Addressing heterogeneity within incoming class Last year the CID committee at Georgetown identified the first year curriculum as a problem that needed immediate attention. Our program continues to become more diversified and interdisciplinary in its faculty research interests, which then draws an increasingly diverse student population. While these varied backgrounds add much to the discussions in classes and lab, it also makes it more difficult to teach a class to this heterogeneity and give students the proper knowledge base as well as depth of understanding in Neurosience. We took the following steps to address the issue of heterogeneity: Design a diagnostic exam that will ask questions in a broad range of Neuroscience topics taught in our Core Neuroscience class, basic to advanced questions Adminster this exam to students when they first arrive and use the responses to dictate the topics which need to be taught in the summer course Hold weekly classes taught by upper level students that will consist of interactive lectures and small assessments with immediate feedback Identify readings, textbooks, websites, etc. that would be useful for students to reinforce key concepts

How did we identify the issue? Focus groups with faculty and students Surveys distributed to all IPN students Online discussion boards

Survey results at the course conclusion At the conclusion of the summer we gave the incoming students a survey designed to get feedback on our orientation program, their summer lab rotations, registering for classes, and our summer "catch-up" course: Most students found the course to be at the appropriate level to prepare them for the Core course Most students felt the time committment (2 hour sessions) to be enough time, without being a burden Many felt the reading were at the appropriate level and helpful, but some felt there was too much information and detail, while others could have used more resources Some students commented on needing more questions or self-assessments at the end of the lecture Survy for First Year Students Survey Results from First Year Students

Intended effects and unforeseen benefits Areas of weakness were identified and lectures were developed by upper level students and a faculty advisor for each class Students attended each class and either learned new material or reviewed material that may not have been clear or in their immediate memory Learning was promoted without the pressure of grades and competition Friendships were made with fellow students in the incoming class before the start of the stress and activity of the year Students quickly got to know students in other years and developed a strong academic and social support network Interactions between incoming students, upper level students, and faculty advisors enhanced our sense of community On the first day of class students knew what to expect from lecturers as well as the expected work load Students were better prepared to jump into the content of the Core class with a more solid understanding of basic concepts and underlying principles

And were the student teachers clear and helpful... "They did a great job!" "Very helpful and approachable" "Definitely- they were excellent overall." "Yep-sometimes learning from students doesn’t work as well because they, too, are working on mastering the material. But I think overall it went well this summer." "Yes, but somewhat disorganized with reading assignments." "Very good student teachers."