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

{"title":"Spinal Cord Anatomy for Visually Impaired Students: The Development of 3D-Printed Educational Models.","authors":"Roberto G F Ferreira, Gabrielle G Garcia, Mariana A P C S G Fischer, Daylane M Maia, Luciana M Miranda, Karinne C Lopes, Edgar B B Galvão, Cláudio T Mesquita","doi":"10.59390/001c.163854","DOIUrl":"10.59390/001c.163854","url":null,"abstract":"<p><p>Traditional neuroanatomy education heavily relies on visual perception, creating a significant barrier for visually impaired students. This report describes the development and initial application of tactile 3D-printed models designed to make spinal cord anatomy and neuronal morphology accessible. Using a workflow of digital reconstruction from classical anatomical references followed by Fused Deposition Modeling (FDM) 3D printing, we produced scaled-up, high-relief models of multipolar and bipolar neurons, spinal nerve formation, and distinct spinal cord segments. The models were printed with polylactic acid (PLA) and thermoplastic polyurethane (TPU) to enhance durability and tactile discrimination of delicate structures like nerve rootlets. A pilot evaluation with three blind students demonstrated that the models successfully translated abstract microscopic concepts into concrete, comprehensible objects, enabling the distinction of anatomical features that were previously indistinguishable in cadaveric specimens. Qualitative feedback provided insights into optimal scale, the effectiveness of high-relief modeling for spatial understanding, and the challenges of textural stimulation. Importantly, these tools also proved to be valuable cognitive aids for sighted learners, indicating their universal teaching potential. In summary, these reproducible 3D-printed models are a potential tool for inclusive education, offering an equitable and multisensory learning experience that benefits all students in grasping the complex three-dimensional organization of the human nervous system.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"85-91"},"PeriodicalIF":0.0,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353918/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148426660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Use of a Smartphone-Based App in an Online Behavioral Neuroscience Lab Course.","authors":"Beatrice de Oca","doi":"10.59390/001c.163102","DOIUrl":"https://doi.org/10.59390/001c.163102","url":null,"abstract":"<p><p>Course-based research can promote the development of scientific skills and improve understanding of the scientific method. However, these types of inquiry-based research experiences can be challenging to implement with online courses. I therefore designed a course-based undergraduate research experience suitable for an asynchronous online lab course in Biopsychology. Students in two online courses in Behavioral Neuroscience proposed and completed a study using a smartphone-based app that measures heart rate variability (HRV). Students developed background context on HRV as an index of parasympathetic nervous system activity. Then, students proposed an experiment to examine the effectiveness of a stress reduction intervention. Students measured HRV and subjective mood and stress before and after the intervention. Students summarized their project outcomes in a presentation. Student feedback regarding their engagement throughout the project was positive. In terms of student learning, students increased their agreement with statements reflecting mastery of one course learning outcome from the start to the end of the course. They also reported that the research project, including use of the HRV measurement app, was on average very important in learning about each of the learning outcomes. This project allows students in asynchronous online biopsychology courses to benefit from inquiry-based research.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"34-43"},"PeriodicalIF":0.0,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625900/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Belonging Through Introducing Diverse Scientists in Undergraduate Neuroscience Lectures.","authors":"Katharine V Northcutt","doi":"10.59390/001c.161078","DOIUrl":"https://doi.org/10.59390/001c.161078","url":null,"abstract":"<p><p>Fostering a sense of belonging in the scientific community is one way to increase the retention of students who belong to groups that have been historically excluded in STEM. In the past several years, I have attempted this in my undergraduate Neurobiology course by introducing students to several neuroscientists with each topic we cover. For each scientist, I spend 2-5 minutes total giving biographical information, introducing an example of the type of research they do, and explaining how their research is related to the lecture topic. The neuroscientists I have included are diverse in racial/ethnic background, gender identity, nationality, sexual orientation, disabilities/abilities, career trajectory, and career stage. Based on an anonymous survey, students overwhelmingly appreciated this aspect of lectures, reported that they are more interested in course material, and were more aware of career options in neuroscience. Students belonging to a group that has been historically under-represented in the sciences were particularly likely to report that they felt more represented in science. Fifty-three percent reported that they are more likely to pursue a career related to neuroscience because of this component of the course. Students said that \"meeting\" neuroscientists helped them not only realize the diversity of neuroscientists themselves but also the diversity of sub-fields within neuroscience. They also felt more empowered to get involved in research because I included examples of scientists in earlier career stages, such as graduate students, that were more relatable. This is an easy way to make a course more inclusive and can be used in a wide variety of course formats and sizes. It is not time intensive, complements existing course topics, and has a positive impact on students' classroom experience.