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Developing a Team-taught Capstone Course in Neuroscience.

Susan Kennedy1, Frank Hassebrock

  • 1Psychology Department, Denison University, Granville, OH 43023.

Journal of Undergraduate Neuroscience Education : JUNE : a Publication of FUN, Faculty for Undergraduate Neuroscience
|March 16, 2013
PubMed
Summary
This summary is machine-generated.

This paper details a neuroscience capstone course for undergraduates, offering an interdisciplinary examination of current topics. It provides a model for liberal arts institutions, discussing benefits and challenges for similar neuroscience programs.

Keywords:
CapstoneLiberal Arts InstitutionsNeuroscience ProgramsNeuroscience concentratorsTeam taught courseUndergraduates

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Area of Science:

  • Neuroscience Education
  • Undergraduate Curriculum Design

Background:

  • Capstone courses are increasingly common in higher education.
  • Neuroscience concentrations require specialized, in-depth learning experiences.

Purpose of the Study:

  • To describe a capstone course for undergraduate neuroscience students.
  • To offer a model for interdisciplinary neuroscience education in liberal arts settings.

Main Methods:

  • Course evolution and design principles are detailed.
  • Goals, objectives, and a workable model are presented.
  • Positive aspects and challenges are summarized.

Main Results:

  • The course provides an in-depth examination of contemporary neuroscience topics.
  • A practical model for liberal arts institutions is established.
  • Key benefits and challenges of implementing such a course are identified.

Conclusions:

  • The described capstone course offers a valuable, interdisciplinary learning experience.
  • The model can guide the development of successful neuroscience capstone courses.
  • Effective implementation requires careful planning to address challenges.