Lesion-induced sprouting promotes neurophysiological integration of septal and entorhinal inputs to granule cells in the dentate gyrus of rats.

Axonal sprouting of dentate gyrus (DG) afferents after entorhinal cortex (EC) lesion is a model preparation to assess lesion-induced functional reorganization in a denervated target structure. Following a unilateral EC lesion, the surviving contralateral entorhinal projection, termed the crossed temporodentate pathway (CTD), and the heterotypic septal input to the DG, the septodentate pathway (SD), undergo extensive axonal sprouting. We explored whether EC lesion alters the capacity of the SD pathway to influence CTD-evoked granule cell excitability in the DG. We recorded extracellular field excitatory postsynaptic potentials (fEPSPs) after CTD stimulation alone and paired SD-CTD stimulation. Male rats were given unilateral EC lesions or sham operations; evoked fEPSPs in the DG were recorded at 4-, 15-, and 90-days post-entorhinal lesion to assess functional reorganization of the CTD and SD pathways. We found significantly increased fEPSP amplitudes in cases with unilateral lesions compared to sham-operates at 15- and 90-days post lesion. Within each time point, paired SD-CTD stimulation resulted in significantly depressed fEPSP amplitudes compared to amplitudes evoked after CTD stimulation alone and this effect was solely seen in cases with EC lesion. In cases where granule cell discharge was observed, SD stimulation increased discharge amplitude elicited by the CTD stimulation at 90-days postlesion. These findings demonstrate that synaptic remodeling following unilateral cortical lesion results in a synergistic interaction between two established hippocampal afferents that is not seen in uninjured brains. This work may be important for models of neurodegenerative disease and neural injury that target these structures and associated hippocampal circuitry.

Reissue: A Decade of FUN: The First Ten Years of the Faculty for Undergraduate Neuroscience.

The year 2021 marks the 30th Anniversary of the founding of the Faculty for Undergraduate Neuroscience (FUN). Within the first ten years of FUN's existence, the organization grew from a group of 67 individuals committed to undergraduate education in the neurosciences to over 300 members. FUN established productive partnerships with the Society for Neuroscience and the Association of Neuroscience Departments and Programs. FUN launched numerous projects to enhance the experience of undergraduates in the classroom and in the laboratory. FUN established a Travel Award Program that enabled undergraduates to attend the Annual Meeting of the Society for Neuroscience to present research posters on the floor of the meeting. Subsequently, undergraduate students were invited to present posters at the annual FUN Social. The listserv FUNnet was created to enable communication among FUN members. Workshops designed to enhance curricular development and laboratory-based experiences were begun in 1995 and continued every three years thereafter. Conversations to create regional conferences similar to the NorthEast Under/graduate Research Organization for Neuroscience (NEURON) conference were facilitated at the 2001 FUN Workshop. Efforts to improve National Institutes of Health funding for undergraduate colleges and universities were launched. Because of the dedication of FUN members, the first ten years of FUN's existence were filled with energetic innovations that significantly enhanced the education of undergraduate neuroscience students.

The New Blueprints: Undergraduate Neuroscience Education in the Twenty-First Century.

The Faculty for Undergraduate Neuroscience (FUN) has mounted many summer workshops since its first in 1995 held at Davidson College. An important outcome of the 1995 workshop was the development of four "blueprints" to help guide institutions in developing and maintaining undergraduate programs in neuroscience. Since then, at approximately ten-year intervals, participants at the FUN workshops have revisited and amended the Blueprints to better reflect best practices in undergraduate neuroscience education, including adding a fifth blueprint in 2005. In 2017, participants at the FUN workshop held at Dominican University again conducted a review of the blueprints and amended each of the five. A significant change resulting from the 2017 discussions was revision of the neuroscience minor blueprint to reflect the evolution of this program type across institutions.

25 Years of FUN!

Dr. Julio J. Ramirez, the founding president of the Faculty for Undergraduate Neuroscience (FUN), shared the comments below on November 13, 2016 at the 25th Anniversary of FUN's founding, when Drs. Sally Frutiger, Stephen George, Julio Ramirez, and Dennison Smith were recognized with the Founders Award for their efforts in launching FUN in 1991.

Career Advice: Finding a Job at a Predominantly Undergraduate Institution.

