Integrating Programming into Neuroscience Courses

Ashley L. Juavinett

https://doi.org/10.59390/PYYP5010

ABSTRACT

Programming is a useful skill for students, both in neuroscience research and in the broader economy. Many instructors, however, may wonder how and when they should integrate it into their coursework, especially if they themselves have limited computational training. The suggestions offered here aim to help a wide range of educators — even those who have minimal coding experience — who wish to expose their students to the intersection of neuroscience and programming. Throughout, I provide examples of how I have weaved coding into various elements of neuroscience courses, even those without a computational focus. I also discuss the rich landscape of low-cost, accessible programming tools as well as how generative AI can (and should) impact the way that we are teaching programming. Ultimately, the goal is not to insist that all our students learn how to code, but rather to lower barriers and provide exposure and opportunity to any student who wishes to integrate programming into their research or careers.