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"61-70"},"PeriodicalIF":0.0,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625901/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming a Large-Enrollment Neuroscience Course With Active Learning: Using AI-Based Text Analysis to Capture What Traditional Evaluations Miss.","authors":"Mariana Teles, Erin Clabough, Taylor Byron","doi":"10.59390/001c.163545","DOIUrl":"10.59390/001c.163545","url":null,"abstract":"<p><p>Large-enrollment undergraduate neuroscience courses often rely on traditional lecture formats that limit student engagement with complex material. This study describes the redesign of a large-enrollment neuroscience course into a hybrid active learning format combining asynchronous online lectures with weekly small-group in-person sessions. To evaluate the impact of this redesign, we analyzed 547 open-ended student comments from 232 students across two semesters (one traditional lecture, one active learning) using zero-shot classification (an approach that uses a pre-trained language model to categorize text into researcher-defined themes), via an open-source large language model (BART), and compared these findings with Likert-scale questions. The active learning format produced significant improvements in students' perceived learning experience and engagement, gains that were not visible in the Likert-scale data. This discrepancy highlights the limitations of Likert-scale evaluation tools for capturing the nuanced benefits of pedagogical innovations in large classrooms. We provide a practical framework neuroscience educators can adopt to redesign large courses and assess their impact using accessible AI tools, without requiring specialized technical expertise.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"73-84"},"PeriodicalIF":0.0,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13354041/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148426678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative, Socially-Minded Communication Project on Neurodivergences Increases Self-Reported Content Knowledge, Collaboration Skills, and Personal Allyship.","authors":"G Daniel Holmes, Deborah E Bauer, Sharon M H Gobes","doi":"10.59390/001c.162900","DOIUrl":"https://doi.org/10.59390/001c.162900","url":null,"abstract":"<p><p>Science communication, social consciousness, and collaboration are all essential for ethical, public-minded science. This zine-based communication project presents an opportunity for students to engage in authentic communication whilst developing their social, neurological, and justice-oriented understandings of neurodivergences. The project employed hands-on, team-based learning; generative writing-to-learn and writing-to-teach methodologies, augmented by the inclusion of artistic design; and authentic purpose and audience engagement. The success of the project was evaluated through self-assessment surveys, which students completed prior to and following the conclusion of the project. Combined quantitative and qualitative analysis of these surveys demonstrates that students made significant gains in knowledge of both the neurological and social aspects of neurodivergences across multiple domains. Students reported increases in depth of knowledge, as well as development of personal allyship, communication skills, and collaboration ability. The Zine Project may be implemented in undergraduate courses to support students in gaining these critical skills.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"71-79"},"PeriodicalIF":0.0,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparative Investigations of the Neurophysiological Mechanisms of Escape Behavior: A Course-based Undergraduate Research Experience.","authors":"Eric R Wengert, Roshan A Jain","doi":"10.59390/001c.160661","DOIUrl":"https://doi.org/10.59390/001c.160661","url":null,"abstract":"<p><p>Incorporating authentic research into undergraduate neurobiology courses significantly enhances student learning and builds the foundation for rigorous neuroscience training. These course-based undergraduate research experiences (CUREs) are high impact: they foster the skills of scientific inquiry, logical reasoning, scientific writing and communication, increase academic performance, and lead to a greater sense of belonging in STEM. Yet, the use of modern neurophysiological recording methodologies followed by rigorous analysis using computational tools remains relatively uncommon within undergraduate neuroscience curricula. In this article, we describe our recent development and implementation of a novel semester-long undergraduate course (<i>Advanced Laboratory in Neurobiology,</i> Haverford College) in which students experimentally compare the neurophysiological mechanisms of escape behavior of crickets and zebrafish through pharmacological intervention, extracellular recordings, and in vivo calcium imaging. Students gained mastery in hands-on scientific skills for implementing the two recording approaches and also generated their own custom-written MATLAB scripts for data analysis of both the electrophysiological and calcium imaging raw data. To foster other scientific skills throughout the course, students maintained a digital laboratory notebook, wrote and submitted a project proposal resembling a fellowship grant application, participated in a journal club discussion, and communicated their scientific findings in a final oral presentation. End-of-semester survey data indicate that our course resulted in significant growth in conceptual understanding of neurophysiological principles and skill development using scientific approaches including rigorous analysis using computational tools. Overall, this comparative neurobiology CURE represents a strong and versatile platform on which students can engage neurophysiological and computational approaches as a component of their neuroscience education.