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Yu HJ, Ramos-Goyette S, McCoy JG, et al. Community-based, Experiential Learning for Second Year Neuroscience Undergraduates. J Undergrad Neurosci Educ. 2013;12(1):A53-60
Yu, H. J., Ramos-Goyette, S., McCoy, J. G., & Tirrell, M. E. (2013). Community-based, Experiential Learning for Second Year Neuroscience Undergraduates. Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience, 12(1), A53-60.
Yu, Heather J, et al. "Community-based, Experiential Learning for Second Year Neuroscience Undergraduates." Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience vol. 12,1 (2013): A53-60.
Yu HJ, Ramos-Goyette S, McCoy JG, Tirrell ME. Community-based, Experiential Learning for Second Year Neuroscience Undergraduates. J Undergrad Neurosci Educ. 2013 Oct 15;12(1):A53-60. eCollection 2013. PMID: 24319392; PMCID: PMC3852872.
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J Undergrad Neurosci Educ. 2013 Oct 15;12(1):A53-60. eCollection 2013.

Community-based, Experiential Learning for Second Year Neuroscience Undergraduates.

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

Heather J Yu, Sharon Ramos-Goyette, John G McCoy, Michael E Tirrell

Affiliations

  1. Neuroscience Program, Stonehill College, North Easton, MA 02357.

PMID: 24319392 PMCID: PMC3852872

Abstract

Service learning is becoming a keystone of the undergraduate learning experience. At Stonehill College, we implemented a service learning course, called a Learning Community, in Neuroscience. This course was created to complement the basic research available to Stonehill Neuroscience majors with experience in a more applied and "clinical" setting. The Neuroscience Learning Community is designed to promote a deep understanding of Neuroscience by combining traditional classroom instruction with clinical perspectives and real-life experiences. This Neuroscience Learning Community helps students translate abstract concepts within the context of neurodevelopment by providing students with contextual experience in a real-life, unscripted setting. The experiential learning outside of the classroom enabled students to participate in informed discussions in the classroom, especially with regard to neurodevelopmental disorders. We believe that all students taking this course gain an understanding of the importance of basic and applied Neuroscience as it relates to the individual and the community. Students also have used this concrete, learning-by-doing experience to make informed decisions about career paths and choice of major.

Keywords: Learning Community; Neuroscience education; Service Learning; clinical experiences; experiential learning; undergraduate Neuroscience curriculum

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