Demonstrating Cerebral Vascular Networks: A Comparison of Methods for the Teaching Laboratory

One challenge of neuroscience educators is to make accessible to students as many aspects of brain structure and function as possible. The anatomy and function of the cerebrovasculature is among many topics of neuroscience that are underrepresented in undergraduate neuroscience education. Recognizing this deficit, we evaluated methods to produce archival tissue specimens of the cerebrovasculature and the “neurovascular unit” for instruction and demonstration in the teaching lab. An additional goal of this project was to identify the costs of each method as well as to determine which method(s) could be adapted into lab exercises, where students participate in the tissue preparation, staining, etc. In the present report, we detail several methods for demonstrating the cerebrovasculature and suggest that including this material can be a valuable addition to more traditional anatomy/physiology demonstrations and exercises

Utility and Versatility of Extracellular Recordings from the Cockroach for Neurophysiological Instruction and Demonstration

The principles of neurophysiology continue to be challenging topics to teach in the context of undergraduate neuroscience education. Laboratory classes containing neurophysiological demonstrations and exercises are, therefore, an important and necessary complement for covering those subjects taught in lecture-based courses. We developed a number of simple yet very instructive exercises, described below, which make use of extracellular recordings from different sensory systems of the cockroach (Periplanta americana). The compendium we developed provides students with hands-on demonstrations of several commonly taught topics of neurophysiology including sensory coding by neural activity

Novel in silico Method for Teaching Cytoarchitecture, Cellular Diversity, and Gene Expression in the Mammalian Brain

Neuroanatomy can be a challenging topic for undergraduates, making the development of new methods of instruction an important goal of neuroscience educators. In the present report we describe the utility and versatility of the Allen Brain Atlas as a novel tool for instruction of several important anatomical principles of the mammalian central nervous system. Using this digital database, we detail how instructors of laboratory or lecture-based courses can demonstrate cytoarchitecture, cellular diversity, and gene expression profiles of the brain

Undergraduate Neuroscience Education in the U.S.: An Analysis using Data from the National Center for Education Statistics

Despite an apparent increase in undergraduate neuroscience programs offered by colleges and universities, there has been little effort to document this growth. In the present report we describe our analysis of the expansion of undergraduate neuroscience programs of study over more than 20 years and detail a number of institutional characteristics of colleges and universities that offer undergraduate neuroscience programs. These data reveal more than 100 institutions with undergraduate neuroscience programs as well as over 2000 college graduates that majored in neuroscience in 2008–2009. Understanding the current number as well as growth trends of undergraduate neuroscience programs found in U.S. colleges and universities has implications for neuroscience educators as well as for the funding of neuroscience research and educational activities

Layer-specific local and callosal projections in rat neocortex

Neuronal lamination is a characteristic cytoarchitectonic feature of the neocortex and there exists a complex circuitry of connections among neurons found within and between cortical lamina. Interhemispheric cortical connections also exist, made by neurons found in several lamina with axons forming the corpus callosum. An ongoing challenge in understanding normal cortical function, as well as cortical dysfunction due to disease or injury, is the revelation of molecules that regulate lamination in the developing cortex as well as description of the rules of connectivity among neocortical neurons. ^ The present report details our evaluation of intraventricular injection and in utero electroporation as a tool for labeling newly-generated rat cortical neurons. Electroporation of fluorescent proteins targeting early-born neurons reliably resulted in the labeling of neurons found in deep neocortical lamina. The cellular compartments which could be visualized included dendrites and spines, somata, axons and collaterals, and often axon terminals. Electroporation of fluorescent proteins targeting late-born neurons reliably resulted in the labeling of neurons found in upper neocortical lamina. Interestingly, glia including astrocytes, oligodendrocytes, and putative microglia were also labeled. Experiments performed in mice revealed similar results. Using this technique, as well as sequential electroporation which targeted both early and late-born neurons, it was possible to describe the pattern of intracortical and callosal connections made by neurons found in different lamina. ^ Combining electroporation and RNAi targeting Doublecortin (Dcx), it was possible to determine how this molecule regulates neocortical lamination and the development of cortical connections. RNAi of Dcx resulted in disruption in neuronal migration with neurons found in inappropriate lamina as well as trapped in the white matter forming a subcortical band heterotopia. Interestingly, similar experiments in mice also resulted in migration disruption, however, heterotopia were not observed. Intracortical and callosal connections were examined in brains with migration deficits due to Dcx RNAi, which revealed only minor changes in the pattern of callosal connections. ^ Results from the present experiments highlight the use of electroporation and RNAi as tools for visualization and molecular perturbation of neurons in the developing neocortex. As the list of molecules that participate in neocortical development grows, so too will the potential to use these techniques to elucidate the regulation of neocortical lamination and the establishment intracortical and callosal connections.

