Kronemer Sharif I, Yates Jennifer
David O. Robbins Neuroscience Program; Ohio Wesleyan University, Delaware, OH 43015.
J Undergrad Neurosci Educ. 2012 Fall;11(1):A17-21. Epub 2012 Oct 15.
Consciousness remains a mystery despite centuries of inquiry, but neuroscience research is beginning to offer insights into the conscious brain. Although the influence of neuroscience in decoding consciousness is growing, it is distinctly absent from collegiate education. Many psychology and neuroscience textbooks devote a single paragraph or an appendix to consciousness. Simultaneously absent from undergraduate education are opportunities for students to practice teaching skills. Our course, Consciousness and Mind (PSYC 499), was designed to address these inadequacies. The course was designed and taught by an undergraduate student at Ohio Wesleyan University and supervised by the Director of the Neuroscience program. The class met once a week for a three hour block period, which required active engagement to keep students interested and motivated. Several novel class activities were designed to hold student attention and offer a checkpoint for the student-instructor to assess the strength of the preceding lecture. These activities included varied group discussions, an animal-mind debate, a movie screening, and a final presentation. The course received positive feedback from all who participated. Although the once-a-week class period offered a manageable workload for the student-instructor, more frequent meetings would have strengthened the interaction with the material. With preparation, motivated students, and frequent feedback from a seasoned professional, a student-instructed course can be a rewarding experience for all involved.
尽管历经数百年的探究，意识仍然是一个谜，但神经科学研究正开始为有意识的大脑提供见解。虽然神经科学在解读意识方面的影响力日益增强，但在大学教育中却明显缺失。许多心理学和神经科学教科书只用一个段落或一个附录来介绍意识。本科教育中同时也缺少学生练习教学技能的机会。我们的课程“意识与心智”（PSYC 499）旨在解决这些不足之处。该课程由俄亥俄卫斯理大学的一名本科生设计并授课，由神经科学项目主任监督。课程每周一次，每次三小时，这需要学生积极参与以保持兴趣和动力。设计了几种新颖的课堂活动来吸引学生的注意力，并为学生 - 教师提供一个检查点，以评估前一堂课的效果。这些活动包括各种小组讨论、一场关于动物心智的辩论、一次电影放映以及一次期末展示。该课程得到了所有参与者的积极反馈。尽管每周一次的上课时间对学生教师来说工作量可控，但更频繁的会议本可以加强与课程内容的互动。有了充分的准备、积极主动的学生以及经验丰富的专业人士的频繁反馈，由学生授课的课程对所有相关人员来说都可以是一次有意义的经历。
