Developing Learning Outcomes, Objectives, and Assessments
About Neu 301: Introduction to Neuroscience I
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301 is the first official neuroscience undergrad course, as part of the newly minted undergraduate neuroscience major at MSU. In it's first run, it had around 50 students. The course is team-taught by Drs. Laura Symonds (Director of the undergraduate program) and James Galligan (Director of the graduate program). The course is divided up into two core topics, Neural Signaling and Basic Systems. Introduction to Neuroscience II continues in the next semester to cover topics like learning and memory, motor systems, and sleep.
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Course Goals and Learning Objectives
The headings in this table are the core competencies developed by Vision and Change, and below them are the learning objectives from 301 that I think fit the bill. Notice, I tried to avoid saying things such as "understand" or "know", but rather, I focused on what students should be able to do.
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Aligning Assessments to Goals and Objectives
Following the backwards design approach (left), once I have decided what the students should know and be able to do, I should consider the assessment, that is, the evidence that I would accept that would demonstrate to me that the learning outcome or objective is being met. Thus, there should be an assessment(s) for everything that you want students to be learning or doing. However, this in no way means that it has to be on the exam. Exams are one form of assessment, but there are many different types. I have already discussed different types of assessments (here), so I will only mention those ideas that best pertain to 301.
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Design experiments |
Students read case studies and design experiments to address questions raised in the study. Experimental design is written up and turned in for grading. (see below) |
Literature search |
Give students a research question and have them come with a list of 3 papers. If someone got a good paper few others did, compare search technique/keywords |
Analyze and interpret data |
Write own figure legend to go along with a figure that you present to them- can either be turned in for points or discussed in class |
Connect structure to functions |
Piece together the pain pathways in-class activity |
Physics and chemistry in ionic conductance |
Have students use simulations (see below) and then write a description (or answer questions you have written up) of the circuitry principles in ionic conductance |
Molecular techniques in anatomy |
Describe or design an experiment using molecular techniques to determine the function of an anatomical structure |
Work well in
groups |
Have students turn in assessments of how their group is functioning |
Communicate to
scientists |
Class presentations |
Communicate to
lay audience |
Term project- amazon review (see below) |
Neuroscience in
Society |
When learning about a new technology or a clinical study, have the students discuss, or write a minute paper, about the implications- how this technology affects society- how learning about this aspect of a disease helps society. A grade need not be given. The discussion or contemplation is the important part! |
Collaboration in
Science |
Students are required to peer review work from their group members. They provide written reviews which are turned in for grades, but they are also asked for their thoughts about how the peer review was beneficial. |
Term ProjectStudents pick a book about a neuroscience topic written for general audiences, read it, and post a review to Amazon. Classmates edit each other's review before they are posted online.
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Group ProjectStudents form groups based on which case study they are interested in from a list of available studies. They turn in separate assignments summarizing the case and describing pertinent background information. They also separately turn in a description of an experiment designed to answer a question pertaining to the case. The work together in groups to review each others' assignments. At the end of the term they give an oral presentation to the class of their case study and one of the experimental designs.
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Instruction- Lectures and Activities
http://phet.colorado.edu/en/simulations/category/new Try the simulations: Neuron, Membrane Channels, Color Vision, Simplified MRI, Ohm's Law, Battery-Resistor Circuit
http://www.backyardbrains.com/experiments/
http://learn.genetics.utah/edu Great for simulating molecular techniques. Try the virtual labs for DNA extraction, PCR, Gel Electrophoresis. There are also a lot of beautifully illustrated explanations around the site.