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

{"title":"AMAZING PAPERS in NEUROSCIENCE: Teaching Neurodevelopment Through the Discovery of Adult Neurogenesis.","authors":"Ryan Cunningham","doi":"10.59390/001c.154518","DOIUrl":"10.59390/001c.154518","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"102-105"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127671/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823870","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":"Undergraduate Student Experience and Motivation Influence Perceived Benefits of Participation in Community Outreach.","authors":"Jason Martin, Davis Reina-Guerra, Leslie Stone-Roy","doi":"10.59390/001c.146556","DOIUrl":"10.59390/001c.146556","url":null,"abstract":"<p><p>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 (<i>p</i> = 0.014, <i>d</i> = 0.68) and reported greater need for communication training (<i>p</i> = 0.011, <i>d</i> = 0.69) compared to upper-level students. STEM advocacy scores were significantly higher among students with prior teaching experience, regardless of academic level (<i>p</i> = 0.001, <i>d</i> = 0.84). Exit surveys indicated that career development was positively correlated with increased confidence in approaching faculty (<i>r</i> = 0.58, <i>p</i> = 0.006) and communicating with diverse audiences (<i>r</i> = 0.56, <i>p</i> = 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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"56-65"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127667/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824440","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":"Mindset Variations Among Undergraduate Neuroscience Students.","authors":"Jade A Jones, Patrick R Harrison, Bryant L Hutson, Sabrina D Robertson","doi":"10.59390/001c.154215","DOIUrl":"10.59390/001c.154215","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"83-97"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824186","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":"Exploring the Impact of Online Education on Scientific Presentation Skills in Women Neuroscience Students.","authors":"Stacey B B Dutton, Jennifer Larimore","doi":"10.59390/001c.155318","DOIUrl":"10.59390/001c.155318","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"75-82"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12867018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146121293","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":"A Novel Practical Session to Teach Concepts of Allometric Scaling of Brain Structures to Undergraduate Students Using Vertebrate Brains.","authors":"Christopher Cammies, Kelly Cavaciuti, Stephen H Montgomery","doi":"10.59390/001c.154559","DOIUrl":"10.59390/001c.154559","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"38-46"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823896","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":"A Model for Statewide Educational Outreach to Undergraduates: Implications From a Neuropsychology Outreach Program.","authors":"Lynn Schaefer, Hilary Bertisch","doi":"10.59390/001c.146553","DOIUrl":"10.59390/001c.146553","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"66-74"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127486/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824557","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":"The Simplified BrainTower and Pipe Cleaners: Model Building as a Learning Tool in Neuroscience.","authors":"Andrew J Doherty, Joanna L Howarth","doi":"10.59390/001c.153902","DOIUrl":"10.59390/001c.153902","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"27-37"},"PeriodicalIF":0.0,"publicationDate":"2025-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127669/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824169","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":"Investigating the Neural Control of Social Behavior in <i>Drosophila ⁠melanogaster</i> Using a Low-Cost Optogenetics System.","authors":"Eric D Hoopfer, Aaron Heidgerken-Greene","doi":"10.59390/001c.147378","DOIUrl":"10.59390/001c.147378","url":null,"abstract":"<p><p>Optogenetics offers a powerful tool for students to explore how neural circuits generate behavior. Here we introduce a lab module using <i>Drosophila</i> 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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"4-14"},"PeriodicalIF":0.0,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127674/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147824132","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":"Effect of Neutral and Negative Images on Galvanic Skin Response: An Activity for Courses in Forensic, Affective, and Behavioral Neuroscience.","authors":"Robert W Flint, Shania Jagda","doi":"10.59390/001c.154524","DOIUrl":"10.59390/001c.154524","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"24 1","pages":"47-55"},"PeriodicalIF":0.0,"publicationDate":"2025-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13127673/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823873","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":"Long-Term Learning Gains in Students Using Community Based Learning.","authors":"Autumn A Stevens, Nancy A Michael, Gabriel A Radvansky","doi":"10.59390/NKAY3491","DOIUrl":"10.59390/NKAY3491","url":null,"abstract":"<p><p>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.</p>","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"23 2","pages":"A66-A72"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12243880/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144627953","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}