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625905/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MacGyver Neuroscience: Cost-Effective Laboratory Exercises for Pre-Health Education.","authors":"Patrick Foo","doi":"10.59390/001c.161862","DOIUrl":"https://doi.org/10.59390/001c.161862","url":null,"abstract":"<p><p>Developing effective Pre-Health curricula can be a challenge at primarily undergraduate institutions (PUIs). Limited course offerings, tight budgets, heterogeneous student populations, and ambitious learning outcomes pose challenges that will not likely diminish in the near future. Here we present a series of laboratory exercises embedded into a Neuroscience Minor program that are designed to introduce undergraduates to basic surgical skills, safety protocols, mammalian neuroanatomy, and endoscopic techniques. These low-cost laboratory activities can effectively illustrate applications of Neuroscience knowledge in various health care professions.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"25-33"},"PeriodicalIF":0.0,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625902/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"I Can Code\": An Innovative Workshop Introducing Students to Coding in the Context of Neuroscience Research.","authors":"Luca Iemi, Melissa Wright, Kara Pham, Anamaria Alexandrescu","doi":"10.59390/001c.160812","DOIUrl":"https://doi.org/10.59390/001c.160812","url":null,"abstract":"<p><p>Learning to code and teaching it present distinct challenges for both students and instructors. This paper describes a workshop designed to help instructors introduce coding to neuroscience undergraduates and to help students get started with coding. The workshop integrates learning within a neuroscience context: instead of using abstract examples, students apply coding directly to real data from a published neuroscience research paper. The workshop was delivered as a brief (2-3-hour) session embedded within a required undergraduate neuroscience laboratory course. Survey data showed the workshop significantly enhanced students' learning experience, boosting enjoyment, confidence, self-rated coding ability, and perceived usefulness. These findings suggest that the workshop can enhance students' motivation, leading to better engagement and learning outcomes. We propose that this model of contextualized learning could help overcome current barriers in computational education for neuroscience.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"51-60"},"PeriodicalIF":0.0,"publicationDate":"2026-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625906/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Inquiry-Based Lab Exercise Investigating Student Cortisol Responses to Giving a Graded In-Class Presentation.","authors":"Nicole M Baran","doi":"10.59390/001c.157973","DOIUrl":"https://doi.org/10.59390/001c.157973","url":null,"abstract":"<p><p>Inquiry-based lab exercises have been shown to enhance student scientific skills and confidence, increase inclusivity for underrepresented populations, and improve persistence in science. Here I share the results and learning outcomes of an inquiry-based laboratory project investigating salivary cortisol responses to psychosocial stressors in an upper-level Comparative Neuroendocrinology course at a small liberal arts college. In this experiment, students collected saliva samples from themselves during a normal lab day (baseline) and then 10 minutes after giving a graded, in-person presentation on a scientific journal article. We used a short, student-generated survey to measure self-reported anxiety levels, feelings about public speaking, and current workload. In a subsequent lab exercise, students performed a simulated enzyme-linked immunosorbent assay (ELISA) which was designed to illustrate important concepts in ELISA design including the usage of the standard curve and the importance of proper controls. I then provided students with their own anonymized data and collaborated with them to carry out the statistical analysis of the class dataset. The students collectively found that the experience of giving a graded presentation significantly increased salivary cortisol concentrations compared to baseline and that the increase in cortisol is positively associated with students' self-reported experience of stress in response to public speaking. The multiple lab exercises culminated in a summative assignment to design a clear scientific poster sharing the results. The project led to extremely high student motivation and provided students with hands-on experience using foundational neuroendocrinological methods-as both the researcher and the subject.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 2","pages":"17-24"},"PeriodicalIF":0.0,"publicationDate":"2026-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13625904/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149119716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Advanced Undergraduate Laboratory Course: Calcium Imaging and Data Analysis - a Mini Graduate Research Experience.","authors":"Hua Bai, Zhuo Fu, Lina Ni","doi":"10.59390/001c.154223","DOIUrl":"10.59390/001c.154223","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"15-26"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}