Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience最新文献_第7页

Building Community and Developing Professionally through FUN Final Friday Sessions. 通过趣味最后星期五会议建立社区和发展专业。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/WMPH6827

Shannon Eaton, David W Donley, Barbara Lom, Amy Jo Stavnezer

{"title":"Building Community and Developing Professionally through FUN Final Friday Sessions.","authors":"Shannon Eaton, David W Donley, Barbara Lom, Amy Jo Stavnezer","doi":"10.59390/WMPH6827","DOIUrl":"https://doi.org/10.59390/WMPH6827","url":null,"abstract":"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.","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"22 2","pages":"A120-A125"},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11396187/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302738","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}

引用次数: 0

Integrating Programming into Neuroscience Courses. 将编程融入神经科学课程。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/PYYP5010

Ashley L Juavinett

引用次数: 0

Designing and Teaching Courses on Sex, Gender, and the Brain: Two Implementations in the Undergraduate Classroom. 性、性别和大脑课程的设计与教学：本科课堂的两种实施方式。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/FZWH1820

Taralyn M Tan, Elizabeth C Leininger

{"title":"Designing and Teaching Courses on Sex, Gender, and the Brain: Two Implementations in the Undergraduate Classroom.","authors":"Taralyn M Tan, Elizabeth C Leininger","doi":"10.59390/FZWH1820","DOIUrl":"https://doi.org/10.59390/FZWH1820","url":null,"abstract":"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.","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"22 2","pages":"A104-A115"},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11396180/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302740","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}

引用次数: 0

Proceedings of the 2023 Faculty for Undergraduate Neuroscience Workshop at Western Washington University, Bellingham, WA, July 27-30, 2023. 西华盛顿大学 2023 年本科生神经科学教师研讨会论文集，华盛顿州贝林厄姆，2023 年 7 月 27-30 日。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/YHHG1147

Alo Basu, Brinda Bradaric, David Donley, Monica M Gaudier-Diaz, Jeffrey Grimm, Joshua Kaplan, Marc Nahmani, Elaine Reynolds, Jacqueline Rose, Taralyn M Tan

引用次数: 0

Centering Diversity, Equity, and Inclusion in Graduate Admissions. 以研究生招生中的多样性、公平性和包容性为中心。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/OETW7461

Taralyn Tan, Michelle Tomaszycki, Veronica Martinez Acosta, Ashley Juavinett

{"title":"Centering Diversity, Equity, and Inclusion in Graduate Admissions.","authors":"Taralyn Tan, Michelle Tomaszycki, Veronica Martinez Acosta, Ashley Juavinett","doi":"10.59390/OETW7461","DOIUrl":"10.59390/OETW7461","url":null,"abstract":"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.","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"22 2","pages":"A137-A159"},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11396178/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302739","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}

引用次数: 0

Reimagining Neuroscience Education: Teaching "Life" as a Step Towards Social Justice. 重新想象神经科学教育：将 "生命 "教学作为实现社会公正的一个步骤。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/CZDJ9168

Oliver Rollins

引用次数: 0

The Art of NOW: Mentoring to Address Hidden Curriculum in Undergraduate Neuroscience Education. 现在的艺术：指导解决本科神经科学教育中的隐性课程。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/DKPK6058

Joyce E Balls-Berry, Minerva Orellana, Felicity Enders, Karen DSouza

{"title":"The Art of NOW: Mentoring to Address Hidden Curriculum in Undergraduate Neuroscience Education.","authors":"Joyce E Balls-Berry, Minerva Orellana, Felicity Enders, Karen DSouza","doi":"10.59390/DKPK6058","DOIUrl":"https://doi.org/10.59390/DKPK6058","url":null,"abstract":"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.","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"22 2","pages":"E16-E21"},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11396184/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302749","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}

引用次数: 0

Unpacking and Utilizing Neuroscience Core Concepts. 解读和利用神经科学核心概念。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/IFWT3187

Audrey Chen, Kimberley A Phillips, Eric H Tran, Jennifer E Schaefer, Patrick M Sonner

{"title":"Unpacking and Utilizing Neuroscience Core Concepts.","authors":"Audrey Chen, Kimberley A Phillips, Eric H Tran, Jennifer E Schaefer, Patrick M Sonner","doi":"10.59390/IFWT3187","DOIUrl":"10.59390/IFWT3187","url":null,"abstract":"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.","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"22 2","pages":"E22-E27"},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11396181/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302750","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}

引用次数: 0

Mini-Symposium: Training the Trainers of the Next Generation of Neuroscience Advocates. 小型研讨会：培训下一代神经科学倡导者的培训师。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/KBMK3931

Sarah C Hartvigsen, Thomas Burnett, Cecilia M Fox, Chanel J Matney, Daniel Pham, Cora E Smiley, Aparna P Shah

{"title":"Mini-Symposium: Training the Trainers of the Next Generation of Neuroscience Advocates.","authors":"Sarah C Hartvigsen, Thomas Burnett, Cecilia M Fox, Chanel J Matney, Daniel Pham, Cora E Smiley, Aparna P Shah","doi":"10.59390/KBMK3931","DOIUrl":"https://doi.org/10.59390/KBMK3931","url":null,"abstract":"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.","PeriodicalId":74004,"journal":{"name":"Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience","volume":"22 2","pages":"A131-A136"},"PeriodicalIF":0.0,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11396183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142302744","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}

引用次数: 0

microPublication Biology: An introduction to Publishing and Teaching with a Small-Format, Peer-Reviewed Journal. 微型出版生物学：使用同行评审的小尺寸期刊出版和教学入门》。

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience Pub Date : 2024-07-21 eCollection Date: 2024-01-01 DOI: 10.59390/AUIV7625

Lina Dahlberg, Daniela Raciti, Karen Yook

引用次数: 0