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Perspectives on Neuroscience
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Inclusion in neuroscience through high impact courses.

Marsha R Penner1, Viji Sathy2, Kelly A Hogan3

  • 1Independent consultant, Durham, NC, USA.

Neuroscience Letters
|February 18, 2021
PubMed
Summary
This summary is machine-generated.

High-impact practices (HIPs) like makerspaces and course-based undergraduate research experiences (CUREs) can improve diversity in STEM. These active learning strategies promote engagement and retention for underserved students in neuroscience.

Keywords:
CUREsCourse based research experiencesDiversifying scienceHigh impact coursesInclusive curriculumInclusive teachingMakerspace coursesNeuroscienceUndergraduate makingUndergraduate research

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Area of Science:

  • Neuroscience Education
  • STEM Diversity

Background:

  • STEM fields, including neuroscience, face challenges in attracting and retaining diverse talent.
  • High-impact practices (HIPs) are active learning strategies shown to enhance student engagement and deep learning.
  • HIPs have demonstrated a positive, differential impact on historically underserved student populations.

Purpose of the Study:

  • To describe the characteristics of makerspace classes and course-based undergraduate research experiences (CUREs) as types of HIPs.
  • To provide strategies for structuring these courses to promote inclusive student engagement and learning.
  • To offer insights from a campus-wide program on faculty experiences and assessment of HIPs.

Main Methods:

  • Describing the features of makerspace classes and CUREs.
  • Outlining pedagogical approaches for inclusive course design.
  • Presenting findings from a program implementing these HIPs and assessing faculty experiences.

Main Results:

  • Makerspace classes and CUREs are effective HIPs that can be structured for broad student engagement.
  • Implementation of these courses can provide valuable insights into faculty experiences and effective assessment methods.
  • These pedagogical strategies show promise for increasing the diversity of students pursuing neuroscience.

Conclusions:

  • Integrating HIPs, specifically makerspaces and CUREs, into curricula can foster greater inclusion in STEM.
  • Intentional course design and pedagogical strategies are crucial for attracting and retaining diverse students in neuroscience.
  • These approaches can encourage more diverse students to major in neuroscience and pursue related careers.