Kyle J. Frantz, Ph.D

Nomination Portfoliofor the

2007 Society for NeuroscienceNext Generation Award

Contents SummaryFrantz Neuroscience Education Program Highlights

About the Center for Behavioral Neuroscience

Neuroscience Exposition

Institute On Neuroscience

Behavioral Research Advancements In Neuroscience

Best Practices in Science Education Conference

Neuroscience Education Workshops

Laboratory Research and Classroom Teaching

Reward and Reinforcement Symposium

Handling a human brain isan exciting, fascinating, andnovel experience for mostyoung learners.

Members of the Center forBehavioral Neuroscience usebrain-related teaching modelsand materials from the CBNLending Library to raise publicawareness about neuroscience.

The Center for Behavioral Neuroscience was launched in the fall of 1999 with support from the National Science

Foundation, the Georgia Research Alliance, and eight participating university institutions. The CBN provides

the resources to foster innovative research in behavioral neuroscience, with a specific focus on the neurobiology of

social behavior. Center faculty working in collaboratories use diverse model systems from invertebrates to humans,

to investigate fear, aggression, affiliation, and reproductive behaviors. New research foci in reward and reinforcement,

memory and cognition, and sex differences have expanded the potential for collaborations among Center investiga-

tors. Technology core laboratories develop the molecular, cellular, systems, behavioral, and imaging tools essential

for investigating how the brain influences complex social behavior and, in turn, how social experience influences

brain function.

In addition to scientific discovery, a major goal of the CBN is to train the next generation of behavioral neuroscien-

tists and to increase the number of women and members of underrepresented groups in neuroscience. Educational

programs are offered for K-12 students to spark an interest in science. Undergraduate and graduate initiatives encour-

age students to participate in interdisciplinary and inter-institutional programs. Postdoctoral programs provide a bridge

between laboratories and allow the interdisciplinary research and educational ventures to flourish. Finally, the CBN

is committed to knowledge transfer, which includes partnering with community organizations to bring neuroscience

to the public. This multifaceted approach through research, education, and knowledge transfer will have a major

impact on how we study interactions between the brain and behavior, as well as how the public views brain function

and neuroscience.

Visit us on the Web at: www.cbn-atl.org

“...truly impressive in bringing science to the people.” -- National Science Foundation

About theCenter for Behavioral Neuroscience

The education mission of the CBN includes several specific goals: 1) increasingawareness of neuroscience and career opportunities in science, 2) improving neuro-science education and literacy, particularly among metroAtlanta students, 3) identify-ing best practices for teaching science, through research on education curricula andtheory, 4) helping K-12 teachers design innovative approaches to teaching science, 5)recruiting and retaining women and members of other underrepresented groups inneuroscience. Georgia State University (GSU) shares these general education goalswith a wide variety of science, math, and engineering fields.

In support of these goals, the GSU Department of Biology recruited two science educators, Kyle Frantz, Ph.D., andLaura Carruth, Ph.D. in fall 2002. Together they have expanded on successful programs already in existence inAtlanta, such as a teacher professional development workshop and a brain fair (previously coordinated by PatriciaMarstellar, Ph.D., Jordan Rose, M.P.H., and Melissa Demetrikopoulos, Ph.D.). Moreover, Frantz and Carruth havedesigned, implemented, and evaluated several new programs, significantly increasing the momentum toward reachingthe science education goals of the CBN and GSU.

The dedicated efforts of Frantz and her collaborators in Atlanta have resulted in an exciting array of educationprograms for students of all ages and stages. For middle school students and members of the general public, Frantzcoordinates a two-day Neuroscience Expo at Zoo Atlanta every March: Day 1 is a “reverse science fair” for middleschool students and Day 2 is an open-form Expo with >30 interactive booths providing neuroscience activities, facts,and fun to members of the general public. Moreover, in conjunction with the annual meeting of the Society forNeuroscience in fall 2006, Frantz and colleague, Melissa K. Demetrikopoulos brought the Brain Balloon Project toAtlanta. For high school students, Frantz coordinates an eight-week intensive summer program of mentored researchin CBN laboratories. For undergraduate students, Frantz not only teaches at GSU but also conducts research ondifferent models for research experiences for undergraduates (REU-type) programs. For graduate students, Frantztaught two seminar courses in 2005-2006 and guided a student committee in organizing the 2006 CBN SpringSymposium on Reward and Reinforcement. For her neuroscience and science education professional peers, Frantzcoordinated a Best Practices in Science Education Conference, as well as the 2006 CBN Spring Symposium. Topromote further interaction between her colleagues and students at various levels, Frantz helps to arrange classroomvisits to local schools and has helped to recruit the Atlanta Chapter of the Society for Neuroscience to oversee anextensive series of school visits during Brain Awareness Month in Atlanta (March).