Seeking a teaching job at a predominantly undergraduate college or university can be a daunting proposition. Although reports from the Bureau of Labor Statistics suggest that the job market for teaching positions at postsecondary institutions will be healthy over the coming decade, competition for these positions will likely be intense. This essay explores the profiles of predominantly undergraduate institutions (PUIs), the nature of faculty positions at PUIs, the elements that make for a competitive job applicant, and strategies to consider during negotiations. Seeking a position at a PUI may be arduous at times, but the rewards reaped from a successful search for a PUI position are well worth the investment.

The intentional mentor: effective mentorship of undergraduate science students.

Promoting quality mentorship of undergraduate science students has recently emerged as an important strategy for successfully recruiting and retaining students in the sciences. Although numerous faculty members are naturally gifted mentors, most faculty are inserted into a mentorship role with little, if any, training. Successfully mentoring undergraduate science students requires a myriad of skills that can be honed with forethought and practice. In this essay, the value of mentoring, the developmental profile of young adult students, and the traits of a good mentor are explored. The Triangular Model proposed by W. Brad Johnson provides a theoretical framework for the development of effective mentorship. Fifteen tips gleaned from the literature and the author's personal experience are provided to help improve mentoring skills of faculty working with undergraduate science students.

Undergraduate neuroscience education: Meeting the challenges of the 21st century.

The dedication of undergraduate neuroscience faculty to their students could not have been more evident than what these educators demonstrated when the COVID-19 pandemic impacted colleges and universities across the United States. These faculty faced the crisis head-on to provide their students with exceptional instruction in virtual formats that many faculty had never used for instruction before the pandemic. This same tenacious attitude has been reflected in pedagogical efforts that undergraduate neuroscience faculty have undertaken since the mid-1990s. The challenges of providing cutting-edge neuroscience education to undergraduates in a dynamic field have produced a series of curricular designs and approaches that capitalize on discipline-based education research. This article reviews curricular models and pedagogical strategies aimed at enhancing the educational experiences of undergraduate neuroscience students whose lived experiences and academic backgrounds reflect the richly kaleidoscopic demographics of college students in the 21st century. The future of undergraduate neuroscience education is bright as faculty and their students collaborate on their journey of discovery in neuroscience.

SOMAS-URM: The Evolution of a Mentoring and Summer Research Program.

The need to enhance recruitment and retention of students in the sciences to strengthen the economic and scientific foundation of the United States was recently underscored by the National Science Board. The SOMAS Program (Support Of Mentors And their Students) addresses this need using a two-pronged strategy: 1) Junior faculty receive mentoring and instruction in launching research programs that engage student collaborators; and 2) College students are introduced to discovery in the neurosciences by conducting original research with their professors. Junior faculty from predominantly undergraduate institutions are invited to submit applications to obtain summer research support for undergraduate students who will spend 10 weeks collaborating with the faculty member on projects of common interest. Awards cover a travel and a supply budget, summer student housing, as well as faculty and student stipends. The faculty mentors and their students are to use the travel support to attend the joint Annual Meetings of the Society for Neuroscience (SfN) and the Faculty for Undergraduate Neuroscience (FUN). Faculty Awardees are required to participate in the Survival Skills and Ethics Workshop held at the SfN Meeting to prepare them to write grants aimed at supporting their research programs. Students are to present their summer research findings at the FUN Poster Session held jointly with the SfN Meeting. Students are also required to attend Survival Skills Workshop sessions that focus on ethics in research and that provide tips on applying to graduate school. The SOMAS-URM Program presently emphasizes recruitment and retention of underrepresented groups to enhance participation in scientific discovery by the full range of the American population.

The journal of undergraduate neuroscience education: history, challenges, and future developments.

The 'JUNE and You' sessions presented at the July 2008 Undergraduate Neuroscience Education workshop, sponsored jointly by Faculty for Undergraduate Neuroscience (FUN) and Project Kaleidoscope (PKAL), featured background information about the history and mission of the Journal of Undergraduate Neuroscience Education (JUNE), followed by an informative discussion about the challenges facing JUNE, including new ideas for future developments. This article will highlight some of the information and ideas generated and shared at this conference. Critical discussion points included the need to keep members of FUN actively engaged in submitting and reviewing articles for JUNE. Ways in which authors, reviewers, and interested faculty members could best help in promoting the mission and vision of JUNE were discussed. Concerns about recent hackings into the JUNE website were also raised, and possible solutions and measures that can be taken to minimize this in the future were discussed. In addition, ideas for expanding the role of JUNE to provide a forum to evaluate new and emerging website information that is pertinent to undergraduate neuroscience education was discussed. Ideas for future developments of JUNE included revolving postings of articles as they are accepted, providing links to several related websites, and allowing updates for articles that have been previously published in JUNE. Finally, ideas for maintaining and expanding JUNE's stature as the resource for undergraduate neuroscience education included ensuring that JUNE is listed on important search vehicles, such as PubMed.

