Title

An Assessment of a Novel Behavioral Neuroscience Laboratory Exercise [Poster]

Faculty Mentor(s)

Steven Lloyd and Ryan Shanks

Proposal Type

Poster

Location

Library Technology Center 3rd Floor Open Area

Start Date

29-3-2012 4:30 PM

End Date

29-3-2012 6:30 PM

Description/Abstract

We have developed a novel cross-disciplinary laboratory experience for introductory biology/psychology students using a sequential hypothesis driven design focused on behavioral neuroscience. The sample participants for this study were taken from a small public university in the Southeast enrolled in a Psychology/Biology learning community (n=122). Control (n=66, 2 laboratory sections) and experimental groups (n=56, two laboratory sections) received the same lecture materials and participated in the same laboratory exercises. However, the experimental group also participated in a novel behavioral neuroscience lab exercise. In sequential laboratory periods, the students in the experimental group developed and defended a formal hypothesis, executed their study using a murine behavioral chamber of their design, analyzed the primary data, and presented their results. Behavioral neuroscience was the primary emphasis as students gained an appreciation of correlating observed, measurable behaviors and data with higher brain functions. Both groups were administered a pre/post test to evaluate the effectiveness of this novel experience using the Experimental Design Ability Test (EDAT) and the Student Assessments of Learning Gains (SALG) instruments The students in the experimental group had an increased EDAT and SALG scores at posttest, which is indicative of a greater self-reported and demonstrated knowledge of the scientific process. [Poster]

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Mar 29th, 4:30 PM Mar 29th, 6:30 PM

An Assessment of a Novel Behavioral Neuroscience Laboratory Exercise [Poster]

Library Technology Center 3rd Floor Open Area

We have developed a novel cross-disciplinary laboratory experience for introductory biology/psychology students using a sequential hypothesis driven design focused on behavioral neuroscience. The sample participants for this study were taken from a small public university in the Southeast enrolled in a Psychology/Biology learning community (n=122). Control (n=66, 2 laboratory sections) and experimental groups (n=56, two laboratory sections) received the same lecture materials and participated in the same laboratory exercises. However, the experimental group also participated in a novel behavioral neuroscience lab exercise. In sequential laboratory periods, the students in the experimental group developed and defended a formal hypothesis, executed their study using a murine behavioral chamber of their design, analyzed the primary data, and presented their results. Behavioral neuroscience was the primary emphasis as students gained an appreciation of correlating observed, measurable behaviors and data with higher brain functions. Both groups were administered a pre/post test to evaluate the effectiveness of this novel experience using the Experimental Design Ability Test (EDAT) and the Student Assessments of Learning Gains (SALG) instruments The students in the experimental group had an increased EDAT and SALG scores at posttest, which is indicative of a greater self-reported and demonstrated knowledge of the scientific process. [Poster]