Most of the science education programs coordinated by Frantz are geared toward science education research. In otherwords, she and her collaborators strive to identify new and increasingly effective ways to present material to programparticipants, based not only on specific program assessments and evaluation, but also on published science educationliterature. The long-term aim is to share outcomes with other neuroscientists and science educators by publishingresults in science education journals and by participating in symposia, workshops, and conferences.

Visit the CBN website at www.cbn-atl.org to learn more about the CBN Education programs. Visit the GSUDepartment of Biology at www.biology.gsu.edu to learn more about the GSU community outreach programs.

Role of Science Education Faculty

Overview of Science Education Programs

and Georgia State University

Left: GSU Visiting Professor Brendan Allison and EducationIntern Liz Weaver demonstrate EEG recording for Expo visitor, Gabe Weaver.

Left: Program director Kyle Frantzdiscusses structure-function relation-ships in the olfactory bulb.

Neuroscience Exposition 2003-2007

March is Brain Awareness Month in Atlanta. In fact, through efforts of Frantz and several other dedicated neuroscien-tists and science educators, Georgia Governor Sonny Perdue made history when he proclaimed March “BrainAwareness Month” in Georgia, making it the first state to officially dedicate a month to brain awareness.

The focus event of the month is the Neuroscience Exposition held at Zoo Atlanta. Based in part on a collaborationwith the Brains Rule! Neuroscience Expositions team from Nebraska (Principle Investigator Andrea Zardetto-Smith),the Expo features >30 interactive booths at which short neuroscience lessons engage visitors in topics ranging fromneurons and neurotransmission, to brain anatomy and imaging, to learning, memory, and behavior modification.Booths are designed and presented by a volunteer corps of over 200faculty members, post-doctoral fellows, and students from the CBN andGSU, as well as representatives of mental health advocacy groups andscience education organizations.

On the first day of the two-day event, seventh-grade students from metroAtlanta partner schools participate in a day-long “reverse science fair”in which students judge the neuroscience teaching booths based on theireffectiveness and fun. Since 2006, the program has been expanded toinclude in-school preparation for the Expo. Half the seventh gradersparticipated in a brain-related lesson before the Expo, while half partici-pated in an unrelated lesson (about the heart). Preliminary data analysisindicates that student attention and interaction at the Expo increasedamong those who did preliminary work related to the brain. Thisresearch suggests that in-school preparation enhances the impact offield trips.

On the second day of the two-day program, the Expo has attractednearly 4,000 members of the public. “Sticker cards” encourage visitorsto participate in at least eight booth activities in order to win a spin atthe prize wheel. Nearly 400 sticker cards are collected yearly, indicating participation in at least 3,200 neuroscienceeducation activities.

On both days, surveys are conducted to assess program effectiveness. The Atlanta Expo is the largest public educationevent of its type.

Read more about how presenters at Brains Rule! Neuroscience Expositions benefit from their participation in:Zardetto-Smith, A.M., Mu, K., Carruth, L.L., Frantz, K.J. (2006) Brains Rule!: A Model Program for DevelopingProfessional Stewardship Among Neuroscientists. Cell Biology Education.

Governor Sonny Perdue signs a proclama-tion officially declaring March “BrainAwareness Month” in Georgia. From left:Kerry Ressler and Rebecca Rosen of EmoryUniversity, CBN Director Elliott Albers ofGeorgia State University, Governor SonnyPerdue, and Kyle Frantz, Ann Murphy,Laura Carruth, and Michael Black ofGeorgia State University. Not pictured: KimMaguschak. Photo courtesy of GovernorPerdue’s Office.