Undergraduate Neuroscience Education: Blueprints for the 21(st) Century.

Paralleling the explosive growth of neuroscientific knowledge over the last two decades, numerous institutions from liberal arts colleges to research universities have either implemented or begun exploring the possibility of implementing undergraduate programs in neuroscience. In 1995, Faculty for Undergraduate Neuroscience (FUN) partnered with Project Kaleidoscope (PKAL) to offer a workshop exploring how undergraduate neuroscience education should proceed. Four blueprints were created to provide direction to the burgeoning interest in developing programs in undergraduate neuroscience education: 1) Neuroscience nested in psychology; 2) Neuroscience nested in biology; 3) Neuroscience as a minor; and 4) Neuroscience as a major. In 2005, FUN again partnered with PKAL to revisit the blueprints in order to align the blueprints with modern pedagogical philosophy and technology. The original four blueprints were modified and updated. One particularly exciting outgrowth of the 2005 workshop was the introduction of a fifth curricular blueprint that strongly emphasizes the integration of the humanities and social sciences into neuroscience: Neuroscience Studies. Because of the interdisciplinary nature of neuroscience, an education in neuroscience will prepare the next generation of students to think critically, synthetically, and creatively as they confront the problems facing humanity in the 21(st) century.

Adeno-associated virus vector expressing nerve growth factor enhances cholinergic axonal sprouting after cortical injury in rats.

Nerve growth factor (NGF) is known to promote both the survival of cholinergic neurons after injury and the regeneration of damaged cholinergic axons. Recent evidence has implicated NGF in the regulation of cholinergic axonal sprouting by intact neurons projecting to the hippocampus of rats, sustaining a lesion of the entorhinal cortex. We explored the possibility that NGF may regulate this lesion-induced cholinergic sprouting by injecting recombinant adeno-associated virus (rAAV) vector expressing NGF and green fluorescent protein (GFP) into the dentate gyrus of rats that were subsequently given unilateral entorhinal lesions. Sprague Dawley rats were unilaterally injected with (1) rAAV vector expressing NGF and GFP or (2) rAAV vector expressing GFP. Fourteen days after injection, the animals received lesions of the entorhinal area ipsilateral to the virus injection. Four days after lesion, GFP expression and the septodentate sprouting response in the dentate gyrus were assessed. Optical densitometric analyses revealed a significant increase in acetylcholinesterase label (a marker for cholinergic septodentate sprouting) in the ipsilateral outer molecular layer of the dentate gyrus in rats injected with rAAV vector expressing NGF. Thus, NGF-expressing rAAV vector enhanced the sprouting response of intact cholinergic neurons after unilateral entorhinal lesions in rats.

Improving the climate in research and scientific training environments for members of underrepresented minorities.

Despite significant efforts in recent years to increase diversity in science and academia, African Americans, Hispanics, and American Indian/Alaskan Natives remain severely underrepresented in these fields. To date, institutional social climate has received little attention as a target to improve the representation of these minority groups. In this article, we suggest that improvement in the social climate in both individual laboratories and larger institutions may lead to better recruitment and retention of minorities in science and academia. After documenting the magnitude of the underrepresentation problem, we offer a framework for a better understanding of climate, illustrate how members of majority and minority groups may perceive climate differently, and provide specific recommendations for improving the climate. The benefits of a diverse workforce in the sciences include a commitment to social justice, a broad diversity of perspectives leading to greater opportunities for scientific advancement, and a potentially enhanced focus on understanding and eliminating the health disparities among different racial and ethnic groups.

Immunohistochemical characterization of axonal sprouting in mice.

