The best aspects of the course included the engaging lectures, articles, and class discussions which gave students a good overview of neuroscience. Students were exposed to a wide range of research and were encouraged to ask questions during class. The worst aspect of the course was the lack of structure, as it made the class disorganized at times. Students also rarely knew where they stood in the class, as the grading system was very vague. The course would improve if it offered a clearer grading system and more coverage of different neuroscience topics. Prospective students should know that this course is very straightforward and an easy way to learn about neuroscience. Students who want to be successful should endeavor to stay on top of the readings.

The best aspects of this course included the interesting material covered over the semester, as well as learning how to read and analyze science papers. Students liked having weekly quizzes, and felt that the lectures helped aid comprehension. However, student disliked the student presentations, and felt that some of the quiz questions were disconnected from the lecture material. Students suggested that the professor provide feedback on the presentations, and that the exams covered more of the material covered in the course. Prospective students should have a firm understanding of neuroscience, and be highly interested in the field. The class will be a chal enging but rewarding experience.

Students thought this course delivers an interesting combination of history and science. While students found this course to be a useful opportunity to analyze and understand research papers, some also were chal enged by the difficulty of digesting some of this background material. Students thought the course could have used a better outline to guide study, as well as additional notes from lectures and for readings. They suggested that students taking this course would have a better experience if they already had experience in laboratory research.