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. 2016 Apr 15;14(2):A97-A103.
eCollection 2016 Spring.

The BRAIN Initiative Provides a Unifying Context for Integrating Core STEM Competencies into a Neurobiology Course

Affiliations

The BRAIN Initiative Provides a Unifying Context for Integrating Core STEM Competencies into a Neurobiology Course

Jennifer E Schaefer. J Undergrad Neurosci Educ. .

Abstract

The Brain Research through Advancing Innovative Neurotechnologies (BRAIN) Initiative introduced by the Obama Administration in 2013 presents a context for integrating many STEM competencies into undergraduate neuroscience coursework. The BRAIN Initiative core principles overlap with core STEM competencies identified by the AAAS Vision and Change report and other entities. This neurobiology course utilizes the BRAIN Initiative to serve as the unifying theme that facilitates a primary emphasis on student competencies such as scientific process, scientific communication, and societal relevance while teaching foundational neurobiological content such as brain anatomy, cellular neurophysiology, and activity modulation. Student feedback indicates that the BRAIN Initiative is an engaging and instructional context for this course. Course module organization, suitable BRAIN Initiative commentary literature, sample primary literature, and important assignments are presented.

Keywords: BRAIN Initiative; STEM education; Vision and Change; neuroscience education; pedagogy; scientific communication; scientific process.

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Figures

Figure 1.
Figure 1.
Alignment of BRAIN Initiative core principles with STEM competencies. STEM competency goals identified by Vision and Change are assigned a colored oval. BRAIN Initiative core principles are assigned an open rectangle. The colored outline(s) of each BRAIN Initiative core principle identifies one or more STEM competencies with which the principle is well correlated.
Figure 2.
Figure 2.
Alignment of course objectives and assessments with Vision and Change STEM competencies.

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