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The exercise trains students to examine how chronic methamphetamine exposure affects aggression in adult mice via a resident-intruder paradigm, using fully online materials to reduce facility and resource barriers. It covers hypothesis development and methodology, operationalizing constructs and behavioral coding criteria, and collecting, analyzing, interpreting, and graphing primary behavioral data. 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Shanks2, E. Megan Southard,1 Laura Tarnowski,1 Matthew Bruster, 1 Stacia W. Wingate, 2  \nNancy Dalman,2 Steven A. Lloyd,1  \n1Psychology and 2Biology Department, North Georgia College & State University,  \nDahlonega, GA 30597.  \nEmail: [salloyd@northgeorgia.edu](salloyd@northgeorgia.edu)  \nAbstract: This article describes a laboratory experience utilizing videos to engage students in hypothesis-driven experimentation in behavioral neuroscience. It provides students with an opportunity to investigate the effects of chronic methamphetamine exposure on aggression in adult mice using a resident-intruder paradigm. Instructors and students only need Internet access to run this lab, which makes it accessible to most institutions, regardless of their facilities or resources necessary to conduct behavioral neuropsychopharmacology experiments. The laboratory experience described here provides instruction and hands-on experience with: 1) developing hypotheses and methodology to test these hypotheses; 2) operationalizing constructs and developing behavioral coding criteria; 3) collecting, analyzing, interpreting, and graphically displaying primary, behavioral data; and 4) working with complex, interdisciplinary ideas. Students who engaged in this laboratory experience demonstrated self-reported learning gains in course-specific outcomes, general and conceptual science learning, and the use of animal models in scientific experimentation.  \nKey words: laboratory exercise; behavioral neuroscience; animal models; methamphetamine; aggression; vodcast  \nINTRODUCTION  \nThere is a recent trend in science education of teaching by engaging students in the process of science and scientific discovery (AAAS, 1990; Handelsman, et al., 2004; AAC&U,  \n2007) . Undergraduate engagement in research, whether through traditional independent research experiences or through its integration into the undergraduate curriculum, is associated with positive student outcomes related to learning, retention, graduation and post-graduate accomplishments, particularly for underrepresented populations (Nagda et al., 1998; Alexander et al., 2000; Foertsche et al., 2000; Seymour et al., 2000; Ishiyama, 2001; Ishiyama & Hopkins, 2001; Ishiyama, 2002; Bauer & Bennet, 2003; Lopatto, 2004; Summers & Hrabowski, 2006; Lopatto, 2007; Ramos Goyette et al., 2007; Brame et al., 2008; Gehring & Eastman, 2008; Miller, 2009; Wu, 2009) . Despite their pedagological benefits, smaller institutions with limited facilities and resources often face challenges in the implementation of research programs and/orthe implementation of these experiences into the curriculum (Grisham et al., 2003) . The effective use of technology, such as podcasting or vodcasting (i.e., video podcasting), may be able to help bridge this gap.  \nThe laboratory exercise described below involves the use of a behavioral assay to measure  \naggression using an animal model of drug abuse in the context of several important and controversial issues described herein. Since all laboratory materials are delivered online, there are no special facilities needed to conduct this laboratory, which also makes this a highly efficient laboratory exercise.  \nVodcasting in Education  \nVodcasting is a video form of podcasting. Podcasting is a form of downloadable audio files compatible with MP3 players, which is associated with numerous positive learning outcomes (Evans, 2008; Hew, 2009; McKinney et al., 2009; Lloyd & Robertson, in press) and has been used for many years by colleges and universities (Hammersley, 2004; Donnelly & Berge, 2006) . The newer, enhanced forms of vodcasting provide expanded media options for delivering course content (i.e., the addition of video), which have created a new form of portable learning (Donnelly & Berge, 2006) . Unfortunately, there is a large gap between teach","cbCaifQ9sbPGZMij","https://ap.wps.com/l/cbCaifQ9sbPGZMij","pdf",408856,"English","# Abstract\n# Introduction\n## Vodcasting in Education\n## Development of the Laboratory Exercise\n## Background to the Laboratory Exercise","[{\"question\":\"What is the main purpose of the vodcasted laboratory exercise?\",\"answer\":\"To engage students in hypothesis-driven behavioral neuroscience experimentation using videos while investigating aggression-related effects of chronic methamphetamine exposure.\"},{\"question\":\"How is aggression measured in the described lab?\",\"answer\":\"Through a resident-intruder paradigm using an adult mouse animal model of drug abuse-related behavior.\"},{\"question\":\"What do students learn and do during the lab process?\",\"answer\":\"Develop hypotheses and methodology, operationalize constructs with behavioral coding criteria, and collect, analyze, interpret, and graph primary behavioral data.\"}]","A Vodcasted, Cross-Disciplinary, Behavioral Neuroscience Laboratory Exercise Investigating the Effects of Methamphetamine on Aggression - Laboratory exercise | PDF",1792081279]