This year saw the initiation of Julio Ramirez’s NSF-funded project, SOMAS (Support
Of Mentors And their Students in the Neurosciences, www.somasprogram.org). This program
is designed to provide summer research opportunities for undergraduates while simultaneously
mentoring new faculty in neuroscience. The fact that this program exists is due in
large part to the sustained efforts of what I like to think of as the “first generation”
of undergraduate neuroscience educators. This is not to imply that neuroscience is
new to undergraduate education. Rather, the face of neuroscience at the undergraduate
level has changed dramatically over the last decades. It has gone from perhaps one,
maybe two courses with a neuroscience theme, to full-fledged majors and even departments.
The popularity of neuroscience with prospective students has led to the recognition
by administrators that having a defined neuroscience program is a marketing plus.
New undergraduate programs are being formed every year. These emerging programs often
rely on advice from developers of existing programs. Thus, many of our current neuroscience
faculty have been the organizing force behind the new face of neuroscience at the
undergraduate level. These are our “first generation” undergraduate neuroscience educators.
The SOMAS project, I see, as the beginnings of the next phase. It is now time for
current faculty to help prepare the next generation of faculty to continue what they
have started.
How can current faculty help facilitate the continued growth in undergraduate neuroscience
education? Certainly the SOMAS grant is a start; but as wonderful as this program
is, it is still limited in impact due to the limitations of funding. Surely there
are more ways to provide support for many new faculty as they struggle to balance
the demands of setting up a research program, teaching new classes, advising students,
and serving on numerous college committees. Many of us already do what we can – mentoring
young faculty within our own departments, but what about those new faculty at small
schools with no other neuroscience faculty? How can we, as a community of “seasoned
veterans” help these individuals navigate the turbulent currents of those first few
years?
Perhaps it’s time to develop new strategies. Neuroscience, as we all know, is unique
in that you can find neuroscience faculty in so many different departments within
an institution – biology, psychology, chemistry, physics, pharmacology, philosophy,
computer science, and engineering. Currently, there are 60 undergraduate neuroscience
programs listed on the Association of Neuroscience Departments and Programs (ANDP)
web site (www.andp.org). At the same time, when scrolling through the number of institutions
represented in the Faculty for Undergraduate Neuroscience (FUN) membership, I found
over 250 different colleges and universities with faculty that have chosen to identify
with an organization geared towards undergraduate neuroscience. This membership certainly
suggests that the number of faculty intimately involved in education in neuroscience
at the undergraduate level is much higher than “official” sites might lead us to believe.
Most of these institutions have a single FUN member. We are a collection of “lone
wolves,” out there in the trenches, spreading the excitement of neuroscience, but
often on our own. This isolation makes it even more difficult for new faculty to find
mentors. At the most recent FUN meeting in San Diego, there were discussions about
creating “communities” within the organization; creating ways for faculty in geographically
distant locations to connect and discuss topics of common importance. This network
would be an invaluable asset for new assistant professors trying to determine where
to look for research funding, or what sorts of classes to include in a new neuroscience
program. At the FUN meeting, we suggested creating new on-line discussion forums with
different themes. This resource would make a good start and we are hoping to see these
forums become active in the next few months, but this idea of creating communities
will need active input from many individuals to make it successful. We will need to
recruit the overworked seasoned veteran as well as the overwhelmed first-year faculty
member. Somehow, we need to find a way to bring these two groups together. Neuroscience
is flourishing at the undergraduate level. The multidisciplinary nature of this field
makes it a perfect fit for a liberal arts environment and students are caught up in
the excitement and intrigue of a field where the answer to their question is often,
“That’s a really interesting question, but we still don’t know why.” As we move into
the next generation of neuroscience faculty, we need the current generation to step
up and help guide them on their journey.