Inclusion in neuroscience through high impact courses

NEUROSCIENCE LETTERS

卷:750

Article

Sathy, Viji¹  Hogan, Kelly A.² 

[1] Univ N Carolina, Dept Psychol & Neurosci, Chapel Hill, NC 27515 USA

[2] Univ N Carolina, Dept Biol, Chapel Hill, NC 27515 USA

关键词: Inclusive curriculum;    Inclusive teaching;    High impact courses;    Course based research experiences;    CUREs;    Makerspace courses;    Undergraduate research;    Undergraduate making;    Diversifying science;    Neuroscience;   

DOI  :  10.1016/j.neulet.2021.135740

来源: Elsevier

【 摘 要 】

Recognizing that STEM disciplines, including neuroscience, have a long way to go to attract and retain diverse talent, educators can take action by being more intentional about their departmental curricula, course design, and pedagogical strategies. A deep body of research suggests that one way we can promote inclusion is through the use of high impact practices (HIPs). These active learning teaching practices promote deep learning and student engagement and have been shown to have a positive differential impact on historically underserved student populations. Here we describe the characteristics of two different types of HIP courses, makerspace classes, and course-based undergraduate research experiences (CUREs). In addition, we provide ideas for how these courses can be structured to help all students engage and learn. With experience overseeing a large campus wide program introducing these course types to the curriculum, we also provide insights about faculty experiences and assessment. We propose that including these types of courses in a curriculum can engage a more diverse group of students to choose neuroscience as a major and as a career.

【 授权许可】

Free