Layer-specific local and callosal projections in rat neocortex

Neuronal lamination is a characteristic cytoarchitectonic feature of the neocortex and there exists a complex circuitry of connections among neurons found within and between cortical lamina. Interhemispheric cortical connections also exist, made by neurons found in several lamina with axons forming the corpus callosum. An ongoing challenge in understanding normal cortical function, as well as cortical dysfunction due to disease or injury, is the revelation of molecules that regulate lamination in the developing cortex as well as description of the rules of connectivity among neocortical neurons. ^ The present report details our evaluation of intraventricular injection and in utero electroporation as a tool for labeling newly-generated rat cortical neurons. Electroporation of fluorescent proteins targeting early-born neurons reliably resulted in the labeling of neurons found in deep neocortical lamina. The cellular compartments which could be visualized included dendrites and spines, somata, axons and collaterals, and often axon terminals. Electroporation of fluorescent proteins targeting late-born neurons reliably resulted in the labeling of neurons found in upper neocortical lamina. Interestingly, glia including astrocytes, oligodendrocytes, and putative microglia were also labeled. Experiments performed in mice revealed similar results. Using this technique, as well as sequential electroporation which targeted both early and late-born neurons, it was possible to describe the pattern of intracortical and callosal connections made by neurons found in different lamina. ^ Combining electroporation and RNAi targeting Doublecortin (Dcx), it was possible to determine how this molecule regulates neocortical lamination and the development of cortical connections. RNAi of Dcx resulted in disruption in neuronal migration with neurons found in inappropriate lamina as well as trapped in the white matter forming a subcortical band heterotopia. Interestingly, similar experiments in mice also resulted in migration disruption, however, heterotopia were not observed. Intracortical and callosal connections were examined in brains with migration deficits due to Dcx RNAi, which revealed only minor changes in the pattern of callosal connections. ^ Results from the present experiments highlight the use of electroporation and RNAi as tools for visualization and molecular perturbation of neurons in the developing neocortex. As the list of molecules that participate in neocortical development grows, so too will the potential to use these techniques to elucidate the regulation of neocortical lamination and the establishment intracortical and callosal connections.

Pre-medical preparation in microbiology among applicants and matriculants in osteopathic medical school in the United States

It is recognized that medical school curricula contain significant microbiology-related content as part of the training of future physicians who will be responsible stewards of antimicrobials. Surprisingly, osteopathic and allopathic medical schools do not require pre-medical microbiology coursework, and the extent to which medical students have completed microbiology coursework remains poorly understood. In this report, we show that fewer than 3% of applicants and matriculants to osteopathic medical school (OMS) have completed an undergraduate major or minor in microbiology, and fewer than 17% of applicants and matriculants to OMS have completed one or more microbiology-related courses. These data demonstrate limited pre-medical microbiology-related knowledge among osteopathic medical students, which may be associated with an increase in perceived stress when learning this content or during clinical rotations as well as a potential lack of interest in pursuing a career in infectious diseases

Proposed Training to Meet Challenges of Large-Scale Data in Neuroscience

The scale of data being produced in neuroscience at present and in the future creates new and unheralded challenges, outstripping conventional ways of handling, considering, and analyzing data. As neuroinformatics enters into this big data era, a need for a highly trained and perhaps unique workforce is emerging.To determine the staffing needs created by the impending era of big data, a workshop (iNeuro Project) was convened November 13-14, 2014. Participants included data resource providers, bioinformatics/analytics trainers, computer scientists, library scientists, and neuroscience educators. These individuals provided perspectives on the challenges of big data, the preparation of a workforce to meet these challenges, and the present state of training programs. Participants discussed whether suitable training programs will need to be constructed from scratch or if existing programs can serve as models. Currently, most programs at the undergraduate and graduate levels are located in Europe—participants knew of none in the United States. The skill sets that training programs would need to provide as well as the curriculum necessary to teach them were also discussed. Consistent with Vision and Change in Undergraduate Biology Education: A Call to Action, proposed curricula included authentic, hands-on research experiences. Further discussions revolved around the logistics and barriers to creating such programs. The full white paper, iNeuro Project Workshop Report, is available from iNeuro Project