Neuroscience Expo

Acknowledgements:Members of the CBN Pre-College Education Committee and the Volunteer Corps of over 200 individuals/year led byCBN Education Interns Brian Lovell and Liz Weaver are critical to the program’s success. This program has been fundedby the National Institute on Drug Abuse through a grant to Andrea Zardetto-Smith and the Brains Rule! NeuroscienceExpositions Research Team, the CBN, the Dana Alliance for Brain Initiatives, Zoo Atlanta, and a 2007 Public OutreachGrant from the American College on Neuropsychopharmacology. The Society for Neuroscience provides valuablesupporting materials for volunteers and members of the public.

Sample stickercard

Left: This graph shows the percent ofchildren answering “yes,” or “no,” to thestatement -- Neuroscience is fun! Yellowindicates pre-Expo survey results and redindicates post-Expo survey results. Resultssuggest that the day-long program hasat least a short term impact on studentattitudes toward neuroscience.

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Right: ION ScholarsMignote Yilma andBrittany Huhmanexplore habituationand sensitization inpond snails,Helisoma trivolvis.

Left: ION Scholar Hassan Korre prepstissue for analysis.

Institute on Neuroscience 2003-2007

The Institute On Neuroscience (ION) is an eight-week intensive research experience for ten advanced high schoolstudents. The first three weeks of the program consist of a “crash-course” in neuroscience, including daily lectures,enrichment activities, and field trips to facilities such as Zoo Atlanta, the Georgia or Tennessee Aquarium, Bodies:the Exhibition, Emory University PET and MRI Imaging Facilities, and the Emory Autism Clinic. See the sampleschedule at right. The last five weeks of the program consist of individual, mentored research projects in laboratoriesat CBN participating institutions. The program culminates in a symposium during which the ION Scholars give slidepresentations about their research.

Program assessment has evolved from paper and pencil post-program questionnaires to on-line pre-, mid-, and post-program surveys emphasizing student perceptions of their own learning gains.

Left: Dr. Chris Goode and ION Scholar PaulGinart review bird brain autoradiographs

High School ION Program

2004 ION Scholars

Acknowledgements: The ION program was initiated in partnership with the Science National Honor Society and ION Co-Director Nelson

Totah. Past and present program coordinators Nelson Totah, Rebekah Waikel, Renee Hayslett, Monica Lurtz, LeeMorris, Drew Seiscio, Chris Goode, and Nadja Spitzer have consulted on curriculum and teaching. Faculty mentorsand advanced student/faculty instructors are critical to the program’s success. The program is funded by the CBN,with contributions from the Science National Honor Society, Emory University’s Science and Society Program, theDana Alliance for Brain Initiatives, IAwareables, Inc., and Holt Publishers through Robert Sapolsky, Ph.D.

Behavioral Research AdvancementsIn Neuroscience (BRAIN) Program 2005

BRAIN is a ten-week intensive research experience for undergraduate students. The first week of the programconsists of a “crash-course” in neuroscience, including daily lectures and enrichment activities. The majorityof the program consists of mentored research projects in laboratories at CBN participating institutions. Theprogram culminates in a symposium during which the BRAIN Fellows give poster presentations about theirresearch. This program is currently coordinated by staff members of the CBN and current CBN undergraduateEducation Director Karen Falkenberg, but the 2005 program was directed by Kyle Frantz.

The program was expanded for 2005 to compare two different models of summer research experience. The firstmodel was a traditional apprenticeship in which BRAIN Fellows conducted individual mentored research projectson various topics from technology design to human brain imaging. The second model was a collaborative learningmodel in which BRAIN Fellows worked in teams of 2-3 peers in a dedicated laboratory facility and explored neu-roscience using the Red Swamp Crayfish for investigations from behavior analysis through electrophysiology andmolecular biology.

Read more about outcomes from the model comparisons in the publication: Frantz, K.J., DeHaan, R.L.,Demetrikopoulos, M.K., Carruth, L.L. (2006). Routes to Research for Novice Undergraduate Neuroscientists. CellBiology Education.

Program assessment consisted of on-line pre-, mid-, and post-program surveys emphasizing attitudes toward sci-ence as well as student perceptions of their own learning gains. Long-term follow-up assessment is ongoing forfour years through a CBN Venture Grant.

