An Instructor's Guide to (Some of) the Most Amazing Papers in Neuroscience

• Published in: Journal of undergraduate neuroscience education Vol. 14; no. 1; pp. R3 - R14
• Main Authors: Harrington, Ian A, Grisham, William, Brasier, D J, Gallagher, Shawn P, Gizerian, Samantha S, Gordon, Rupa G, Hagenauer, Megan H, Linden, Monica L, Lom, Barbara, Olivo, Richard, Sandstrom, Noah J, Stough, Shara, Vilinsky, Ilya, Wiest, Michael C
• Format: Journal Article
• Language: English
• Published: United States Faculty for Undergraduate Neuroscience 2015
• Subjects: Review; primary sources; neuroscience literature; classic papers; teaching; scientific literature
• ISSN: 1544-2896; 1544-2896

Although textbooks are still assigned in many undergraduate science courses, it is now not uncommon, even in some of the earliest courses in the curriculum, to supplement texts with primary source readings from the scientific literature. Not only does reading these articles help students develop an understanding of specific course content, it also helps foster an ability to engage with the discipline the way its practitioners do. One challenge with this approach, however, is that it can be difficult for instructors to select appropriate readings on topics outside of their areas of expertise as would be required in a survey course, for example. Here we present a subset of the papers that were offered in response to a request for the "most amazing papers in neuroscience" that appeared on the listserv of the Faculty for Undergraduate Neuroscience (FUN). Each contributor was subsequently asked to describe briefly the content of their recommended papers, their pedagogical value, and the audiences for which these papers are best suited. Our goal is to provide readers with sufficient information to decide whether such articles might be useful in their own classes. It is not our intention that any article within this collection will provide the final word on an area of investigation, nor that this collection will provide the final word for the discipline as a whole. Rather, this article is a collection of papers that have proven themselves valuable in the hands of these particular educators. Indeed, it is our hope that this collection represents the inaugural offering of what will become a regular feature in this journal, so that we can continue to benefit from the diverse expertise of the FUN community.