Xenopus retinal ganglion cell axon extension is unaffected by 5-HT 1B/D receptor activation during visual system development.

Activating 5-HT 1B/D receptors with the agonist Zolmitriptan was previously shown to facilitate Xenopus retinal ganglion cell (RGC) axon extension from ectopic eye primordia transplanted to the ventral fin. To determine if 5-HT 1B/D receptor activation influenced entopic RGC axonal outgrowth toward the optic tectum during typical visual system development, we reared embryos in 50 µΜ Zolmitriptan then visualized optic tracts with anterograde HRP labeling. Zolmitriptan did not significantly alter entopic RGC extension in the contralateral brain. Consequently, RGC axon extension in ectopic but not entopic locations is influenced by altering serotonergic signaling .

Developmental exposure to the pesticide malathion enhances expression of Prdm12, a regulator of nociceptor development, in Xenopus laevis.

The transcription factor Prdm12 exerts important influences on the development of nociceptors, peripheral touch and pain-sensing neurons, and has been implicated in human pain sensation disorders. We examined the consequences of exposing developing Xenopus laevis embryos to the commonly used pesticide malathion on Prdm12 expression. Using qPCR and western blot analysis we observed that malathion treatment for the first six days of tadpole development significantly increased both prdm12 mRNA levels and Prdm12 protein levels compared to controls. Consequently, early exposure to this pesticide has potential to alter nociceptor development.

Integrating Research into the Undergraduate Curriculum: 1. Early Research Experiences and Training.

Undergraduate research experiences have emerged as some of the most beneficial high-impact practices in education, providing clear benefits to students that include improved critical thinking and scientific reasoning, increased academic performance, and enhanced retention both within STEM majors and in college overall. These benefits extend to faculty members as well. Several disciplines, including neuroscience, have implemented research as part of their curriculum, yet many research opportunities target late stage undergraduates, despite evidence that early engagement can maximize the beneficial nature of such work. A 2019 Society for Neuroscience professional development workshop provided multiple examples of integrating research into an undergraduate curriculum, including early engagement (Fernandes, 2020). This article is the first in a series of three that expands upon the information presented in those workshop discussions, focusing on ways to promote early research opportunities. The benefits and challenges associated with early research engagement suggest thoughtful consideration of the best mechanisms for implementation are warranted; some options might include apprenticeship models or course-based approaches. Regardless of mechanism, early research can serve to initiate more prolonged, progressive, scaffolded experiences that span the academic undergraduate career.

Integrating Research into the Undergraduate Curriculum: 2. Scaffolding Research Skills and Transitioning toward Independent Research.

Undergraduate research experiences are widely regarded as high-impact practices that foster meaningful mentoring relationships, enhance retention and graduation, and stimulate postbaccalaureate enrollment in STEM graduate and professional programs. Through immersion in a mentored original research project, student develop and apply their skills in critical thinking, problem solving, intellectual independence, communication, collaboration, project ownership, innovation, and leadership. These skills are readily transferable to a wide array of future careers in and beyond STEM that are well-served by evidence-based approaches. The 2019 Society for Neuroscience meeting included a well-attended workshop on integrating research into the curriculum at primarily undergraduate institutions (PUIs). This article is the second of three articles that summarize, analyze, and expand the workshop discussions. In this second article, we specifically describe approaches to transitional research courses that prepare students for independent research experiences such as undergraduate research theses. Educators can intentionally scaffold research experience and skills across the curriculum, to foster participation in scientific research and enhance diversity, equity, and inclusivity in research training. This article provides an overview of important goals and considerations for intermediate undergraduate research experiences, specific examples from several institutions of transitional courses that scaffold research preparation using different structures, and a summary of lessons learned from these experiences.

Integrating Research into the Undergraduate Curriculum: 3. Research Training in the Upper-level Neuroscience Curriculum.

The benefits of undergraduate training in research are significant. Integration of such training into the undergraduate experience, however, can be challenging at institutions without extensive research programs, and may inadvertently exclude some populations of students. Therefore, inclusion of research into the academic curriculum ensures all students can access this important training. The 2019 annual meeting of the Society for Neuroscience included a workshop on integrating research into the curriculum at primarily undergraduate institutions (PUIs). In this last article of a three-part series, we describe models for integrating research into advanced stages of the undergraduate curriculum, specifically for juniors and seniors. First, we describe multiple models of faculty-mentored group-based research. Second, we detail a peer-mentored research system, in which seniors mentor groups of first through third year students. Third, we describe multiple examples of integrating research into "capstone" courses for seniors. Fourth, we describe models in which a senior thesis is a graduation requirement for all students. Lastly, we describe several models of implementing an optional honors thesis for students. Although similarities exist across these programs, their differences allow for specific secondary objectives to be met, which are often unique to institutions and/or departments. Therefore, for each of these examples, we describe the context, specific design, and required student assessments. We conclude by discussing some of the key successes and challenges of developing programs that facilitate undergraduate research by upper-level students, and suggest a number of concepts that should be considered by individuals developing and assessing new programs.