When queried about BRAIN program goals, one anonymous on-line survey respondent included several typicalgoals in a single response: “-To gain hands on experience in doing research work. –Learn how to design anexperiment to answer specific questions and hypotheses on a topic. –Develop good connections with people inresearch positions that could help me with future research experiences. –Gain a better understanding of biology,neuroscience. During my time in the lab and with the BRAIN [program] orientation, I have accomplished andexceeded all my goals.”

Left: BRAIN Fellow Jared Chen makesrecordings from crayfish nerve cord in thecollaborative learning model of the BRAINprogram, as Kyle Frantz looks on.

Undergraduate BRAIN Program

Above: 2005 BRAIN Fellows completed on-line surveys probing Attitudes Toward Science (A),Attitudes Toward Neuroscience (B), Confidence with Neuroscience Concepts (C), and Confidencewith Science Research Skills (D). Significant differences on Pre-, Mid-, or Post-Program Surveys areindicated (*p<0.05, ***p<0.001; n=22-35). Results suggest that the program elevated attitudes andconfidence in neuroscience. Read Frantz et al. (2006) for details on the instruments.

Acknowledgements: Laura Carruth, Ph.D., Robert DeHaan, Ph.D., and Nydia Hanna, Ph.D. were consultants on the researchdesign and implementation. John Pecore, M.Ed. conducted data analysis and interpretation. Ericka Reidand Adah Douglas-Cheatham helped administer and evaluate the 2005 program. The Center forBehavioral Neuroscience Undergraduate Education Committee reviewed program applications, and allsummer program mentors were critical in providing research experiences for undergraduates. TheBRAIN 2005 research project was supported by an NSF STC grant through the University ofCalifornia, Davis to KJF (002865-GSU). The summer undergraduate research program and follow-upanalyses are also supported by NSF through the Center for Behavioral Neuroscience (IBN-9876754).

2005 BRAIN Fellows

Best Practices in Science Education Conference 2005

The “Best Practices in Science Education” Conference was held at the Yerkes National Research Center in Atlanta,GA on October 21-22, 2005. Given that educators and scientists have long struggled with how to teach scienceeffectively, and that recruitment and retention of women and underrepresented minorities to science education pro-grams have been particularly challenging, Kyle Frantz and her collaborators brought together national experts toexamine and develop new teaching, recruitment, and retention strategies for science education.

The conference goals were to share information about best practices in science education, with particular focus onactive teaching and learning. We put into action some of those best practices by enabling conference participants tocollaborate in on-the-spot design of new science teaching modules. We emphasized solutions toward retention andrecruitment of women and minority students by engaging in interactive case-study discussions that leveraged the indi-vidual perspectives of each participant. The conference also provided a forum to plan future collaborations and jointstudies, as well as an opportunity for mentoring and networking between professional scientists, science educators,and high school or undergraduate students in attendance.

Conference speakers represented a diverse group of science education professionals, each of whom contributed aunique approach to understanding why and how we should change the way we teach science. Keynote speaker, Dr.Elaine Seymour, has conducted numerous ethnographic analyses of education over the last several decades.

Conference registrants were also diverse, including faculty members from two-year, four-year, and graduate collegesand universities, laboratory scientists, education researchers, post-doctoral fellows in bench research and scienceeducation training, department heads, program coordinators, and representatives from other NSF Science andTechnology Centers. High school and undergraduate students from CBN summer programs were also involved.

Conference assessment consisted of on-line pre- and post-conference surveys probing attendees’ use of activeteaching and learning techniques, among other queries.

The conference was funded by a grant from the National Science Foundation through the Science and TechnologyCenter at the University of California, Davis.

Read an introduction to the conference in: Frantz, K.J., DeHaan, R.L., Demetrikopoulos, M.K., Carruth, L.L. (2006)Routes to Research for Novice Undergraduate Neuroscientists. Cell Biology Education.

Left: Kyle Frantz reviews conference content with guest speaker EileenLewis, Ph.D.

Left: GSU graduatestudent BrandiTrevisan picks upeducation pointersfrom conferenceorganizer and speakerRobert DeHaan, Ph.D.

