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Integrating community outreach into the undergraduate neuroscience classroom.

ABSTRACT: While both federal agencies and professional associations emphasize the importance of neuroscience outreach, this goal seldom reaches the undergraduate neuroscience classroom. However, incorporating outreach into undergraduate neuroscience classes is an efficient means to reach not only future scientists, but also the future practitioners (K-12 teachers, social service workers, etc.) with whom neuroscientists hope to communicate. It also provides a vehicle for faculty members to engage in outreach activities that are typically un- or under-rewarded in faculty reviews. In this article, a Neuroscience Community Outreach Project (NCOP) is described. The project has been used in three offerings of a Cognitive Neuroscience course at a small liberal arts college, shared and applied at a large state university, and presented at a regional Society for Neuroscience meeting as an example of outreach opportunities for faculty. The NCOP assignment is a student-driven, modular activity that can be easily incorporated into existing neuroscience course frameworks. The assignment builds on student interests and connections in the community, providing a way for faculty at institutions without formal outreach programs to incorporate neuroscience outreach into the classroom and connect students to online resources. Several sample student projects are described across three broad domains (K-12 outreach, presentations to social service organizations, and media / popular press presentations). The article ends with a set of suggestions addressing common faculty concerns about incorporating community outreach into the undergraduate neuroscience classroom.

SUBMITTER: Stevens C

PROVIDER: S-EPMC3598185 | biostudies-literature | 2011

REPOSITORIES: biostudies-literature

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Integrating community outreach into the undergraduate neuroscience classroom.

Stevens Courtney C

Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience 20111015 1

While both federal agencies and professional associations emphasize the importance of neuroscience outreach, this goal seldom reaches the undergraduate neuroscience classroom. However, incorporating outreach into undergraduate neuroscience classes is an efficient means to reach not only future scientists, but also the future practitioners (K-12 teachers, social service workers, etc.) with whom neuroscientists hope to communicate. It also provides a vehicle for faculty members to engage in outrea ...[more]

PMID: 23626492

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Project description:Climate and ocean literacy are two of the most important challenges facing society today. However, many students lack exposure to these topics upon entering college. As a result, these students must rely on learning climate literacy and ocean conservation through experiences outside of those provided in the traditional undergraduate classroom. To fill this gap, we initiated a marine science professional development program to expose undergraduate students to ocean literacy principles and climate change concepts through marine ecology research and educational outreach. This study evaluates the effects of our undergraduate experiential learning for individuals involved in our research team, our educational outreach team, or both. Clemson University alumni that participated in our program were surveyed to determine educational and professional gains in three areas related to: (1) knowledge; (2) careers; and (3) attitudes. Multiple linear and logistic regressions were used to understand the relationships between gains and program type, mentor experience, and duration of program enrollment. In addition, we evaluated demographic covariates including age, ideology, and gender. Our study found that perceived knowledge of marine science and science communication skills increased with positive mentor experience. Alumni that rated their experience with their mentors highly also indicated that the program was important to their careers after graduation. Students who participated in any program for a prolonged period were more likely to indicate that marine science was important to their careers. These students were also more likely to continue their education. Additionally, we saw that a sense of belonging and identity in science, as well as the understanding of climate change threat on the marine environment, all increased with longer program involvement, more than the type of experience (research versus outreach). Overall, we found that both the research and outreach programs offered opportunities for advancements in knowledge, careers, and attitudes. These results provide evidence that experiential learning has the potential to increase student engagement and understanding of climate change and ocean literacy communication as well as a sense of belonging in science-oriented fields.

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Integrating community outreach into the undergraduate neuroscience classroom.

Publications

Integrating community outreach into the undergraduate neuroscience classroom.

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