Neuroscience Portfolio

A major aspect of the emerging PKAL Volume IV on institutional transformation is a series of portfolios from the various disciplinary and interdisciplinary communities within undergraduate STEM.

This portfolio captures activities of scholars taking responsibility for shaping the future of undergraduate programs in neuroscience. Here you will find essays relating stories about reforming specific aspects of undergraduate neuroscience, “reporting-out” material from PKAL-related activities serving neuroscience (workshops, roundtables, and resources from the PKAL Faculty for the 21st Century community), and other resources to aid faculty, departments and institutions in reforming their neuroscience programs.

Faculty for Undergraduate Neuroscience also provides great resources for neuroscience educators at its website http://undergraduateneuroscience.org/.

These PKAL portfolios are intended as resources for leaders from all disciplinary and/or interdisciplinary fields. They provide examples of how colleagues are exploring ways to strengthen student learning: setting goals for student learning, designing academic programs consonant with those goals, and assessing student progress toward achieving those goals.

A Decade of the Faculty for Undergraduate Neuroscience (FUN) Network
Julio A. Ramirez, Davidson College
Larry Normansell, Muskingum College

Neuroscience Program Development at Central Michigan University
Gary L. Dunbar, Central Michigan University

Neuroscience Program Development at UCLA
William Grisham, University of California at Los Angeles

Goals for Student Learning in Undergraduate Neuroscience
Erik Wiertelak, Macalester College

Neuroscience for a General Audience
Dennison Smith & Janice Thornton, Oberlin College

Technology in the Neuroscience Teaching Laboratory
Robert A. Wyttenbach & Bruce R. Johnson, Cornell University

Journal of Neuroscience Education (JUNE)
Barbara Lom, Davidson College
Visit www.funjournal.org

Society of Young Neuroscientists and Professors of the Southeast
Cheryl P. Talley, James Madison University