Best Practices in Science Education Conference

Acknowledgements: Kyle J. Frantz, Ph.D., Laura Carruth, Ph.D., Robert DeHaan, Ph.D., and Nydia Hanna, Ph.D.comprised the conference advisory team. Ms. Liz Weaver was the conference coordinator.

Conference attendee responses to the following query: “If you were responsible for designing a new course or classperiod, approximately what proportion of time would you spend on each of the following teaching strategies in class?”on Pre- and Post-Conference Surveys (n=46 and 33, Pre- and Post-, respectively). Respondents estimated the percenttime in an entire semester they would devote to each of the following options: 1: Lecture, 2: Problem Modeling, 3:Student Presentation (Formal), 4: Lecture with Discussion, 5: Demonstration, 6: Class Discussion, 7: Small Group /Pairs Discussion, 8: Writing Work, 9: Reading, 10: Hands-On Activities, 11: Cooperative Learning, 12: LearningCenters / Stations, 13: Teacher / Faculty Interaction with Students, 14: Digital Education, 15: Assessment, 16:Administrative Tasks. Significant differences on Pre- vs. Post-Conference Surveys are indicated (*p<0.05, **p<0.01).Estimates totaling more than 100% were allowed by the electronic survey.

Results suggest that conference attendees increased the ideal percent time allotted to one interactive strategy (SmallGroup / Pairs Discussion) while decreasing the percent time allotted to two inactive strategies (Reading and LearningCenters / Stations). Although these results are promising, increased time and experience with active teaching andlearning strategies are likely to change overall lesson planning to include even more active teaching and learning.

Neuroscience Education Workshops

Teaching Scientific Ethics This 4-hr workshop guides teacher participants through a junior high- to high school-level lesson plan. Focusedaround case-study discussions of several ethical issues in science (such as the use of animals in research), the lessonplan introduces several philosophical theories of ethics while encouraging students to exercise their own judgment indecision-making.

AcknowledgementsKyle Frantz was the lead presenter in year 1, but John Pecore, M.Ed., has taken over in subsequent years. The teacherprofessional development workshops are coordinated by Laura Carruth, Ph.D., and funded by the CBN, a GeorgiaDepartment of Education grant to LLC, and The Dana Alliance for Brain Initiatives.

Stress and the BrainThis 6-hr workshop guides middle school student participants through a relaxation and meditation session as well asslide-assisted discussions and activities related to the human body stress axis. With emphasis on maintaining good“brain health”, the lesson plan encourages students to consider the effects of their own daily activities and diet on theirbrains and stress response systems.

AcknowledgementsKyle Frantz was the lead presenter and Kofi Kondwani, Ph.D., led the meditation sessions. In 2003, high school IONprogram participants, Laura Canepa, Barna De, Savanna St. Clair, and Jeremy White, designed and implemented partof the lesson for middle school students. The Brain Camp is coordinated by Laura Carruth, Ph.D. and funded by theCBN and The Dana Alliance for Brain Initiatives.

Sex on Your Mind: Gender Differences in LearningThis lecture explored the question of how and why male and female brains are different, including current neuro-science research on sex differences in learning and the influence of stress on learning. The presentation updatedteachers’ content knowledge about the brain and provided research-driven suggestions for effective pedagogy basedon gender and learning style.

AcknowledgementsLaura Carruth, Ph.D., was the lead presenter, with co-presenters Kyle Frantz, Ph.D., David Parlier, Ed.S., John Pecore,M.Ed., Melissa Demetrikopoulos, Ph.D.

2003-2007 Teacher Professional Development Workshops

2003-2004 Summer Brain Camp for Middle Students

2004 National Science Teachers Association Lecture

Neuroscience Education Workshops

Analyze This: The Human HPLC ColumnThis workshop guides scientist and teacher participants through a high school lesson plan. Through active role-play-ing, students will identify and understand key steps in high performance liquid chromatography (HPLC), a methodused to separate chemical components in a liquid sample solution. The suggested classroom context for these activitiesis studying reward pathways and the pharmacological mechanisms of abuse drugs via in vivo microdialysis, a labora-tory technique used to sample chemicals in the extracellular fluid of the brain. For more details, read Frantz, K.J.(2007) The Human HPLC column. The Science Teacher.

