Teaching Synaptic Transmission Using Primary Literature: A Skills-Focused Pedagogical Approach

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

Structure and function: how to design integrated anatomy and physiology modules for the gross anatomy laboratory

Physicians must be able to integrate knowledge across disciplines. Therefore, educators need to provide opportunities for students to cognitively integrate information across the medical school curriculum. Literature has shown that specifically pointing out these connections helps students create cause and effect models and ultimately improve their performance. The gross anatomy laboratory provides an excellent environment for students to integrate information by establishing structure and function relationships. This article presents simple steps to create modules which help students cognitively integrate physiology and anatomy at the session level in the gross anatomy laboratory. Driven by backward design, these steps include establishing objectives, creating assessments, and developing activities that can be implemented in a specific learning environment. An example of a flexible module which could be implemented in a number of gross anatomy lab settings (e.g., prosection, dissection, models, virtual) is presented along with a template for the design of future modules. This is followed by a discussion of challenges encountered by educators attempting to integrate structure and function in the gross anatomy lab. Each of these considerations will be addressed with potential solutions for educators seeking to implement these types of integrated activities.

A Design Method of Two-Dimensional Subwavelength Grating Filter Based on Deep Learning Series Feedback Neural Network

Subwavelength grating structure has excellent filtering characteristics, and its traditional design method needs a lot of computational costs. This work proposed a design method of two-dimensional subwavelength grating filter based on a series feedback neural network, which can realize forward simulation and backward design. It was programed in Python to study the filtering characteristics of two-dimensional subwavelength grating in the range of 0.4-0.7 µm. The shape, height, period, duty cycle, and waveguide layer height of two-dimensional subwavelength grating were taken into consideration. The dataset, containing 46,080 groups of data, was generated through numerical simulation of rigorous coupled-wave analysis (RCWA). The optimal network was five layers, 128 × 512 × 512 × 128 × 61 nodes, and 64 batch size. The loss function of the series feedback neural network is as low as 0.024. Meanwhile, it solves the problem of non-convergence of the network reverse design due to the non-uniqueness of data. The series feedback neural network can give the geometrical structure parameters of two-dimensional subwavelength grating within 1.12 s, and the correlation between the design results and the theoretical spectrum is greater than 0.65, which belongs to a strong correlation. This study provides a new method for the design of two-dimensional subwavelength grating, which is quicker and more accurate compared with the traditional method.

Responding to emerging oral healthcare needs with CARE: Design of the CARE curriculum model

The release of the National Institutes of Health report, Oral Health in America: Advances and Challenges, in 2022 identified a pressing concern about oral healthcare and that "the job is far from finished." The High Point University Workman School of Dental Medicine utilized this report as inspiration to facilitate the design of the Clinician-Advocate-Researcher-Entrepreneur Curriculum. The aspiration was to create a novel curriculum and experiential model to prepare learners for the future of dental medicine, including addressing these public oral healthcare needs. This article describes how we conducted this process in three steps: defining the curriculum philosophy, outcomes, and structure. We present this example for those interested in curriculum design and modifications. Our goal is to encourage educators to explore opportunities to enhance dental education as a critical component of the complex system that impacts oral healthcare broadly.

The DoC IT: a Professional Development Tool to Support and Articulate Alignment of One's Course with the Five Dimensions of CUREs

Course-based undergraduate research experiences (CUREs) offer a powerful approach to engage students at all academic levels in the process of scientific discovery. In comparison to prescriptive laboratory exercises, CUREs have been shown to promote students' science process skill development, positive attitudes toward scientific research, and persistence in STEM. While this is the case, descriptions of CUREs within the literature vary widely, particularly in the extent to which they explicitly address the five posited dimensions of CUREs. This can present as a challenge to both novice CURE facilitators, who may be unfamiliar with CURE terminology, as well as the CURE community as a whole, who seek to understand what facets of CUREs impact student outcomes. In response, we created the "Dimensions of CUREs Informational Template" (DoC IT), a professional development tool amenable for use with CURE designers, facilitators, and evaluators. Application of this tool is intended as a viable step in achieving a unified way to discuss CUREs in both intra- and interinstitutional contexts.

Flying in the Face of Adversity: a Drosophila-Based Virtual CURE (Course-Based Undergraduate Research Experience) Provides a Semester-Long Authentic Research Opportunity to the Flipped Classroom

A call for the integration of research experiences into all biology curricula has been a major goal for educational reform efforts nationally. Course-based undergraduate research experiences (CUREs) have been the predominant method of accomplishing this, but their associated costs and complex design can limit their wide adoption. In 2020, the COVID-19 pandemic forced programs to identify unique ways to still provide authentic research experiences while students were virtual. We report here a complete guide for the successful implementation of a semester-long virtual CURE that uses Drosophila behavioral assays to explore the connection between pain and addiction with the use of an at-home "lab-in-a-box." Individual components were piloted across three semesters and launched as a 100-level introductory course with 19 students. We found that this course increased science identity and successfully improved key research competencies as per the Undergraduate Research Student Self-Assessment (URSSA) survey. This course is ideal for flipped classrooms ranging from introductory to upper-level biology/neuroscience courses and can be integrated directly into the lecture period without the need for building a new course. Given the low cost, recent comfort with virtual learning environments, and current proliferation of flipped classrooms following the 2020 pandemic, this curriculum could serve as an ideal project-based active-learning tool for equitably increasing access to authentic research experiences.

