Neuroscience can be a challenging subject for undergraduate students. The discipline often relies heavily on rote memorization and uses two-dimensional diagrams for teaching, which do not fully convey the complexity of the brain structure and function. The result is often ‘surface learning’, where students overwhelmingly focus on anatomical topography and not the functional complexity and connectivity of the nervous system. Yet, first-year students must establish foundational knowledge in order to successfully transition to more advanced modules and the independent research project in their final year. This leads to a stressful experience where both the teaching and the exam structure do not prepare students for the challenges ahead.

Introducing undergraduate students to authentic research experiences early in their education can bring many benefits. Students who are exposed to scientific inquiry develop critical thinking and problem-solving skills, data analysis and even skills in science communication. Recognizing this, we developed a first-year neuroscience module based on Course-Based Research Experience (CURE) and constructivist principles for assessment and learning. The module design is focused on the application of knowledge: students assemble a portfolio structured as a small-scale research project on neuroanatomy using a 3D model of a mouse brain.  We have aligned each teaching session with a specific task to be completed for the project. The portfolio itself is modelled after the Results section of a scientific research paper and includes written and visual components, a summary of findings supported by literature cited and figures.  Importantly, because the data can be interpreted in different ways, the project is consistent with the exploratory nature of science. The module design also aims to reduce stress for students by encouraging them to learn through practice and application, together with a structured approach to completing the portfolio.

The presentation will discuss the module design and showcase our approach to novel assessments. I will also share student feedback and module evaluation data. Finally, I will explore how CUREs can be used in a large classroom setting, and offer tips on how to adopt this approach in your own classroom.