Acknowledgements Kyle Frantz was the lead presenter, with co-presenters Lee Morris, Ph.D., and Andrea Zardetto-Smith, Ph.D.

His & Her Brain Turn-OnsThis workshop guides teacher participants through a junior high- or high school-levellesson plan exploring how male and female brains are different, and how males andfemales perform specific tasks differently and respond differently to stress. In an appli-cation of basic research in this area, students using this lesson plan learn to model task-specific gender differences in brain activation, creating imaginary brains with idealcollections of abilities and corresponding anatomical structures. The lesson plan can bemodified for different learning styles in male and female students and students at risk.

Acknowledgements Kyle Frantz and John Redmond, Ph.D. were the lead presenters, with co-presentersLaura Carruth, Ph.D., David Parlier, Ed.S., John Pecore, M.Ed., Lee Morris, Ph.D., andMelissa Demetrikopoulos, Ph.D.

2003 Society for Neuroscience Hands-On Workshop

2004 National Science Teachers Association Workshop

Students make up solid phase particles and analyte molecules inan HPLC column. Their waving arms mimick hydrocarbonchains on solid phase particles. Analyte "retention time" isincreased if analytes interact with hydrocarbon chains by shakinghands as they pass down the Human HPLC Column.

Georgia State UniversityLaboratory Research

The Frantz Laboratory: Animal Models of Adolescent Vulnerability to Drugs of AbuseMembers of the Frantz Laboratory integrate the fields of developmental psychobiology, psychopharmacology, andneurochemistry by investigating the neurobehavioral effects of drugs of abuse in developing rats. Human recreationaldrug use peaks during the developmental stage of adolescence, making experimental research on the mechanisms andconsequences of adolescent drug intake particularly relevant. Lab members are also interested in basic research onbrain mechanisms of reward and reinforcement and thus conduct research using food and other reinforcers as well.

In order to examine the acute and long-term effects of drug exposure during various stages of postnatal development,lab members use the operant behavior model of intravenous drug self-administration in rats. Given an interest indifferential drug effects between genders, both males and females are tested in most of these experiments. The overallgoal is to explore the ontological development of reinforcement, as well as the social and physiological factorsinfluencing drug use and effects in developing rats. Drugs of interest in the psychomotor stimulant class includecocaine, amphetamine, nicotine, caffeine, and MDMA (ecstasy). Drugs of interest in the opiate class includemorphine and heroin.

Acknowledgements: All Frantz Laboratory personnel are critical to the success of the research program. Currentmembers include Aaron Ajlen, James Doherty, Chen Li, Aimee Moffett, Yvonne Ogbonmwan, Lauren Payne, NathanWaldron, and Bonnie Williams. The lab research has been supported by the National Institute on Drug Abuse, theCenter for Behavioral Neuroscience, and the Georgia State University Brains and Behaviorsprogram.

See the Georgia State University magazine article located in the back of this section.

Frantz and GSU graduatestudent Mahin Shahbazi.

Kicking off in-class sheep brain dissections with enthusiasm.

Georgia State UniversityClassroom Teaching and Learning

Foundations of Biology IIFoundations in Biology II is the second half of a two-semester sequence of introductory biology for biology majors atGSU. Biology is the science of living organisms and life processes. Consequently it concerns each and every one ofus. If we are to understand ourselves and our environment, we must participate in the study of biology. Class sessionsconsist mainly of lectures, but discussions, activities, and videos also demonstrate particular points. Innovations suchas group-quizzes encourage acquisition of new vocabulary while increasing interaction among students.

The basic objective of this course is to increase students’ understanding of biology and its applications. A moreprofound objective is to facilitate the development of critical thinking through application of the scientific method,experience in data analysis and interpretation, and practice with scientific communication. The ultimate goal is to helpstudents learn to think by developing conclusions that proceed from study of evidence. A required laboratory sectionaccompanies this classroom course.

“This course stimulates logical thought and develops a deeper appreciation of our world. The activities are also anice break from the normal lecture.” - Anonymous respondent on informal Student Course Evaluation form.

“Through the semester, it was always obvious that Dr. Frantz loves science and is enthusiastic about our learning. Asa result, I couldn’t help but love the material.” - Anonymous respondent on informal Student Course Evaluation form.

