift from face-to-face (F2F) instruction to emergency remote teaching (ERT) for over one billion learners worldwide. Studies from K-12 and higher education have begun to address the impact of ERT on student learning and well-being. The lessons learned from ERT will likely shape the response to future public health emergencies and inform the design and implementation of remote courses. As such, it will be important to identify teaching practices in ERT that promoted student engagement and learning. Here, we address whether undergraduate collaborative learning courses were able to support student content knowledge outcomes at similar levels in ERT as compared to F2F classroom environments. Specifically, we tracked student performance in three different team-based undergraduate neuroscience courses. These courses were all taught by the same instructor during the academic years 2020-2021 and 2021-2022. Importantly, we found that student scores on individual and team assessments as well as measures of course satisfaction were similar between ERT and F2F. Taken together, our data suggest that the virtual collaborative learning environment in these courses was not associated with a decrease in student or team performance when compared to a traditional F2F classroom.

Two electrode voltage-clamp (TEVC) electrophysiology in Xenopus oocytes is a common approach to studying the physiology and pharmacology of membrane transport proteins. Undergraduates may learn to use TEVC methodology in neuroscience or physiology courses and/or in faculty-mentored research experiences. Challenges with the methodology include the cost of commercially available recording chambers, especially when a lab needs multiple copies, and the additional time and expertise needed to use agar bridges and to stabilize solution flow and minimize noise from solution aspiration. Offering a low-cost and accessible recording chamber that overcomes these challenges would lower the barriers to success for undergraduates while also supporting publication-quality recordings. To address these issues, we developed a recording chamber using stereolithography, a 3D printing process. The physiology (PhISio) recording chamber features two options for solution aspiration that allow for individual preferences, optimizes placement of pre-made agar bridges to achieve laminar flow and reduce the time delays in initiating daily experiments, and minimizes the challenges of changing solution height and aspiration noise during perfusion. We compared the functionality of the PhISio chamber with a commercially available Warner Instruments RC-1Z chamber in electrophysiological recordings of inwardly rectifying potassium channels expressed in Xenopus oocytes. The PhISio chamber produced equivalent results to the RC-1Z chamber with respect to time-dependent solution changes and has several operational advantages for both new and experienced electrophysiologists, providing an affordable and convenient alternative to commercially available TEVC recording chambers.

The introduction of computer simulations has enhanced the teaching of neurobiology. Many simulators for personal computers are available, but in countries where schools have low school information and communication technology readiness, it is difficult to introduce computer simulations. Even in such countries, however, students often have their own smartphones and are good at operating them. Therefore, we have developed five web-based simulators that cover a wide range of neurophysiology, including single and whole-cell channel currents, membrane potentials and generation and conduction of action potentials using HTML5 and JavaScript. These simulators may be run free of charge on any device, regardless of the model or OS, thereby enabling schools that have no experience in introducing simulations to introduce them easily. These simulators were especially useful in many schools during COVID-19 restrictions. In this paper, we explain the functions of the simulators we have developed and introduce some practical examples. To verify the usefulness of the simulators, we also conducted a survey in the classrooms in which the simulators were used. Understanding and motivation to learn was shown to increase significantly, indicating that these are useful for neurobiology education.