When curiosity is sparked...

As I dive into teaching a new Neuroscience elective (my first new course in 23 years). I’m filled with a mix of excitement and a touch of imposter syndrome. While I’ve always been fascinated by the brain, I’m learning much of this content alongside my students. It’s a journey we’re on together, and I’ve found that being upfront about my own learning process has only strengthened the connection with my students. If you’re curious about our evolving curriculum, feel free to take a peek at what we’re working on here.
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The first week of our course is all about getting hands-on with the brain—literally. We’re dissecting sheep brains to compare them to human anatomy, using Backyard Brains to explore EEGs, and experimenting with distortion goggles to understand how different brain regions interact. It’s been incredible to see students’ curiosity ignite as they analyze optical illusions and begin to grasp how this complex organ operates.

​Moving into the second week, we’re shifting our focus to nerve impulses and conditions like MS, using case studies to delve into the differences between white and grey matter. Again, Backyard Brains comes into play as we simulate action potentials and EKGs, examining the autonomic nervous system and the fight-or-flight response. It’s all about connecting back to the brainstem and hypothalamus, giving students a deeper understanding of how these systems interact.

As we progress, we’ll explore neurotransmission and the biochemistry of addiction in the third week, dive into brain-computer interfaces and prosthetics in the fourth, and wrap up with AI and neural networks in the final week. I’m especially excited to integrate Teachable Machine and ChatGPT into our discussions, helping students draw parallels between the brain and AI.

​It’s an ambitious plan, but one that’s designed to spark curiosity and foster a deep understanding of neuroscience in a way that’s both engaging and accessible.

​This lab activity takes students on a unique journey through the world of neuroscience and engineering to explore the complex nature of Parkinson's Disease. Students will simulate the motor symptoms of Parkinson's Disease firsthand by experiencing disruptions in motor control aimed to foster empathy for those living with the condition. Integrating biochemistry, neuroscience, and engineering principles, this lesson is a powerful tool for inspiring the next generation of scientists and empathetic individuals. 

This lab activity  directly tackles a pressing issue: the opioid crisis, with a spotlight on fentanyl, one of the most potent and problematic drugs out there. This isn't just any experiment; it's a timely exploration of a topic that's as relevant as it is serious, using a creative setup to model the brain's defense mechanisms against substances like fentanyl.

Using simple materials to simulate the blood-brain barrier, we'll uncover why fentanyl is particularly adept at breaching this protective boundary. It's a hands-on way to grasp the complex science behind drug interactions and their impact on the brain. I'm aiming to strike a balance here—keeping it professional, yet approachable, ensuring we all grasp the gravity of the opioid epidemic while engaging with the chemistry that underlies it.

This lab is more than an educational exercise; it's a chance to connect classroom learning with real-world challenges and tackle this topic head-on, learn together, and shed light on the science behind opioid toxicity. 

My high school students are creating assistive devices for visually impaired individuals using the Arduino Uno platform. This project focuses on developing innovative digital mobility aids, utilizing ultrasonic sensors and small servo motors. These aids are designed to enhance spatial awareness for visually impaired users through sound and tactile feedback, alerting them to nearby objects. I am hopeful that this initiative provides practical, real-world applications of technology but also attempts instills a deep sense of empathy and innovation in my students.

In our Design for Social Good class, students were given a final project challenge: to apply their CAD, electronics, and Robotics skills to simulate robotics' applications in military and law enforcement. Our specific task was to create a user-friendly CAD-designed controller housing an Arduino Leonardo. This controller could remotely operate a robot, simulating the disarmament of a hypothetical explosive. Students controlled their robots from a different location by using their phones as cameras, which were mounted on the robots. They streamed video to their control station through platforms like Zoom or FaceTime. To understand the project instructions and grading criteria, click here. For documentation, students recorded their streamed video and added voice-over narration to explain the process. Below is an example: