fun newsletter v02 e02

5/19/2018 Fun Newsletter v02 e02

1/14

FUN NewsleerToo much FUN to handle...

F a c u l t y f o r

U n d e r g r a d u a t e

N e u r o s c i e n c e

Inside this issue:

Special focus

on Advocacy

2

Interdiscipli-

nary collabora-

ons

4

Focus groups

for assessment

6

Top Reviewed

in ERIN

7

Mentoring re-

search excel-

lence

8

Lab learning

outcomes

10

Listserv howto 12

Volume 2, Issue 2November, 2014

In just a few short weeks we will be converging on our naon's capital to once again

celebrate the work we do with 30,000+ other neurosciensts at the Society for Neuro

science's Annual Meeng. In the hullabaloo that is SfN, there is a cone of sanctuar

within the mass of humanity...the Faculty for Undergraduate Neuroscience events. Th

descripons for these events are listed on our websiteand I hope to see you and you

students throughout the meeng and at our FUN acvies. Also, when wandering th

Poster/exhibitor oor, why not stop by the FUN booth (#'s booths 3422, 3424, an

3426) and see what merchandise we have for sale and chat with other members abouthe work that we do!

From the president: SFN ResourcesJe Smith, Current President Saginaw Valley State University

This modulerequires no specialized equipment and can be delivered at any instuon

that has computers with internet access.

In this module, students not only learn content about molecular neuroscience but also

ulize web-based tools to make predicted outcomes based on experimental proto-

cols. Students are then challenged to develop their crical thinking skills when asked

to match their predicted outcomes to an array of empirical results.A sll bigger chal-

lenge to students' crical thinking skills is posed when they are asked to explain unex-

pected outcomes, which exist in the empirical data but which also have reasonable

Gel Scramble: A digital molecular neuroscience lab moduWilliam Grisham UCLA

I recently aended a workshop provided by the College of Science and Mathemacs a

Wright State University. The goal was to inspire dierent ways of teaching and prepar

ing instructors to design engaging lessons for students. An approach presented and

employed for preparing such a lesson was that of backward design. I began by deter

mining the desired learning objecves for students to obtain from the lesson, followedby developing assessments that will be ulized to determine whether students have

achieved an understanding of the learning objecves. Lastly, I designed the acvie

that will be employed to convey the informaon comprising the learning objecves

During the process of developing the lesson, peer feedback and discussions were ongo

ing, aiding in the renement of the lesson. The lesson developed focuses on the Basa

Ganglia, and for the acvity students are given an interacve box that has been wired

to indicate connecvity between Basal Ganglia nuclei, via a scheme of colored lights

such that students will be able to discern which nuclei are connected and if the con

necon is excitatory or inhibitory. With this assignment, students are able to experi

mentally determine the anatomical and funconal connecvity for the Basal Ganglia

circuitry.

The Box: A student tool for exploring networks

Patrick Sonner Wright State University

Connued on page 13...

Connued on page 13.

Advocacy issue:

How to get in-

volved in DC

and beyond!
http://www.funfaculty.org/http://www.funfaculty.org/http://www.funfaculty.org/


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Page 2

Advocacy, FUN, and YouFUN Governmental Aairs and Public Policy Commiee

As you know, the upcoming Society for Neuroscience (SfN) Meeng is being held in Washington, DC. The FUN Gover

mental Aairs and Public Policy Commiee would like to encourage our membership who will be aending the DC

meeng to take advantage of the proximity to Capitol Hill to advocate on behalf of undergraduate science educaon

and research by vising your Congressional Representaves while youre in DC. The Council on Undergraduate Re-

search can share their advocacy ps with those of who are currently members of CUR (www.cur.org). Weve aache

informaon to this email that will be of use to you to determine whether your instuon has an enhanced instuo

al membership that provides your faculty with membership privileges at CUR. If your instuon does not have an e

hanced membership, but you would like to consider joining CUR to access the CUR advocacy materials, you may visit

them at their website. If you are a member of the SfN, you may also visit the SfN website on advocacy at www.sfn.o

advocacy/advocacy-tools. Our colleagues at CUR have also indicated that they would be willing to host a teleconfer-

ence or webinar on the advocacy iniave for FUN members who are also members of CUR and who are interested i

doing advocacy work during the SfN meeng. We will provide more details on that teleconference when they becom

available.

The Commiee recognizes that FUN members who aend the SfN conference are very busy during the meeng and

that carving out me for visits to our Congressional Representaves may not be easy. Your investment in me and e

ergy, by advocang on behalf of the science and science educaon community, can have signicant impact on the di-

recon the Naon takes in supporng the next generaon of sciensts and educators. Improvement in funding leve

for the Naonal Instutes of Health, Naonal Science Foundaon, and other federal agencies supporng STEM will

happen only if you voice your opinion in support of eorts on Capitol Hill to strengthen science and science educa-

on. As a rst step, we encourage you to review your schedule and to make an appointment with your representav

while youre in DC. You may nd the contact informaon at hps://www.congress.gov/members . The process for

making an appointment is simple and takes very lile me. If you decide to do advocacy work during the SfN meen

would you kindly contact [email protected] so we may create an invitaon list to parcipate in the CUR

FUN teleconference or webinar?

Many thanks for considering in engaging in this important advocacy eort,

Julio Ramirez, Ph.D. (Chair), Amanda Clinton, Ph.D., Kimberley Phillips, Ph.D.

FUN Governmental Aairs and Public Policy Commiee

Three Reasons Why You Should Meet with Your Elected OcialKae Wilkinson San Jose State University

This year as a Society for Neuroscience Early Career Policy Fellow I have goen to see how accessible our legislators

actually are and the important role that sciensts can serve in public policy. In September, a San Jos State student,

Anusha Allawala, and I visited Representave Zoe Lofgren in her district oce. Here are three reasons why you shoul

meet with your elected ocials too.

1) You can give your elected ocials a personal story to illustrate the eect of policies in Washington.

The decrease in science funding has had tremendous eects across the board and you can help your elected ocials

understand what it means in their district. I asked Anusha to join the meeng because she is currently supported by

theUS Department of Educaon'sMcNair Scholars Program,which provides mentorship and funding to low income

rst generaon college students and/or students from underrepresented groups interested in PhD programs. The

budget for this program, and many similar programs, has been cut drascally. Anusha was able to tell the Congress-

woman how important this program has been in helping prepare her for graduate school. Perhaps Anusha's story (or

yours) will end up in a speech someday.

Special focus on Advocacy

Connued on next page.
http://www.cur.org/http://www.cur.org/http://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttps://www.congress.gov/membershttps://www.congress.gov/membersmailto:[email protected]:[email protected]://www.sjsu.edu/mcnair/http://www.sjsu.edu/mcnair/http://www.sjsu.edu/mcnair/mailto:[email protected]://www.congress.gov/membershttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.cur.org/


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PaVolume 1, Issue 1

Engaging Undergraduates in Advocacy, connued...

2) You can try to convince your Representave to support your issue

or encourage their connued support.

Even though Congresswoman Lofgren has signed Dear Colleague

leers in support of increased NIH and NSF funding this year, it is sll

important to make sure that she is thanked for her support and re-

minded that science funding is valued by constuents and instuons

in her district. If your elected ocial is not in support of your issue, an

in person meeng has the potenal to change their mind.

3)You can oer yourself as a resource to make sure that accurate

science is used in making public policy.

In preparaon for the meeng I learned that Representave Lofgren

introduced theZs to As Actin 1998 that would have pushed high

school start mes later to align with what we know about the adoles-

cent circadian rhythm. This is a great example of public policy based onscience and at our meeng Representave Lofgren told us she had

consulted with sleep specialists at Stanford while she was draing the

bill. Sciensts are in the perfect posion to oer their experse or network of knowledgeable colleagues to help deve

op sciencally sound public policy. Most professional sociees have an advocacy oce that can help you put your

elected ocials in contact with relevant experts.

Hopefully now you are convinced to set up a meeng with your members of Congress. The SfN Advocacyteam can help with

meeng logiscs and talking points. Please feel free to contact me if you have any quesons at [email protected]

visit my blog for more advocacy informaon: hp://blogs.sjsu.edu/sciencepolicy/.

Kae Wilkinson, Representave Zoe Lofgren, and

Anusha Allawala

Engaging Neuroscience Undergraduates in AdvocacyCecliia M. Fox, Lehigh Valley SFN Chapter President Moravian College

I have a confession to share. Before joining the Government and Public Aairs (GPA) Commiee for the Society for

Neuroscience over a year ago, I did not give much thought as to how I could serve as an advocate for scienc fundin

I mistakenly viewed this as someone elses responsibility. This someone else, of course, was large doctorate-grann

instuons that rely more on NIH/NSF nancial support than those of us at small, private liberal art colleges.

I remember asking many quesons prior to joining the GPA. What will be the me commitment? What will my role

and responsibilies be on this commiee? And my favorite. why me? Well, as the lone representave from a pre-

dominantly undergraduate liberal arts instuon serving on the GPA, I have learned a great deal about how importan

it is for our undergraduate community to be engaged and crical of our government funding process. In the midst of

some very disnguished colleagues who represent large research instuons, I provide a unique perspecve.

I have parcipated in the SfN Capitol Hill Day in Washington, D.C. on two occasions. What an enlightening experience

To meet with our elected representaves and their sta for the purpose of sharing the importance of our work as we

as the need to support research endeavors at all stages (including the undergraduate level), was an important oppor-

tunity. When faced with only a few minutes to speak with a representave, I discussed the signicance of undergrad

ate research. I shared how our colleges feed the pipeline for future physicians, sciensts, educators, etc. I also dis-

cussed the negave impact that diminishing resources will have on this future generaon to pursue such admirable a

essenal professions.

This past July, Senator Tom Harkin, the Iowa Democrat who leads the Senate panel that oversees the NIH, introduced

legislaon ensuring that the NIHs budget would not drop below the current $29.9 billion.The bill also proposed that

Congress increase the NIHs budget by up to 10% for the next two years, and 5% each year for the next ve years. By

Connued on page 5
http://enquirer.com/editions/1998/08/02/loc_sleep02.htmlhttp://enquirer.com/editions/1998/08/02/loc_sleep02.htmlhttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolsmailto:[email protected]:[email protected]://blogs.sjsu.edu/sciencepolicy/http://blogs.sjsu.edu/sciencepolicy/http://www.nature.com/news/budget-offers-recovery-hope-1.14558?WT.ec_id=NEWS-20140121http://www.nature.com/news/budget-offers-recovery-hope-1.14558?WT.ec_id=NEWS-20140121http://blogs.sjsu.edu/sciencepolicy/mailto:[email protected]://www.sfn.org/advocacy/advocacy-toolshttp://enquirer.com/editions/1998/08/02/loc_sleep02.html


4/14

FUN NewsletPage 4

Undergraduate Research in the Liberal Arts:Interdisciplinary Collaboraons Provide a Multude of BenetsAmber M. Chenoweth Hiram College

As a junior faculty member at a small liberal arts instuon, and with a liberal arts educaon myself, I am well aware

the value of undergraduate research opportunies to provide our students the experience expected to be compev

for graduate school and careers upon graduaon, though equally aware of barriers to proper support and resources

These barriers are more evident as U.S. colleges and universies must cut budgets to account for decreases in state

and federal funding, while outside funding resources are challenging to obtain due to signicant decreased budgets o

federal granng agencies, such as the NSF and NIH. Further, as current FUN president, Dr. Je Smith, pointed out in

the Summer 2014 FUN newsleer, the market is only geng more compeve for our students. We are all feeling th

eects of this situaon, and we must become more creave in developing ways to provide meaningful and benecia

research experiences for our undergraduate neuroscience students.

This creave approach is a familiar mode for liberal arts instuons. We have a long history of being innovave, of

making a lot from very lile. Some argue that this is the core of a liberal arts educaon thinking crically and crea

ly, and in mul-

and interdisciplinary ways. As an example, I share with you an experience I had within my rst twoyears at my instuon.

I received a modest start-up package when I accepted my posion, but I knew I needed to be smart with my purchas

to stretch those dollars to support my rat research lab. Numerous companies produce ne laboratory soware and

equipment, but those would have consumed my enre budget and provide only a couple key pieces of equipment. M

experience as a liberal arts undergraduate taught me that a trip to local hardware and electronics stores and a week-

end combining Plexiglas, nuts, bolts, and wires would free me from having to rely on the expensive equipment. Like-

wise, why spend thousands on soware when the Computer Science Department is next door?

The ming was perfect. My colleague in computer science was developing a course on mobile device applicaons, as

this was at the leading edge of smart phones and tablets taking over the electronic marketplace, and he planned to

work with a few students that summer to pilot the course. We discussed the tablets they planned to use, and the siz

and capabilies matched nicely with the interacve touchscreen display my lab needed. Aer a few bewildered lookat the local electronics store when describing that rats would be using the devices and I wanted the best screen prot

tors they had, we were ready to begin.

I discussed the goals of the project with my students What do we want the rats to do?

What informaon do we need on a start screen? What smuli should we use? How did

we want to store data? and when all the people in the psychology/neuroscience

group were on the same page, we met with the computer science group. The rst

meeng was a crash course for his students on how to interact with a client, a crucial

skill for any budding computer programmer, with specic criteria idened by the end.

The computer science students went o to work, and, as Tom Pey said it best, the

waing really was the hardest part. Yes, I could have purchased the expensive soware

and started the project three months earlier, but I wanted to see what my colleaguesstudents could produce. Our paence was rewarded twofold tailor-made soware

and a rewarding hands-on experience for all of the students. Moreover, having our own

in-house tech support was invaluable and yes, ulized several mes at the start.

The students learned lessons beyond the underlying disciplines of computer science, psychology and neuroscience. M

students learned how to arculate and operaonalize their project goals and methodology down to the smallest de-

tails, a skill useful in sengs beyond the research lab. My colleagues students learned a type of programming to en-

hance their resumes, and began developing their skills of working with clients. One of the computer science student

later decided to complete a minor in Psychology.

This experience demonstrated the inherently interdisciplinary nature of the eld of neuroscience, and conrmed my

This experience

demonstrated the

inherently

interdisciplinary

nature of neuroscienc



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PaVolume 1, Issue 1

decision to work in the liberal arts with undergraduate students. My job is to develop and enhance my students cric

thinking abilies, with neuroscience and psychology as vehicles. The opportunity to work on a collaborave research

project and develop the skills needed in future careers and/or graduate school can make the most lasng impact in

that regard. Further, I realized that I am lucky to work in the type of instuon that I do, where interdisciplinary cour

es are not only encouraged, but also a core requirement for our students. They may grumble at rst about having to

take a minimum of two interdisciplinary courses, one of which must be team-taught, but closer to or aer graduaon

many students report that those are among their most meaningful courses. This emphasis on interdisciplinary collabo

raon makes it possible for the experience I described to occur. Our students may choose to focus on a single major,

but once they leave our lile college on the hill and begin their career paths they must be prepared to interact with

individuals with diverse backgrounds and skills. Providing our students opportunies to engage in these kinds of colla

oraons while we have them now develops crical thinkers that may enter several STEM elds in the future. And if I

managed to collaborate with a colleague, innovate a lile, and save some money in the process all the beer.

1. Basken, P. (2014, March 5). Federal spending on science, already down, would remain ght. The Chronicle of High

Educaon. Retrieved from hp://chronicle.com/arcle/Spending -on-Science-Already/145123/

2. Smith, J. (2014). From the president: Future neurosciensts? Fun Newsleer, 2(1). Retrieved from hp://

www.funfaculty.org/drupal/newsleer_2014_01

Engaging Undergraduates in Advocacy, connued from page 3...

2021, the agencys budget would rise to $46.2 billion (hp://www.harkin.senate.gov/). TheSenate Commerce, Sci-

ence, and Transportaon Commiee, which oversees the NSF, released dra legislaon calling for a 40 percent increa

for the NSF budget by 2019. During last springs SfN Hill Day, neurosciensts were asking for support of at least $32 bi

lion for NIH and $7.5 billion for NSF in FY2015. Though funding seems to be moving in a posive direcon, we are not

where we need to be.

As much as I am delighted to share my voice in this conversaon, this voice needs to be louder. In our Lehigh Valley S

(LVSfN) Chapter, brain awareness outreach and service learning are strong components of many of our undergraduat

experiences. Becoming responsible cizens and leaders for the common good are part of the ethos of many of our lib

eral arts LVSfN colleges. So, it seems ng to develop our neuroscience undergraduates into advocates for such an

important and relevant cause.

In the LVSfN, we started with small steps. Last fall, Moravian Colleges neuroscience club sponsored an Advocacy Da

on campus. Students walked around with iPads and had laptops available in our Student Union linked to an electroni

website so students, faculty and sta could sign electronic peons that were sent to the representaves in the state

Pennsylvania (hp://www.sfn.org/advocacy/advocacy -network/advocacy-acon-center-new). To express their appre

ciaon, the neuroscience undergraduates handed out gummi brains for every signature acquired!

Since this event was so well received, the LVSfN sponsored an Advocacy Day for all parcipang colleges in the LVSf

the following spring. Hundreds of signatures were collected that day and our representaves took noce. This fall,

Representave Charles Dent came to the Moravian College campus and met with several of our undergraduates. He

visited our labs and developed a greater understanding of the important research that undergraduates pursue. It wa

a very posive experience for everyone involved. We are hoping to connue these conversaons with more represe

aves in the future.

Every spring, we partner with local organizaons to hold one of our largest Brain Awareness events. This takes place

outdoors in the month of April. We will be extending invitaons for more representaves to meet with our undergra

uates and those in the community who are strong advocates for scienc funding at this event. We are also planning

invite representaves to our next LVSfN Undergraduate Research Conference to be held at Lehigh University next yea

Finally, I have even been in conversaon with a few colleagues on developing a course focusing on scienc advocacy

and social responsibility.

So, as you can see, there are several ways to engage undergraduates in a dialogue centered on scienc advocacy. It i

crical that these young scholars become involved in this conversaon since they will receive the benets of such ac-

on. For more informaon and suggesons about how your students may become involved, please visit hp://

www.sfn.org/advocacy/advocacy-tools
http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://chronicle.com/article/Spending-on-Science-Already/145123/http://www.funfaculty.org/drupal/newsletter_2014_01http://www.funfaculty.org/drupal/newsletter_2014_01http://www.funfaculty.org/drupal/newsletter_2014_01http://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-toolshttp://www.sfn.org/advocacy/advocacy-network/advocacy-action-center-newhttp://www.funfaculty.org/drupal/newsletter_2014_01http://www.funfaculty.org/drupal/newsletter_2014_01http://chronicle.com/article/Spending-on-Science-Already/145123/


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FUN NewsletPage 6

Using Focus Groups in program Assessment and DevelopmentSamantha S. Gizerian Washington State University

Program assessment and assessment-based program change rely on the fundamental assumpon that the faculty w

develop and teach the courses in the program are the best people to assess the eecveness of the program and maany necessary changes. Program faculty typically have both the expert-level knowledge and the means to make

change in a programs curriculum, however it is not clear that they are the only group with relevant knowledge.

As experts in their eld, and in some cases as pedagogy experts, faculty can suer from unconscious biases resulng

an expert blind spot, or inability to recognize dicules experienced by novice learners because of the large amou

of informaon that the expert has scaolded1. That dierence in perspecve has applicability to course and progra

design. Therefore, our program has deliberately included student feedback about the program as a whole into our a

nual assessment acvies.

Students feedback is essenal in measuring instructor and program eecveness. Tradionally, programs ulize

course evaluaon and exit interview surveys to gauge student opinion. However, students suer from survey fague

and feel as though their opinions dont maer2,3

, leading to low parcipaon in survey-based evaluaons. Anecdota

our previous exit survey had a lifeme parcipaon rate below 50%, rendering it impossible to garner useful data. Wsought to overcome these dicules by inving students to parcipate in a focus group that allowed them a chance

be heard and make more of a statement about their experiences than is possible on a Likert scale.

Table 1: Summary of Neuroscience program changes in response to student feedback 2011-2014

2010-2011

Course

Credits/

semester

Title 2014-2015

Course

Credits/

semester

Title

Neurosci 138 1

F 1st

Freshman Seminar Neurosci 138 1

F 1st

Neuroscience

Seminar

MBioS/Neurosci

2011

3

F/S 2nd

Communication of

Scientific Discovery

Neurosci 301 3F/S 2nd

Exploring the Brain Neurosci 301 3F/S 2nd

Foundations ofNeuroscience

Neurosci 3052 3

F 3rd

Neurons, Genes,

and Behavior

Neurosci 3331 4

S 3rd

Techniques and

Experimental Design

in Neuroscience

Research

Neurosci 404 4

S 3rd

Neuroanatomy Neurosci 404 4

S 3rd

Neuroanatomy

Neurosci 403 3

F 4th

Cellular

Neurobiology

Neurosci 4303 3

F 4th

Principles of

Neurophysiology

Neurosci 430 3

S 4th

Principles of

Neurophysiology

Neurosci 4033 3

S 4th

Cellular

Neurobiology

Neurosci 490 1

S 4th

Senior Project

(independent study)

Neurosci 4904 3

S 4th

Senior Capstone

(typical class)1These courses have been developed to directly respond to student identification of content gaps in the curriculum and are awaiting final

approval by WSU.2This course was put in place in response to student requests for more elective choices in the department.

3The order of

Neurosci 430 and 403 was altered in order to avoid needing to review biophysics in Neurosci 403 to increase the amount of cellular/ molecular

content.4The Senior Project course added neuroscience-in-society content and now fulfills WSUs capstone requirement. F= Fall, S= Spring; 1

st

4th

indicate year at WSU.



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PaVolume 1, Issue 1

Focus group interviewing was developed in the mid-20th

century as a way to gauge audi-

ence response to radio programming4. The moderator guides the conversaon so that

both the individual responses of the interviewees and group discussion can be ulized to

gain informaon about the percepons of the parcipants5. Focus group interviewing re-

sults in consistent but more detailed responses when compared to surveys as well as a

broader range of inputs because parcipants draw from each others answers6

. Our pro-gram partnered with WSUs Oce of Assessment of Teaching and Learning to take ad-

vantage of their experse in developing the quesons and facilitang the focus group.

In each of the three years that we have held a focus group with our graduang seniors we

have had high rates of parcipaon. Recurring themes of concern have emerged: more

exposure to primary literature and laboratory techniques, instrucon in crical thinking,

more applicability to real world situaons, and improved program logiscs. Students have

also supplied a number of feasible suggesons addressing these concerns. Our results

have already led to the redesign of two courses and the development of three addional

courses, as well as changes in the order that classes are oered. Moreover, student feedback has prompted program

faculty to address long standing gaps in our curriculum, during which students were only taking large, prerequisite

courses and feeling disconnected from their major (see Table 1). Future focus groups will evaluate the changes madethus far and will connue to be a central part of our program assessment.

References:

Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded 2nd

Ed.Upper Saddle River, NJ, USA: Pear

son.

Huemer, M. Student Evaluaons: A Crical Review. Retrieved from hp://home.sprynet.com/~owl1/sef.htm#N_2

Porter, S.R., Whitcomb, M.E., and Weitzer, W.H. (2004). Mulple Surveys of Students and Survey Fague. New Di

recons for Instuonal Research, 2004 (21), 63-73.

Stewart, D. W., and Shamdasani, P. N. (1990). Focus groups: Theory and pracce. Applied Social Research Method

Series, 20. Newbury Park, CA: Sage Publicaons.

Marczak, M and Sewell, M. Using Focus Groups for Evaluaon. Retrieved from hp://ag.arizona.edu/sfcs/cyferne

cyfar/focus.htm.

Ward, V.M., Bertrand, J.T., and Brown, L.F. (1991). The Comparability of Focus Group and Survey Results: Three

Case Studies. Evaluaon Review, 15(2), 266-283.

Focus groups

allowed students

to make more of a

statement about

their experiences

than is possible

on a Likert scale.

Top Reviewed at ERIN

Pathway Quizzes in Neuroanatomyby Suzanne Stensaas, University of Utah Reviewed by William Grisham

(Good review of pathways, should be valuable to students)

You Look Familiar: Unearthing the Face Withinby Doris Taso, CaltechReviewed by Richard Olivo (Vivid demon

straons of individual cells responding to faces but not to body parts, hands, gadgets, or fruits)

Nernst-Goldman Equaon Simulatorby Steven Wright, University of Arizona; Michael Branch, University of Arizo

na -Reviewed by Carlos Aizenman (I love this simulator...) and Bob Rosenberg (I was able to answer student

what if quesons graphically using this simulator...).

Read the full reviews on Erin: hp://erin.sfn.org

Want more resources? There are over 600 curated records inERIN,the online database of Educaonal R

sources in Neuroscience. All acvies are focused on undergraduate educaon and beyond.

Have a recommendaon for next issues featured resource? Submit it to ERIN.
http://home.sprynet.com/~owl1/sef.htmhttp://ag.arizona.edu/sfcs/cyfernet/cyfar/focus.htmhttp://ag.arizona.edu/sfcs/cyfernet/cyfar/focus.htmhttp://ag.arizona.edu/sfcs/cyfernet/cyfar/focus.htmhttp://erin.sfn.org/http://erin.sfn.org/http://erin.sfn.org/resources/2014/07/28/pathway-quizzes-in-neuroanatomy?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2014/07/28/pathway-quizzes-in-neuroanatomy?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2014/07/09/you-look-familiar-colon-unearthing-the-face-within?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2014/07/09/you-look-familiar-colon-unearthing-the-face-within?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2012/03/20/nernst-goldman-equation-simulator?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2012/03/20/nernst-goldman-equation-simulator?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2012/03/20/nernst-goldman-equation-simulator?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2012/03/20/nernst-goldman-equation-simulator?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/http://erin.sfn.org/http://erin.sfn.org/Suggest-A-Resourcehttp://erin.sfn.org/Suggest-A-Resourcehttp://erin.sfn.org/Suggest-A-Resourcehttp://erin.sfn.org/http://erin.sfn.org/resources/2012/03/20/nernst-goldman-equation-simulator?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2014/07/09/you-look-familiar-colon-unearthing-the-face-within?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/resources/2014/07/28/pathway-quizzes-in-neuroanatomy?su=q/%5b,%5d/t//s//a//e//r//g//dr/0/cp/1/rsp/10/sm/2/sc/0/http://erin.sfn.org/http://ag.arizona.edu/sfcs/cyfernet/cyfar/focus.htmhttp://ag.arizona.edu/sfcs/cyfernet/cyfar/focus.htmhttp://ag.arizona.edu/sfcs/cyfernet/cyfar/focus.htmhttp://home.sprynet.com/~owl1/sef.htm


8/14

FUN NewsletPage 8

For many faculty members the scienc research that they do in their labs also has a strong teaching component. Th

is, as part of their own research they also teach the undergraduate student researchers who work with them how to dscienc research. Undergraduate students oen come into a research lab not knowing quite what to expect. Scien

research labs have a culture all their own and there are oen many unwrien aspects to the culture. Students want t

do a good job but are not sure exactly how to best achieve that goal. We have found it useful to go over some guide-

lines for how to be a great research student with the students early in the process. We hand these guidelines out to e

ry new student researcher and discuss them at one of the rst research lab meengs of the semester. We oer two

somewhat dierent versions. Feel free to pick and choose and adapt to your own style and expectaons.

How to be an outstanding student researcher. By M. Loose

1. Know what your goals are for doing research. Think carefully about why you are looking for a research opportun

2. Know what to do

Six easy steps to being a strong contributor to a lab

Or

How to think deeply about a subeld of science while demonstrang independent thought and self-movaon.

Before you arrive in the lab:

1) Start by saying what you already plan to read before you ask for advice on addional, appropriate reading materia

In general, think of possible answers to your quesons before you ask them and oer your thoughts whe

you are asked.

2) Ask to be assigned to a specic project/experiment.

Explain why you want this.

When you are in the lab:

3) Arrive early, always volunteer, stay late.

Research is not a 9-5 job.

Research is for movated people.

Get trained and then do stu, dont just watch.

4) Do good science.

Take extraordinarycare and be extremelyprecise.

Follow protocols exactly make no changes none.

Record what you do; acons, observaons, quesons, etc.

Understand what you do. Ask many why quesons about techniques and protocols.

How to Help Students Become Outstanding Student ResearchersJanice E. Thornton and Michael D. Loose Oberlin College Department of Neuroscience

Research is not a

9-5 job.

Research is for

movated peopl



9/14

At night or aer your lab work is done:

5) Understand the hypotheses being tested and the big picture they t into.

-Read arcles in the eld. Guideline: Read one arcle a night.

-Reread arcles from the lab. With experience they will mean more to you.

-Talk to co-workers about the project.

6) Think of possible improvements.

-Set me aside for this. Literally, schedule this twice a week.

-Come up with suggesons for improved techniques, improved experimental designs and

brand new experiments.

How to be an outstanding student researcher. By J. Thornton

Read the background literature. Understand the research area you are working in. Ask the advisor for relevant liter

ture. Take notes on it. Find some arcles on your own.

Be conscienous, reliable. Aend all scheduled meengs and do all the lab jobs assigned to you, in a mely fashion

Its OK to work slowly when learning a new technique. Listen to instrucons and take careful notes; we all have fault

memories. Double and triple check your work. Follow protocols exactly.

Work hard and do more than your share. Volunteer to do any tasks that need to be done. Go above and beyond wh

is expected. Be willing to do the scut work, e.g. wash dishes even if they are not yours. Keep the lab clean. Help dev

op wrien protocols for the lab. If everyone does more than their share, everything will run smoothly. If something

runs out nofy someone and/or make out an order form to replace it.

Keep a complete and accurate lab notebook. Someone in the future should be able to easily read your lab noteboo

and determine what you did and be able to replicate it.

Always keep your mind engaged. Make sure that things make sense. If they dont, then ask quesons. Be a brain no

a drone. Always think about potenal problems so you can avoid them. Assume your advisor will make some mistak

(we are all human). Be aware and knowledgeable so you can catch them (and be gracious when you do). Think abou

how an experiment or procedure could be improved. What would be the next step? Could things be done more e

ciently? Learn as much as you can.

Be independent.Use the resources available to you, including other students, books, journal arcles, etc. Try to pro

lem solve on your ownbut then double check with your advisor to make sure you came up with the correct soluon

Dont be too independent. Ask quesons! Dont assume you have to know everything. Check in oen with your adsor so he/she knows what you are doing, so you can get feedback, etc.

Generate ideas of your own. Learn about the research area and then generate your own ideas. What do you think

would be a good next step and why?

Help others and learn from others in the lab. You will learn more, build stronger relaonships, and you might need

their help some day. Ask to shadow other researchers in the lab to learn all you can.

Be enthusiasc. Enjoy what you are doing. Express it. Be appreciave. Express it.

PaVolume 1, Issue 1

Outstanding Student Researchers, connued...

Enjoy what you

are doing.Express it.

Be appreciave.

Express it.


10/14

FUN NewsletPage 10

In the fall of 2013, I was tasked with introducing a weekly lab component for my 200-level Cell and Molecular Neurosc

ence course at Skidmore College. My very loose plan for the lab course was to use it to teach students the techniquesused most oen in my research laboratory-specically, mammalian cell culture, Western blong, immunocytochemi

try and uorescence microscopy. A colleague referred me to an arcle in theJournal of Undergraduate Educaonby

Michele L. Lemons (2012) at Assumpon College (1) . Michele had clearly outlined a cell culture neuroscience lab fea-

turing an independent laboratory module tled "Mystery Cell" project in which students used techniques taught early

the term to carry out a research plan in which they deciphered whether their unknown cell line had a neuronal or glia

lineage. This idea t with the goals for my course, and I adapted it to meet our specic curricular and instuonal

needs. Addionally, I assessed student percepons of specic laboratory and non-laboratory research competencies p

-and post-independent lab module to measure the eecveness of the independent poron of the lab. The purpose

this arcle is to share the outcomes of student's perceived competencies in mulple research techniques following th

parcipaon in the independent research module.

Goals of the course: The Cell and Molecular Neuroscience lab course was designed to introduce Skidmore neuroscienstudents to the research experience and to build o of the foundaon established in their introductory neuroscience

by allowing them independence in the planning and set up of their experiments. Specic curricular goals were to pro-

vide students with structured learning of methodology and techniques in cell and molecular neuroscience; experience

the design of a research plan; opportunity to gather, interpret and present data; and parcipaon in both sides of the

peer review process.

Structure of the lab course: The semester was divided into three major modules: Training, Independent Research and

Data Presentaon. During the rst module, students were trained in cell and molecular methodology. Learning of ea

methodological skill was assessed through observaon and competency check-lists. During this me, students were

given an unknown-to-them cell line (Neuro2a, astrocyc, Schwann, or Daoy cerebellar line) that they sub-cultured tw

weekly and harvested as needed to complete the required methodology.

The second module consisted of the design and implementaon of a research plan to determine the lineage of their"mystery cell line". Students hypothesized which line they had and designed three experiments that would test their

hypothesis. To this end, students presented their experimental design plan to the class for feedback and during the re

mainder of the module, implemented the experiments they proposed, gathered data, and presented that data to thei

classmates who gave them on-going feedback. Each week, students were asked to formalize their results and future

week's project plans in wring. The formality of this process required students to plan each aspect of their experimen

prior to conducng it.

The third module was the presentaon phase in which students analyzed their data and drew conclusions. Their work

was presented as a wrien report and oral presentaon. Furthermore, each student peer-reviewed an oral presenta-

on and a rough dra of a classmate's lab report.

Assessment of learning outcomes: Anonymous assessments of students were conducted through self-report surveys

that were administered prior to the Training phase (pre-course survey), immediately following the Training phase and

prior to beginning of the Independent Research phase (mid-course survey) and immediately following the Data Presen

taon phase (post-course survey). All three surveys used a Likert scale ranging from 1 to 5 indicang strong disagree-

ment to strong agreement of a prompt that read "I understand (and am comfortable with)...". Survey items consisted

8 laboratory skills and 7 non-laboratory skills (Fig. 1-3). The post-course survey featured an addional quesonnaire

with the prompt "The independent research component impacted my understanding of..." (Fig. 3).

Self-report of students'competencies with mulple laboratory principles and methodology improved following their

parcipaon in the independent laboratory module (Fig. 1, le of the dashed line). Self-report of students' competen

with mulple non-laboratory skills and methodology displayed upward trends following their parcipaon in the inde

pendent laboratory module (Fig. 1, right of the dashed line), indicang that although students received training in the

Learning Outcomes from an Independent Laboratory Research ModuleSara LagalwarSkidmore College



11/14

PagVolume 1, Issue 1

skills prior to enrollment in

this course, further exposure

through the independent labmodule was eecve.

Furthermore, a long-term

goal of the Cell and Molecular

Neuroscience course, which

will become second in se-

quence of neuroscience-

specic core requirements, is

to standardize the foundaon

of neuroscience majors prior

to their enrollment in upper-

level elecves. To that end,the standard error of the

means for each laboratory

and non-laboratory compe-

tency was ploed (Fig. 2, le

and right of the dashed line,

respecvely). A reducon is

shown in the standard error

of most student survey results

following compleon of the

independent lab module, indi-

cang standardizaon of com-

mon skills and competencies

among majors prior to enroll-

ment in upper-level elecves.

Addionally, students were

asked to evaluate the impact

of the independent module on

laboratory and non-laboratory

competencies. Students rated

the impact of the independent

module highly across all com-

petencies (Fig. 3).

Although the surveys are a

useful tool in gauging stu-

dents' perceived learning,

there are obvious limitaons

to their use. In parcular, stu-

dents were aware of the gen-

eral purpose of the assess-

ment through the IRB approval forms and a brief discussion in class. Their knowledge of the study may have inuenc

their selecons. As an addional comparison, overall semester grades were ploed from two semesters of the cours

the Fall 2012 semester in which I taught the course without a lab, and the Fall 2013 semester in which I taught the

Learning outcomes,

Figure 1

Figure 2


12/14

FUN NewsletPage 12

Get in on the Discussion: FUNs Listserv is [email protected]

The FUN listserv is for members to debate and discuss issues, ask quesons to the community, and post news/

comments of interest to the general community.

To post a message to all the list members, send email [email protected]. Link les rather than

aach, as aachments are scrubbed to prevent inbox overload.

You can subscribe to the list, or change your exisng subscripon here. Too much in your inbox? Switch to Diges

mode to get a single email once per day/week summarizing listserv posts.

To see the collecon of prior posngs to the list, visit theFUN_Mail Archives

course with the lab (Fig. 4). The per-

cent of "A's" increased in the semester

that featured a lab component (Fig. 4).

Moreover, there was an overall in-crease in GPA (Fall 2012 = 89.0 +/-5.2;

Fall 2013 = 92 +/-3.7), albeit with some

overlap. It should also be noted that

the number of students enrolled in the

course without a lab was three mes

greater than the number of students

enrolled in the course with a lab, poten-

ally indicave of self-selecon of stu-

dents who wanted to learn cell and mo-

lecular lab techniques.

Overall: The independent researchmodule was a success with students in

Cell and Molecular Neuroscience and

there is strong indicaon that the mod-

ule increased their learning of laborato-

ry and non-laboratory research techniques. I am currently teaching the lab for a second me and maintaining the mo

ular format, although the specic research projects will be tweaked from "Mystery Cell" to a project in line with my re

search. Ulmately, other neuroscience faculty who teach Cell

and Molecular Neuroscience at Skidmore could adapt the lab

component to suit their specic research interests, yet main-

tain the independent research component.

I'd like to thank Michele Lemons for publishing her course cur-riculum and I'm grateful to FUN and JUNE for providing us with

these portals of curricular experse. All students in Cell and

Molecular Neuroscience provided IRB consent prior to the im-

plementaon of the surveys.

Reference:

1. M. L. Lemons, Characterizing Mystery Cell Lines: Stu-

dent-driven Research Projects in an Undergraduate

Neuroscience Laboratory Course.J Undergrad Neurosci

Educ10, A96-A104 (2012).

Figure 3

Figure 4

Learning outcomes, connued...
mailto:[email protected]:[email protected]://lists.funfaculty.org/cgi-bin/mailman/listinfo/FUN_Mailhttp://lists.funfaculty.org/cgi-bin/mailman/listinfo/FUN_Mailhttp://lists.funfaculty.org/cgi-bin/mailman/private/fun_mail/http://lists.funfaculty.org/cgi-bin/mailman/private/fun_mail/http://lists.funfaculty.org/cgi-bin/mailman/private/fun_mail/http://lists.funfaculty.org/cgi-bin/mailman/listinfo/FUN_Mailmailto:[email protected]


13/14

PagVolume 1, Issue 1

From the President, continued from page 1...

In preparaon for our adventures at SfN, here are a few links that you and your students might nd useful. This pa

summer, FUN partnered with SfN and the CNDP to prepare a webinar for those aending the meeng. The Making t

Most of the Annual Meeng is for students of all ages, so you might what to share the link with yours! There is also t

"Geng the Most out of SfN: The Annual Meeng and Beyond" on Saturday, November 15th from 1-2pm in W

207A, if you want to see the "live acon" version of our presentaon. Also, another helpful tool for the young neuros

ensts that might be aending the meeng for the rst me was produced by Beth Fischer and Michael Zigmond fro

the University of Pisburgh. They have prepared a really nice guidebook for studentsthat covers many aspects of bo

the aendee and presenter's role at professional meengs.

Addionally, since this year's meeng is in Washington DC, it provides us with a unique op-

portunity to reach out to our government ocials and share with them how important it is

that they support research and science educaon at all levels. The FUN Public Policy Com-

miee has developed some resources to help plan for and engage with our elected o-

cials. Julio Ramirez, Amanda Clinton, and Kimberley Phillips have prepared a resource to

help you in this process. There are arcles in this very newsleer addressing issues about

neuroscience advocacy, so make sure to review those as well. Also, if you receive funding(or would like to!) from the Naonal Science Foundaon or Naonal Instutes of Health

make sure to stop by their booths and meet with the program directors. Let them know

how important it is that they support (or have supported your) research eorts at all levels

and that the resources that they provide are an integral part of what we do with undergraduates in neuros

ence....they cannot hear this enough!

