2012 Barcelona, Spain, Poster - Impulse

The Premier Undergraduate Neuroscience Journal
Impact of publishing in IMPULSE on student learning
L. Jones1, M. Kusper1, K. Cronise2, R. Kohn3, S. M. Sweitzer4,
1Honors College, Appalachian State Univ., Boone, NC; 2Psychology, Middlebury Col., Middlebury, VT; 3 Biology, Ursinus College, Collegeville, PA 19426;
4Pharmacol. Physiol. & Neurosci. or Honors College, Univ. of South Carolina, Columbia, SC;
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Introduction
Appalachian State University (USA)
In a previous FENS report (2010) we described a neurobiology course at Ursinus College that
integrated submitting a manuscript to IMPULSE as part of the syllabus. The students carried
out original, drug effects research on D. magna for their class, and then analyzed and wrote up
their work, submitting it to the journal at the end of the course. The current report presents the
data that was collected after this process, examining the impact of this experience on the
students. Fifteen of the 20 students indicated that writing a paper to be submitted to a peer-reviewed
journal played a positive role in their experience with the laboratory exercise, some noting that
they were more thoughtful about their experimental design. They also reported that they were
more diligent in implementing the experiments. An important observation was that the majority
felt that submitting a paper to a peer-reviewed journal increased their engagement in exploring
the topic. Figure 1: Quantitative analysis of time spent writing a scientific
paper for a peer-reviewed journal. Results from a student
questionnaire are shown. White bars indicate time spent on a paper
submitted solely to the professor. Black bars indicate time spent on
a paper submitted to a peer-reviewed journal. The pair of bars
labeled “First submission” represents the time students spent
preparing a paper for submission. The pair of bars labeled
“Revision” represents the time students spent revising a paper after
receiving comments. Fifteen students completed the questionnaire.
Error bars represent standard error of the mean. Asterisks indicate
significant difference (Student’s t test; * indicates p<0.05 and **
indicates p< 0.01). 1%62*$*+7(!)*+,-8(
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Figure 2: Quantitative analysis of student engagement in a scientific study when writing for a
peer-reviewed journal. Results from a Likert-style questionnaire are shown. Bars represent the
mean of students’ responses to questions shown in Table 1 comparing their effort in a course for
which a paper was submitted to a peer-reviewed journal to their effort in a course for which a
paper was solely submitted to a professor. A score of 1 indicates less time, effort, or thought, a
score of 3 represents the same time, effort, or thought, and a score of 5 represents much more
time, effort, or thought spent on the writing assignment. The black line indicates where a
response showing the same time, effort, or thought would be. Fifteen students responded to the
questionnaire. Error bars represent standard error of the mean. Table 1. Quantitative assessment of student engagement in experiments and writing
for a peer-reviewed journal.
Compared to papers of similar length you have written for other biology
courses, choose a number for each of the questions below. “3” indicates that
your response is the same compared to other biology courses, “1” indicates
that your response is much less compared to other biology courses, and “5”
indicates that your response is much more than for other biology courses.
n=15; questions Mean ± SEM.
1. How much time did you spend doing 4.5 ± 0.2 background reading for the
paper?
2. How much effort went into experimental 4.7 ± 0.1 planning for the paper?
3. How much effort went into completing the 4.6 ± 0.1 experiments for the paper?
4. How much thought did you put into presenting 4.7 ± 0.1
your findings for the paper?
5. How much thought did you put into 4.5 ± 0.2 understanding the meanings of
your findings?