Redesign and process of reforming an existing undergraduate Nutritional Sciences program

Due to current and upcoming needs in the discipline and accreditation, the Nutritional Sciences faculty at a major university reformed their curriculum using backward design. As part of this process, they developed new learning outcomes that aligned to the institutional learning outcomes and mapped these new outcomes across the major's required courses. Also, they reorganized the existing major's single focus on biomedical nutrition into an academic program with a core curriculum and three concentrations (biomedical and molecular nutrition, global health and nutrition, and public health nutrition). The faculty designed new core and concentration courses and modified existing courses to distribute the essential learning across the major curriculum. Additionally, the committee created two service courses to fill voids in nutrition education for nonmajors. Despite abundant literature on backward and curriculum design, this process produced important learning about how to conduct and implement curriculum reform in a science-based discipline.

Using anticipated learning outcomes for backward design of a molecular cell biology Course-based Undergraduate Research Experience

Anticipated learning outcomes (LOs) were defined and used for the backward design of a Course-based Undergraduate Research Experience (CURE). These LOs reflect the inquiry-based nature of CUREs and capture key knowledge and skills inherent to scientific practice and essential in research. The LOs were used to plan a formative and summative assessment strategy to support and evaluate student achievement. A research question was identified that aligned with the learning goals of the course, provided an opportunity for discovery and iteration, and introduced a variety of molecular, cellular, and biochemical techniques. The course is offered to students in the final year of their degree and delivered over a 12-week period with two 3-hr labs each week. These LOs, and the rigorous assessment strategy used to support them, could be adapted to different projects. Likewise, the laboratory exercises are presented as a series of modules highlighting opportunities for adaptation to a variety of schedules.

Mission-driven, Manageable and Meaningful Assessment of an Undergraduate Neuroscience Program

Academia has recently been under mounting pressure to increase accountability and intentionality in instruction through development of student "intended learning outcomes" (ILOs) developed at multiple levels (e.g., course, program, major, and even institution). Once these learning goals have been determined, then classroom instruction can be purposefully designed to map onto those intended outcomes in a "backward design" process (Wiggins and McTighe, 2005). The ongoing challenge with any such process, however, is in determining one's effectiveness in achieving these intended learning goals, so it is critical that efficient tools can be developed that enable these goals to be assessed. In addition, an important requirement of any ILOs is that they are mission-driven, meaningful and parsed in such a way that they can be used to obtain evidence in a manageable way. So how can we effectively assess these outcomes in our students? This paper describes key factors to consider in the planning and implementation of assessment for an undergraduate neuroscience program.

Improving consistency in large laboratory courses: a design for a standardized practical exam

Laboratory courses serve as important gateways to science, technology, engineering, and mathematics education. One of the challenges in assessing laboratory learning is to conduct meaningful and standardized practical exams, especially for large multisection laboratory courses. Laboratory practical exams in life sciences courses are frequently administered by asking students to move from station to station to answer questions, apply knowledge gained during laboratory experiments, interpret data, and identify various tissues and organs using various microscopic and gross specimens. This approach puts a stringent time limit on all questions regardless of the level of difficulty and also invariably increases the potential risk of cheating. To avoid potential cheating in laboratory courses with multiple sections, the setup for practical exams is often changed in some way between sections. In laboratory courses with multiple instructors or teaching assistants, practical exams may be handled inconsistently among different laboratory sections, due to differences in background knowledge, perceptions of the laboratory goals, or prior teaching experience. In this article, we describe a design for a laboratory practical exam that aims to align the assessment questions with well-defined laboratory learning objectives and improve the consistency among all laboratory sections.

Development of concept-based physiology lessons for biomedical engineering undergraduate students

Physiology is a core requirement in the undergraduate biomedical engineering curriculum. In one or two introductory physiology courses, engineering students must learn physiology sufficiently to support learning in their subsequent engineering courses and careers. As preparation for future learning, physiology instruction centered on concepts may help engineering students to further develop their physiology and biomedical engineering knowledge. Following the Backward Design instructional model, a series of seven concept-based lessons was developed for undergraduate engineering students. These online lessons were created as prerequisite physiology training to prepare students to engage in a collaborative engineering challenge activity. This work is presented as an example of how to convert standard, organ system-based physiology content into concept-based content lessons.