Student-led Recaps and Retrieval Practice: A Simple Classroom Activity Emphasizing Effective Learning Strategies.

It is imperative that college and university faculty members continue to collaborate to develop and assess innovative teaching methods that effectively encourage learning for all undergraduates, particularly in STEM. Here we describe a simple student-led classroom technique, recap and retrieval practice (R&RP), that we, as two instructors at different institutions, collaboratively implemented in three upper-level STEM courses. R&RP sessions are short, student-led reviews of previous course material that feature student voices prominently at the start of every class period. R&RP sessions require a small team of students to prepare and deliver a review of prior course content via active retrieval practice formats, which are well known to be particularly effective learning tools. These R&RP assignments were also designed to emphasize additional evidence-based learning practices (concrete examples, dual coding, elaboration, interleaving, and spaced practice). Our analysis of undergraduate student experiences both in leading and participating in R&RPs indicates that overall R&RP sessions were well-received, active learning strategies that our students indicated fostered their learning. As instructors, we found R&RPs an effective and efficient strategy to encourage class participation, assess class participation, and emphasize student voices in our classrooms. Moreover, we found that collaboratively deploying a learning activity allowed us to observe the impact of a specific pedagogical activity in varied instructional settings and enhanced our professional development as educators.

The effects of chronic and acute physical activity on working memory performance in healthy participants: a systematic review with meta-analysis of randomized controlled trials.

BACKGROUND: Understanding how physical activity (PA) influences cognitive function in populations with cognitive impairments, such as dementia, is an increasingly studied topic yielding numerous published systematic reviews. In contrast, however, there appears to be less interest in examining associations between PA and cognition in cognitively healthy individuals. Therefore, the objective of this review was to evaluate and synthesize randomized controlled trial (RCT) studies that investigated the effects of both chronic and acute PA on working memory performance (WMP) in physically and cognitively healthy individuals. METHODS: Following the preferred reporting items for systematic review and meta-analysis (PRISMA) guidelines, a systematic review of studies published between August 2009 and December 2016 was performed on RCTs investigating the effects of chronic and acute PA on WMP with healthy participants as the sample populations. Searches were conducted in Annual Reviews, ProQuest, PsycARTICLES, PsycINFO, PubMed, and Web of Science. Main inclusion criteria stipulated (1) healthy sample populations, (2) PA interventions, (3) WMP as an outcome, and (4) RCT designs. Descriptive statistics included cohort and intervention characteristics and a risk of bias assessment. Analytical statistics included meta-analyses and moderation analyses. RESULTS: From 7345 non-duplicates, 15 studies (eight chronic PA and seven acute PA studies) met the inclusion criteria and were evaluated. Overall, there was noticeable variance between both cohort and intervention characteristics. Sample populations ranged from primary school children to retirement community members with PA ranging from cycling to yoga. The majority of studies were characterized by "low" or "unclear" risk of selection, performance, detection, attrition, reporting, or other biases. Meta-analysis of chronic PA revealed a significant, small effect size while analysis of acute PA revealed a non-significant, trivial result. Age and intensity were significant moderators while allocation concealment, blinding, and intervention length were not. CONCLUSIONS: Chronic PA can significantly improve WMP while acute PA cannot. The limiting factors for acute PA studies point to the diversity of working memory instruments utilized, unequal sample sizes between studies, and the sample age groups. Large-scale, high-quality RCTs are needed in order to provide generalizable and more powerful analysis between PA and WMP in a systematic approach.

Proposed Training to Meet Challenges of Large-Scale Data in Neuroscience.

The scale of data being produced in neuroscience at present and in the future creates new and unheralded challenges, outstripping conventional ways of handling, considering, and analyzing data. As neuroinformatics enters into this big data era, a need for a highly trained and perhaps unique workforce is emerging. To determine the staffing needs created by the impending era of big data, a workshop (iNeuro Project) was convened November 13-14, 2014. Participants included data resource providers, bioinformatics/analytics trainers, computer scientists, library scientists, and neuroscience educators. These individuals provided perspectives on the challenges of big data, the preparation of a workforce to meet these challenges, and the present state of training programs. Participants discussed whether suitable training programs will need to be constructed from scratch or if existing programs can serve as models. Currently, most programs at the undergraduate and graduate levels are located in Europe-participants knew of none in the United States. The skill sets that training programs would need to provide as well as the curriculum necessary to teach them were also discussed. Consistent with Vision and Change in Undergraduate Biology Education: A Call to Action, proposed curricula included authentic, hands-on research experiences. Further discussions revolved around the logistics and barriers to creating such programs. The full white paper, iNeuro Project Workshop Report, is available from iNeuro Project.