PURPOSE: Transgenic manipulation of mouse physiology facilitates the preclinical study of genetic risk factors, neural plasticity, and reactive processes accompanying Alzheimer's disease. Alternatively, entorhinal cortex lesions (ECLs) model pathophysiological denervation and axonal sprouting in rat. Given reports of anatomical differences between the mouse and rat hippocampus, application of the ECL paradigm to transgenic mice first requires comprehensive characterization of axonal sprouting in the wild-type. METHODS: Adult male C57BL/6 mice sustained unilateral transections of the perforant pathway. Subjects were sacrificed at 1, 4, 10, 18, and 28 days postlesion, and hippocampal sections were stained for AChE, the postsynaptic terminal marker drebrin, and the presynaptic terminal proteins SNAP-25, GAP-43, synapsin, and synaptophysin. To examine synaptic turnover and reinnervation, ipsilateral-to-contralateral staining densities were determined within the dentate molecular layer, and shrinkage-corrected ratios were compared to 28 day-yoked sham cases. RESULTS: At 28 days postlesion, ipsilateral terminal marker densities exhibited significant depression. In contrast, qualitative analyses at earlier time points suggested altered AChE staining patterns and increased SNAP-25 and synapsin immunoreactivity in the inner molecular layer (IML) of the dentate gyrus. CONCLUSIONS: C57BL/6 mice exhibit synaptic reorganization following perforant path transections. The IML may provide a key target for evaluation and intervention in ECL mouse models.

Adult-onset focal expression of mutated human tau in the hippocampus impairs spatial working memory of rats.

Tauopathy in the hippocampus is one of the earliest cardinal features of Alzheimer's disease (AD), a condition characterized by progressive memory impairments. In fact, density of tau neurofibrillary tangles (NFTs) in the hippocampus strongly correlates with severity of cognitive impairments in AD. In the present study, we employed a somatic cell gene transfer technique to create a rodent model of tauopathy by injecting a recombinant adeno-associated viral vector with a mutated human tau gene (P301L) into the hippocampus of adult rats. The P301L mutation is causal for frontotemporal dementia with parkinsonism-17 (FTDP-17), but it has been used for studying memory effects characteristic of AD in transgenic mice. To ascertain if P301L-induced mnemonic deficits are persistent, animals were tested for 6 months. It was hypothesized that adult-onset, spatially restricted tau expression in the hippocampus would produce progressive spatial working memory deficits on a learned alternation task. Rats injected with the tau vector exhibited persistent impairments on the hippocampal-dependent task beginning at about 6 weeks post-transduction compared to rats injected with a green fluorescent protein vector. Histological analysis of brains for expression of human tau revealed hyperphosphorylated human tau and NFTs in the hippocampus in experimental animals only. Thus, adult-onset, vector-induced tauopathy spatially restricted to the hippocampus progressively impaired spatial working memory in rats. We conclude that the model faithfully reproduces histological and behavioral findings characteristic of dementing tauopathies. The rapid onset of sustained memory impairment establishes a preclinical model particularly suited to the development of potential tauopathy therapeutics.

Frontotemporal lobar degeneration-related proteins induce only subtle memory-related deficits when bilaterally overexpressed in the dorsal hippocampus.

Frontotemporal lobar degeneration (FTLD) is a neurodegenerative disease that involves cognitive decline and dementia. To model the hippocampal neurodegeneration and memory-related behavioral impairment that occurs in FTLD and other tau and TDP-43 proteinopathy diseases, we used an adeno-associated virus serotype 9 (AAV9) vector to induce bilateral expression of either microtubule-associated protein tau or transactive response DNA binding protein 43 kDa (TDP-43) in adult rat dorsal hippocampus. Human wild-type forms of tau or TDP-43 were expressed. The vectors/doses were designed for moderate expression levels within neurons. Rats were evaluated for acquisition and retention in the Morris water task over 12 weeks after gene transfer. Neither vector altered acquisition performance compared to controls. In measurements of retention, there was impairment in the TDP-43 group. Histological examination revealed specific loss of dentate gyrus granule cells and concomitant gliosis proximal to the injection site in the TDP-43 group, with shrinkage of the dorsal hippocampus. Despite specific tau pathology, the tau gene transfer surprisingly did not cause obvious neuronal loss or behavioral impairment. The data demonstrate that TDP-43 produced mild behavioral impairment and hippocampal neurodegeneration in rats, whereas tau did not. The models could be of value for studying mechanisms of FTLD and other diseases with tau and TDP-43 pathology in the hippocampus including Alzheimer's disease, with relevance to early stage mild impairment.