Finally, as my me as president of this amazing group of scholars nears its end, I would like to take a moment to tha

you all for your eorts to connue to support and grow FUN. We are truly a grassroots organizaon! Everything y

see, hear, do, and experience through FUN is due to the hard work of the impassioned membership. This very new

leer would not be possible if it was not for the eorts of Amanda Clinton, Amy Jo Stavnezer, and Katherine Steinme

Nearly 200 of us had an amazing me at the FUN annual workshop (materials and informaon about the event can

found here)thanks to the eorts of Jean Hardwick, Bruce Johnson, Eric Wiertelak and many others! We will have nely 175 posters presented by our students at our social at this year's meeng that was organized by our past preside

Noah Sandstrom. 23 of those students will receive FUN travel awards through the eort of our president-elect, L

Gabel's, leading the review process of 67 applicaons. The booth will be a hub of acvity again due to the eorts

Kurt Illig and his support team! None of these, or any of the other events, resources, acvies that FUN provide

would be possible without YOUR help. So thank you all for your connued support of our organizaon! I am excited

see how Lisa Gabel (our incoming president!) connues to nurture and grow FUN with the other new ocers that w

begin their terms at the end of this year's meeng. I am deeply honored and grateful to

have been the president of this amazing organizaon. I thank you all for allowing me to be

part of this dynamic and inspiraonal group and I look forward to celebrang our eorts

when we meet in DC!

SFN in DC is a

unique opportunit

to reach out to ou

governmentocials

Gel Scramble, connued from page 1...

explanaons. Some esmates hold that at least half of all experiments of any kind produce

unexpected results, and unexpected results can be responsible for enlightening discover-

ies. Thus, as educators, we should also train students to deal with unexpected results ra-

ther than just focusing on experiments that "work."

Materials required to teach this module at their home instuon, including images, PDFs of

handouts and laboratory instrucons, grading keys and rubrics, Powerpoint slides, etc, can

be obtained at hps://mdcune.psych.ucla.edu/modules/gel

William Grisham showing of h

brain.
http://www.sfn.org/Annual-Meeting/Past-and-Future-Annual-Meetings/Getting-the-Most-Out-of-the-Annual-Meetinghttp://www.sfn.org/Annual-Meeting/Past-and-Future-Annual-Meetings/Getting-the-Most-Out-of-the-Annual-Meetinghttp://www.sfn.org/Annual-Meeting/Past-and-Future-Annual-Meetings/Getting-the-Most-Out-of-the-Annual-Meetinghttp://www.psm.edu/rise/PDF%20DOcuments/Documents/Attendingprofessionalmeetings.pdfhttp://www.psm.edu/rise/PDF%20DOcuments/Documents/Attendingprofessionalmeetings.pdfhttp://www.funfaculty.org/drupal/node/4591http://www.funfaculty.org/drupal/node/4591http://www.funfaculty.org/drupal/Conference_2014_Ithacahttp://www.funfaculty.org/drupal/Conference_2014_Ithacahttps://mdcune.psych.ucla.edu/modules/gelhttps://mdcune.psych.ucla.edu/modules/gelhttps://mdcune.psych.ucla.edu/modules/gelhttp://www.funfaculty.org/drupal/Conference_2014_Ithacahttp://www.funfaculty.org/drupal/node/4591http://www.psm.edu/rise/PDF%20DOcuments/Documents/Attendingprofessionalmeetings.pdfhttp://www.sfn.org/Annual-Meeting/Past-and-Future-Annual-Meetings/Getting-the-Most-Out-of-the-Annual-Meetinghttp://www.sfn.org/Annual-Meeting/Past-and-Future-Annual-Meetings/Getting-the-Most-Out-of-the-Annual-Meeting


14/14

Call for Submissions: January 1 for spring newsletter

F a c u l t y f o r U n d e r g r a d u a t e N e u r o s c i e n c e

Newsleer Sta:

Amanda Clinton, University of Puerto Rico

Katherine Steinmetz, Woord College

Amy Jo Stevenezer, College of Wooster

Bob Calin-Jageman, Dominican University

Make your voice heard! Submit to the next issue of the FUN newsleer.

We welcome submissions on any topic suitable for the FUN membership including:

Editorial an opinion piece on an issue or topic relevant to the advancement of FUNs mission.

I wish Id known then advice you wish youd been given related to teaching neuroscience, career develop-

ment, managing research or other topics relevant to FUN membership

Resource Pointers/Reviews summary and review of a teaching resource you nd useful (book, arcle, video,

website, etc.)

Ask FUN a queson on which you seek feedback from the FUN community (e.g. grading dilemma, managing

work-life balance, etc.)

Otherother submied arcles directly relevant to FUN membership may be solicited or accepted for publica

on

Please submit your arcle via email to the current newsleer editor at [email protected]

Submissions should be in a common word-processing format (e.g. Open Oce Writer, MSWord, r format,

etc.). Font should be size 12 New Times Roman

Please carefully proofread before subming, as there will be no copy-eding or proong stage.

The statements and opinions contained in newsleer arcles are solely those of the individual authors and con-

tributors and not of FUN. FUN does not endorse, warranty, or approve of any products being reviewed or ad-

versed in the newsleer.

Date Event

11/6/2014 FUN Business Meeng, 7-8pm, Marriot Marquis, LaDroit/Shaw Rooms

11/17/2014

Faculty for Undergraduate Neuroscience Social: Social, Awards, & Poster

Presentaons, Rennaissance Washington DC, Grand Ballroom. Program ofAbstracts

11/16-11/19/2014 FUN Neuroscience Booth, #3422, 3424, and 3426

Go online to the FUN website for the latest:

Events, Job Posngs, News Items, Discussion, and Shared Syllabi

and dont forget you can post your own items once logged in

hp://funfaculty.org
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