Introduction to Neurobiology and BehaviorThe Introduction to Neurobiology and Behavior is a two-hr/week undergraduate seminar highlighting exciting topics inneurobiology and behavior. Neurobiology and behavior are two subfields of biology. Neurobiology is the study of thestructure and function of the nervous system. Behavior can be defined as any activity carried out by a living organism.The nervous system mediates behavior. In this course, we introduce ourselves to about twelve general topics and eachweek we explore basic principles, general research questions, and current research methods used to address each topic.Class sessions consist mainly of explorative activities designed by classmates.

Without tests or quizzes, course grades are based mainly on class participation and a group project. The group projectrequires 2-4 classmates to work together to design and implement a lesson plan for the other students. The lesson planmust include a Powerpoint lecture, hands-on activities, and some form of learning assessment. Written evaluations ofthe outcomes are required from each member of the group.

“Dr. Frantz is one of those rare individuals who is strong in every facet. She is remarkable.” - Anonymous on-linerespondent in GSU Student Evaluation of Faculty program.

Involving Undergraduates in Science EducationClassroom teaching serves as an excellent means to recruit undergraduate students into various science educationprograms in Atlanta. At least five students from each class have become integrally involved in the neuroscienceeducation community after taking courses with Kyle Frantz. Most of these students have continued their science-related careers in neuroscience, biology, medicine, or dentistry.

Acknowledgements: Teaching and learning are cooperative processes in which instructors and students rely on oneanother to create an environment conducive to learning. Kyle Frantz thanks all students at GSU for their presence,attendance, involvement, and curiosity in her classes.

Reward and Reinforcement:Integrating Laboratory Research Interestwith Neuroscience Education

2006 Center for Behavioral Neuroscience Spring Symposium, May 20, 2006. Neural Mechanisms of Reward and Reinforcement

The brain mechanisms of reward and reinforcement are central to many current issues in neuroscience. Outside thetraditional areas of drug use and abuse, mood regulation, and energy balance, investigators are increasingly consider-ing the mechanisms of maternal behavior, pair bonding in adults, and reproductive behaviors, in terms of reward andreinforcement. The results of numerous experiments are revealing a common set of brain areas, circuit architecture,and neurochemicals in these behaviors.

Kyle Frantz and Darryl Neill, Ph.D. of Emory University coordinated a symposium on this topic, in part to integratetheir laboratory research interests with the education goals of the CBN. A stellar series of lectures by well-knowninvestigators led symposium attendees through exciting research on the circuits mediating responses to “natural” aswell as “artificial” reinforcers, from single-cell recordings of reinforcement in Aplysia californicus to mathematicalpredictions of rewarded behavior in Homo sapiens.

Two graduate seminar courses prepared local students for the symposium. In fall 2005, a lecure/discussion courseprovided historical perspective on reward and reinforcement research. In spring 2006, a “journal club” course exploredcurrent research by the symposium speakers.

“This was an excellent course that offered a great overview of the history and current research in the area of rewardand reinforcement. The instructor was energetic and always had a clear outline of the information covered for eachclass. She incorporated new ways to generate class discussion that was useful in opening minds to different aspects oftopic at hand….” -- Anonymous on-line respondent in GSU Student Evaluation of Faculty Program.

Acknowledgements: The symposium and associated courses were designed and implemented by Kyle Frantz andDarryl Neill, Ph.D. A student organizing committee was led by Stephanie Gutzler. A staff organizing committee wasled by Kelly Powell, Ph.D. The symposium was funded by the CBN.

WCBN: Your Local Neural Network

In the seminar courses, we argued for an entire year about similarities and differences between the neu-ral mechanisms of reward and those of reinforcement. These debates piqued our curiosity about theterms reward and reinforcement and other people’s knowledge about the terms. Therefore, we conductedinterviews of members of the public at our March 2006 Neuroscience Expo, followed by interviews ofCBN scientists at our May 2006 CBN Spring Retreat. CBN IT Director Rob Poh edited the interviewsinto a mock TV news clip from mock TV station “WCBN.”

View the fun eight-minute clip at www2.gsu.edu/~wwwkjf/neural.html.