An Instructor's Guide to (Some of) the Most Amazing Papers in Neuroscience.

Although textbooks are still assigned in many undergraduate science courses, it is now not uncommon, even in some of the earliest courses in the curriculum, to supplement texts with primary source readings from the scientific literature. Not only does reading these articles help students develop an understanding of specific course content, it also helps foster an ability to engage with the discipline the way its practitioners do. One challenge with this approach, however, is that it can be difficult for instructors to select appropriate readings on topics outside of their areas of expertise as would be required in a survey course, for example. Here we present a subset of the papers that were offered in response to a request for the "most amazing papers in neuroscience" that appeared on the listserv of the Faculty for Undergraduate Neuroscience (FUN). Each contributor was subsequently asked to describe briefly the content of their recommended papers, their pedagogical value, and the audiences for which these papers are best suited. Our goal is to provide readers with sufficient information to decide whether such articles might be useful in their own classes. It is not our intention that any article within this collection will provide the final word on an area of investigation, nor that this collection will provide the final word for the discipline as a whole. Rather, this article is a collection of papers that have proven themselves valuable in the hands of these particular educators. Indeed, it is our hope that this collection represents the inaugural offering of what will become a regular feature in this journal, so that we can continue to benefit from the diverse expertise of the FUN community.

In Situ Teaching: Fusing Labs & Lectures in Undergraduate Science Courses to Enhance Immersion in Scientific Research.

Undergraduate courses in the life sciences at most colleges and universities are traditionally composed of two or three weekly sessions in a classroom supplemented with a weekly three-hour session in a laboratory. We have found that many undergraduates can have difficulty making connections and/or transferring knowledge between lab activities and lecture material. Consequently, we are actively developing ways to decrease the physical and intellectual divides between lecture and lab to help students make more direct links between what they learn in the classroom and what they learn in the lab. In this article we discuss our experiences teaching fused laboratory biology courses that intentionally blurred the distinctions between lab and lecture to provide undergraduates with immersive experiences in science that promote discovery and understanding.

Slitrk gene duplication and expression in the developing zebrafish nervous system.

BACKGROUND: The Slitrk family of leucine-rich repeat (LRR) transmembrane proteins bears structural similarity to the Slits and the Trk receptor families, which exert well-established roles in directing nervous system development. Slitrks are less well understood, although they are highly expressed in the developing vertebrate nervous system. Moreover, slitrk variants are associated with several sensory and neuropsychiatric disorders, including myopia, deafness, obsessive-compulsive disorder (OCD), schizophrenia, and Tourette syndrome. Loss-of-function studies in mice show that Slitrks modulate neurite outgrowth and inhibitory synapse formation, although the molecular mechanisms of Slitrk function remain poorly characterized. RESULTS: As a prelude to examining the functional roles of Slitrks, we identified eight slitrk orthologs in zebrafish and observed that seven of the eight orthologs were actively transcribed in the nervous system at embryonic, larval, and adult stages. Similar to previous findings in mice and humans, zebrafish slitrks exhibited unique but overlapping spatial and temporal expression patterns in the developing brain, retina, and spinal cord. CONCLUSIONS: Zebrafish express Slitrks in the developing central nervous system at times and locations important to neuronal morphogenesis and synaptogenesis. Future studies will use zebrafish as a convenient, cost-effective model organism to characterize the functional roles of Slitrks in nervous system development.

The Xenopus retinal ganglion cell as a model neuron to study the establishment of neuronal connectivity.

Neurons receive inputs through their multiple branched dendrites and pass this information on to the next neuron via long axons, which branch within the target. The shape the neuron acquires is thus the key to its proper functioning in the neural circuit in which it participates. Both axons and dendrites grow in a directed fashion to their target partner neurons by responding to a large number of molecular cues in the milieu through which they extend. They then go through the process of synaptogenesis, first choosing a neuron on which to synapse, and then the appropriate subcellular location. How a neuron acquires its unique shape, establishes and modifies appropriate synaptic connectivity, and the molecular signals involved, are key questions in developmental neurobiology. Such questions of nervous system wiring are being pursued actively with a variety of different animal models and neuron types, each with its own unique advantages. Among these, the developing retinal ganglion cell (RGC) of the South African clawed frog, Xenopus laevis, has proven particularly fruitful for revealing the secrets of how axons and dendrites acquire their final morphology and connectivity. In this review, we describe how this system can be used to understand the multiple molecular events that instruct the incorporation of RGCs into the neural circuit that controls vision.

Classroom Activities: Simple Strategies to Incorporate Student-Centered Activities within Undergraduate Science Lectures.