A further advantage not usually experienced by undergraduates was responding to peer review
comments. This form of collaboration with peer scientists is an under-emphasized skill for all future
science professionals and one the students appeared to appreciate. For the Instructor, including the
process of manuscript writing, submission, and revision into the curriculum of the course provided
the students with a full-scale model of the research experience, from experimental design and
planning, through manuscript preparation and publishing, which she found very valuable. Conclusion
Since student engagement is a key factor in learning and academic success, these results indicate that
using IMPULSE to focus student interest and ownership in their learning can be a useful tool to
enhance neuroscience teaching. Almost 87% of the students taking the course indicated that they
were more engaged in learning the scientific concepts because their work would be submitted to the
journal, illustrating that this trial was successful in increasing students’ investment in the course. Grant Canipe, Miranda Cook, Kristi Davis, Kate Davison, Alaina Doyle, Ryan Draper, Ryan Duffy, Patrick Downs, Corbin Ester, Kyle Flores, Zachary Gillespie,
Chase Gorowski, Michael Harmon, Alain Humblet, Matthew Kelly, Meghan Kusper, Jasmine Otu,
Baldwin-Wallace College (USA)
Kara Gawelek, Morgan Marie Rogers
California State University, East Bay (USA)
Mike Huynh
College of Charleston (USA)
Hanna Fields
College of Wooster (USA)
Rebecca Lang
Davidson College (USA)
Joel Ersenhofer, Charles Ford, Morgan Heinzelmann, Malcolm Moses-Hampton, Matthew De Niear, Ryan Price, Garrett Smith
Drexel University (USA)
Sravanthi Koduri
Duke University (USA)
Jordan Hall
Emory University (USA)
Jonathan Lin, Tamkeenat Syed
Furman University (USA)
Amanda Blau, Simone Dixon, Jane Hartung, Lindsay Haselden, Michael Jiang, Kristen Kerber, Lindsay Meyers, Katrina Morgan, Katie Newsom, Dylan Richards,
Courtenay Stroud, Kenz Sybert, Kyle Townsend, Ashley Wagoner, Caroline Wallace, Sam Wooten
Indiana Wesleyan University (USA)
Trent Grable
Madras Medical College (India)
Vishala Mishra
Miami University (USA)
History of IMPULSE
Zoe Ciambro Hesp Middlebury College (USA)
Dana Callahan, Chris Chenelle, Sara Dinkin, Joanna Georgakas, Shannon Gair, Patrick Hebble, Noah Silverstein, Leanne Shulman, Kaleigh Spollen
Moravian College (USA)
2003
M. Wilkinson, A. Autry, L. Helmick, and S. Roudsari founded new journal with Dr. L.S.
Jones; IMPULSE at 1st SYNAPSE meeting and SfN (Soc. Neur. Abs. 29:25.3).
Rania Hanna
National Tsing Hua University (Taiwan)
Victor Daniel Lee Aplicano
Roanoke College (USA)
2004
First issue posted online. IMPULSE at SfN (Soc. Neur. Abs. 30:28.6).
2005
C. Warren became 2nd EiC. 2nd issue at SfN (Soc. Neur. Abs. 31:20.19).
Alex Arey, Paige Arrington, Kelsey Collett, Victoria Godwin, Kati Hurt, Aldijana Mekic, Rebecca Ward
Royal College of Surgeons in Ireland (Ireland)
Melissa Kah Poh Loh
Salve Regina University (USA)
2006
Moved to rolling publication; IMPULSE at 2nd SYNAPSE and SfN (Soc. Neur. Abs.);
Publicity Editors created; ISSN # request completed.
Raymond Black, Daniela Galluzo, Lana Hoertz, Priscilla Perez, Zachary Valentine, Alison Shea, Gina Varuzzo
2007
IMPULSE at 3rd SYNAPSE, 7th IBRO World Congress of Neuroscience in Melbourne,
Australia, and SfN (Soc. Neur. Abs. 33:26.4). B. Goodlett became 3rd EiC. IMPULSE invited
to join Directory of Open Access Journals; 2nd RTS at Middlebury College with Dr. K.
Cronise.
Patrick Boland, Timothy David Buff, Kelly Culhane, Michelle Frank, Elizabeth Huggins, Caryn McKinney, Elsie Nord, Alicia Ostermann, Elisabeth Vreede
St. Michaels College (USA)
Rachel Sparks
2008
IMPULSE at 4th SYNAPSE, 6th FENS Forum in Geneva, Switzerland, and SfN (Soc. Neur.
