Undergraduate Participation in the Society for Neuroscience.

Undergraduate neuroscience education has grown substantially in the US as well as participation in outreach and research activities by undergraduates. In line with these observations, undergraduates may also be seeking membership in the Society for Neuroscience (SfN) as well as attending the SfN annual meeting. Data in the present report show that undergraduate membership in SfN has increased between 2013 and 2019 as well as annual undergraduate SfN meeting attendance and abstract submissions for research presentations. Increases were observed for both US and international undergraduates. These data are discussed in the context of motivations of undergraduates to pursue future academic training and/or careers in neuroscience. These data are important to faculty and administrators at institutions that currently have or seek to establish new undergraduate neuroscience programs given membership in a professional society and attendance at a major conference can positively impact academic and professional development.

Quantitative Indicators of Continued Growth in Undergraduate Neuroscience Education in the US.

There is both anecdotal and quantitative evidence that undergraduate neuroscience education has grown substantially in the US. Therefore, efforts to continue to track changes in undergraduate neuroscience education are important. Here we provide quantitative data that both public and private institutions are creating new undergraduate neuroscience programs. In addition, we demonstrate that the number of graduates from undergraduate neuroscience programs continues to increase compared to graduates from other life sciences programs. These data are important to faculty and administrators at institutions that currently have or seek to establish new undergraduate neuroscience programs.

Developing a Team-taught Capstone Course in Neuroscience.

Capstone courses are becoming increasingly visible on college and university campuses. In this paper, we describe a capstone experience for undergraduate students pursuing our neuroscience concentration. The course is intended to provide an in-depth and interdisciplinary examination of contemporary topics in the field of neuroscience, and is designed for students who have completed the majority of requirements for the concentration. We describe the evolution of such a course, the goals and objectives of the course, and offer a workable model for similar courses in the context of a liberal arts institution. We summarize the positive aspects of such a course, describe the challenges involved in creating a course of this nature, and offer suggestions for successful similar capstone courses in Neuroscience.

Strategies for Fostering Synergy between Neuroscience Programs and Chemistry Departments.

The successful model of the Neuroscience Program at Concordia College is used as a source of illustrative examples in a presentation of strategies to foster synergy between neuroscience programs and chemistry departments. Chemistry is an increasing voice in the dialog of modern neuroscience. To be well-prepared to engage in this dialog, students must have strong chemistry training and be comfortable applying it to situations in neuroscience. The strategies presented here are designed to stimulate thought and discussion in the undergraduate neuroscience education community. Hopefully this will lead to greater interaction between chemistry and neuroscience at the undergraduate level in other institutions.