Neuroscience tuition

A focus I like to have when teaching is that of self-confidence and motivation. I have worked with this aspect earlier in a Physics course, where all the students had failed. I had a diagnostic test at the beginning of each class and very early noticed that almost all students had understood the major concepts from the earlier classes. I hypothesized that it was a problem of self-confidence, which led the students not to dare to solve problems. This could also lead to decreased motivation in the long run. So, I started to be very particular about showing appreciation when the students solved problems on the board, and I saw that it boosted their confidence. At the end of the term all students passed the final exam in Physics. To this end, I have also studied material by Dweck and Boaler, where they point out how important it is to tell the student that ‘you haven’t failed, you’re just not there yet’. This is a way of increasing resilience. Like Mathematics and Physics, Neuroscience requires a lot of problem solving, and I will hand out cases to solve often in the style of problem-based learning, so the confidence to attack new problems will be highly necessary, which is a skill they can bring with them to the research lab later on. Active learning methods such as problem-based learning has been proven important for inclusion.

 I have been educated at research universities, and have learned how to deliver research into teaching. However, in my view, liberal arts education adds an extra dimension as it focuses on building holistic individuals with critical thinking skills and civic sense, rather than only focusing on the technical aspects of one’s own domain. 

I have taught and tutored students in the STEM areas since 2007 with 100% pass rate, and since 2022 I have studied teaching courses on high school and university level. I have taught a diverse student body, both neurodiverse individuals, and individuals with minority and working class background. I also have experience of mentoring young female students in subject areas where they are underrepresented. Over the years I have come across different learning styles, but I generally think active learning approaches have benefited my students. I am currently working on public outreach with focus on areas that intrigue me in my daily life such as nutrition and the brain, music and the brain, and neurodiversity. I have also co-mentored an undergraduate student in synaptic biology for the past two years, which has resulted in a manuscript. 

My courses in Neuroscience will mostly revolve around molecular and cellular neurobiology, however, I also want to teach my students about the use of computational models in answering questions about synaptic transmission. I will first see to it that the students know the fundamentals i.e. can draw the key parts of a neuron, know the ionic mechanisms behind the action potential, can explain fundamental mechanisms of presynaptic neurotransmitter release, and are well-aware of postsynaptic receptor types and their actions. It is important that these fundamentals are well-learned to be able to follow the rest of the topics. First principles first!

During the lectures I will use an innovative method based on ‘traffic lights’ in order for the students to signal to me when concepts are difficult and need to be repeated. With this tool, the student will have a feeling of control and influence in the class, but it requires flexibility from my part. At the beginning of each class I will use digital tools and have a poll of the big questions of the previous class using Kahoot. This will allow me to see where the class stands as a whole and what I need to revise. After each lecture, I will have a diagnostic test to see how much of the material that was understood by the students. I have used this method earlier in Mathematics classes, and it gave the students an extra chance to attend to learning deficits and I got the chance to determine the student’s prior knowledge. With this method, the students performed very well on the final exam. This can also be a way of inclusion, as it gives me an idea of where the weaker students stand, and I can take this into account when I lecture and revise. During the lectures I will also allow the students to teach each other concepts, I will let the students evaluate their peers to deepen the notion of what quality is in the current topic. I like to have many formative instances of testing over the term, so that I can correct the students when needed. I will, however, also have summative evaluation in the form of a mid-term exam and a final exam. My goal is that my students will leave with a greater appreciation of the field of Neuroscience. Inclusion of female students, students with disabilities, students of minority ethnicities, and HBTQ students is of high importance to me. I have come across students of these backgrounds in the past and have been successful in mentoring them, and I am currently writing a master’s thesis in Higher Education about methods to include students of diverse backgrounds in neuroscience education.

I am committed to professional development in teaching. I have previously taken teaching courses on high school level and I am currently taking a two-year part-time M.A. course in higher education at the University of Gothenburg, where I am focusing on topics like inclusion and diversity, digitalization, formative and summative assessment, and didactic approaches