Abs. 34:224.5). A. Walton became 4th EiC. 3rd RTS opened at Appalachian State Univ.
Honors College (L.S. Jones moved). St. Olaf College
University of Alabama (USA)
Ashruta Patel
University of California Los Angeles (USA)
Brett Neely University of the Free State (South Africa)
Marizna Barkhuizen, Roswyn Duke, Niël Joubert, Gerdien Kritzinger, Henk Kruger,
Onthatile Tshepiso Serehete, Pieter Theron, Joseph Wessels, Dieter van der Westhuizen
University of Georgia (USA)
Ayan Hussein
University of Illinois (USA)
Pawel Laciak
University of Kentucky (USA)
5th
2009
IMPULSE at
SYNAPSE and SfN (Soc. Neur. Abs. 35:23.9). Dr. S. Sweitzer (U. South
Carolina) stepped in as 3rd FA; Dr. S. Symington joined as FA for 4th RTS at Salve Regina
Univ. Website moved to Appstate hosting: http://impulse.appstate.edu.
Allie Lonneman
University of North Carolina-Charlotte
Anna Bawtinhimer, Joseph Hester
University of Pittsburgh (USA) Michael Youssef
2010
IMPULSE presented at 6th SYNAPSE, 7th FENS Forum in Amsterdam, The Netherlands, and
SfN (Soc. Neur. Abs. 36:24.7). K. McClellan became 5th EiC. Dr. K. Crisp joined as FA for 5th
RTS, St. Olaf College, Dr. V. Turgeon as FA at 6th RTS, Furman Univ., Dr. S. Smith as FA at
7th RTS, Univ of the Free State (South Africa).
University of South Carolina (USA)
Rahoul Ahuja, Sonesh Amin, Nidhi Arashinagundi, Zachary Blake, Anna Capps, Celia Cui, Eashwar Chandrasekar, Pooja R. Choudhari, Purva Choudhari, Lauren
Cole, Breana Carter, Darien Davda, Julio C. Diaz, Hassieb Din, Sarah Erlandson,Tori Espensen-Sturges, Mohammad Fatani, Humna Fayyaz, Lauren Gee, John He,
Caroline Hendricks, Molly Higgins, Christine Hsieh, Courtney Marsh, Anjali Pathak, Kristen Polinski, Marcia Reeves, Nick Riley, Tori Seigler, Allie Turgeon
Virginia Commonwealth University (USA)
Kunal Kapoor
Wake Forest University (USA)
Jordan Hall
2011
IMPULSE presented at 6th SYNAPSE and 5th FENS Forum in Florence, Italy, and SfN
37:25.15S; Kate Davison is 6th EiC. Social media Publicity Editor created. 2012
IMPULSE presented at 7th SYNAPSE and 8th RTS established at Roanoke College.
by The Honors College at Appalachian State University, The Department of Psychology at Middlebury
Supported
College,
the South Carolina Honors College and School of Medicine at the University of South Carolina, the
Faculty Advisors
Kevin Crisp, Ph.D., St. Olaf College (USA)
Kim Cronise, Ph.D., Middlebury College (USA)
Leslie Sargent Jones, Ph.D., Appalachian State University (USA)
David Nichols, Ph.D., Roanoke College (USA)
Stephanie Smith, M.B.Ch.B., University of the Free State (South Africa)
Sarah Sweitzer, Ph.D., University of South Carolina (USA)
Steven Symington, Ph.D., Salve Regina University (USA)
Furman University (USA)
Victoria Turgeon, Ph.D.,
Department of Biology at Salve Regna University, the Department of Biology at Furman University, the Department
of Biology at St. Olaf College, and the Department of Basic Medical Sciences at the University of the Free State.
Figure 2
[email protected]
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