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Routes to research for novice undergraduate neuroscientists
Kyle J Frantz1, Robert L DeHaan, Melissa K Demetrikopoulos
1Center for Behavioral Neuroscience, Georgia State University, Atlanta, GA 30302, USA. kfrantz@gsu.edu
CBE Life Sciences Education
|October 3, 2006
Summary
Engaging undergraduate students in neuroscience research through summer programs improved their attitudes and confidence in science. Both the Apprenticeship Model and Collaborative Learning Model showed benefits, with the latter enhancing experimental design skills.
Area of Science:
- Neuroscience
- Undergraduate Education
- Science Communication
Background:
- Undergraduate engagement in laboratory research can attract and retain students in science.
- Traditional apprenticeship models may face limitations in scientist availability and faculty-student interaction.
- Alternative program structures are needed to effectively train novice undergraduate neuroscientists.
Purpose of the Study:
- To compare the effectiveness of two distinct summer neuroscience research program models: Apprenticeship Model (AM) and Collaborative Learning Model (CLM).
- To assess the impact of these models on undergraduate students' attitudes toward science and neuroscience, and their confidence in neuroscience concepts and science skills.
- To evaluate differences in skill development, particularly in experimental design, between the two program models.
Main Methods:
- Two models were implemented: AM (individual apprenticeships) and CLM (team-based curriculum and independent experimentation).
- Pre-, mid-, and post-program surveys were administered to measure changes in attitudes and confidence.
- Outcomes assessed included attitudes toward science, attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills.
Main Results:
- Both AM and CLM significantly improved attitudes toward neuroscience, confidence with neuroscience concepts, and confidence with science skills.
- Neither program model resulted in significant changes in overall attitudes toward science.
- Only participants in the CLM reported an enhanced ability to design experiments, aligning with the model's focus on independent research.
Conclusions:
- Both Apprenticeship and Collaborative Learning Models are effective in enhancing undergraduate students' engagement with neuroscience.
- The Collaborative Learning Model may offer additional benefits in developing critical scientific skills like experimental design.
- Long-term follow-up is necessary to determine the lasting impact of each model on career trajectories in science.