The traditional science lecture, where an instructor delivers a carefully crafted monolog to a large audience of students who passively receive the information, has been a popular mode of instruction for centuries. Recent evidence on the science of teaching and learning indicates that learner-centered, active teaching strategies can be more effective learning tools than traditional lectures. Yet most colleges and universities retain lectures as their central instructional method. This article highlights several simple collaborative teaching techniques that can be readily deployed within traditional lecture frameworks to promote active learning. Specifically, this article briefly introduces the techniques of: reader's theatre, think-pair-share, roundtable, jigsaw, in-class quizzes, and minute papers. Each technique is broadly applicable well beyond neuroscience courses and easily modifiable to serve an instructor's specific pedagogical goals. The benefits of each technique are described along with specific examples of how each technique might be deployed within a traditional lecture to create more active learning experiences.

SYNAPSE, Symposium for Young Neuroscientists and Professors of the Southeast: A One-day, Regional Neuroscience Meeting Focusing on Undergraduate Research.

The Symposium for Young Neuroscientists and Professors of the Southeast (SYNAPSE; synapse.cofc.edu) was designed to encourage contacts among faculty and students interested in neuroscience. Since its inception in 2003, the SYNAPSE conference has consistently drawn faculty and undergraduate interest from the region. This unique meeting provides undergraduates with a valuable opportunity for neuroscience education; students interact with noted neuroscience faculty, present research results, obtain feedback from neuroscientists at other institutions, and form connections with other neuroscientists in the region. Additionally, SYNAPSE allows undergraduate students and faculty to attend workshops and panel discussions about issues related to professional skills and career options. The SYNAPSE conference currently travels among host institutions in the southeastern United States in two-year cycles. This article briefly describes the genesis of SYNAPSE and reviews SYNAPSE conferences from 2006 through 2010. The goal of this paper is to highlight key issues organizers have experienced launching, sustaining, and hosting this regional undergraduate neuroscience conference as well as assist faculty to develop similar conferences.

A mechanism for multidisciplinary dialogue: the memory & series.

Neuroscientists have long explored the mechanisms of memory from molecular, physiological, cognitive, and social perspectives. Scholars from other disciplines such as history, sociology, literature, and cultural studies, that do not traditionally cross-pollinate ideas with neuroscientists, also study memory from a variety of angles. In this article, we describe the founding of a multidisciplinary discussion series in which faculty and staff from the arts, humanities, social sciences, and natural sciences come together to explain how memory is integral to their scholarship and teaching. After panelists from different disciplines present opening comments, the floor is open for discussion with the audience that includes students, staff, and community members, as well as other faculty. Each year the series is anchored by a keynote address by an eminent scholar engaged in cross-disciplinary memory research. We outline the benefits of such thematic discussion series, highlighting the synchrony with the academy's increasing focus on interdisciplinarity, and on the need to train scholars to speak clearly about their work beyond their own disciplinary boundaries. More specifically, we focus on the need to train scientists to communicate with non-scientists. We have experienced success with this series and believe that the format could be adapted to a wide range of issues that cross disciplines (e.g., development, language, music, environmental studies).

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.

Online protocol annotation: a method to enhance undergraduate laboratory research skills.

A well-constructed, step-by-step protocol is a critical starting point for teaching undergraduates new techniques, an important record of a lab's standard procedures, and a useful mechanism for sharing techniques between labs. Many research labs use websites to archive and share their protocols for these purposes. Here we describe our experiences developing and using a protocol website for the additional purpose of enhancing undergraduate research training. We created our lab's protocol website in a message board format that allows undergraduates to post comments on protocols describing the lessons they learned, questions that arose, and/or insights they gained while learning to execute specific research protocols. Encouraging and expecting students to comment on the protocols they are learning to execute is beneficial for both the student and for the lab in which they are training. For the student, annotations encourage active reflection on their execution of techniques and emphasize the important message that attending to and understanding details of a protocol is a critical factor in producing reliable data. For the lab, annotations capture valuable insights for future generations of researchers by describing missing details, hints, and common hurdles for newcomers.

More than a picture: helping undergraduates learn to communicate through scientific images.

Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course.

A simple e-mail mechanism to enhance reflection, independence, and communication in young researchers.

Providing undergraduates with mentored research experiences is a critical component of contemporary undergraduate science education. Although the benefits of undergraduate research experiences are apparent, the methods for mentoring young scientists as they first begin navigating the research lab environment are reinvented in labs all over the world. Students come to research labs with varied skills, motivations, needs, and dispositions, placing each student and mentor in a unique relationship. How can we help students become aware of their own intellectual progress? How can we encourage our students to take initial steps toward independent investigation? When do we need to let setbacks happen? We have developed a simple mechanism to address these common problems. Each week, students in our labs answer a series of five questions by e-mail that improve lab communication and help students develop into mature scientists without taxing an instructor's already busy schedule. Our observations, experiences, and student feedback indicate that this approach is a useful mechanism to help faculty who mentor young scientists in the research lab.