The dedication of undergraduate neuroscience faculty to their students could not have been more evident than what these educators demonstrated when the COVID-19 pandemic impacted colleges and universities across the United States. These faculty faced the crisis head-on to provide their students with exceptional instruction in virtual formats that many faculty had never used for instruction before the pandemic. This same tenacious attitude has been reflected in pedagogical efforts that undergraduate neuroscience faculty have undertaken since the mid-1990s. The challenges of providing cutting-edge neuroscience education to undergraduates in a dynamic field have produced a series of curricular designs and approaches that capitalize on discipline-based education research. This article reviews curricular models and pedagogical strategies aimed at enhancing the educational experiences of undergraduate neuroscience students whose lived experiences and academic backgrounds reflect the richly kaleidoscopic demographics of college students in the 21^st century. The future of undergraduate neuroscience education is bright as faculty and their students collaborate on their journey of discovery in neuroscience.

当 COVID-19 大流行影响美国各地的学院和大学时，神经科学本科教师对学生的奉献精神再明显不过了。这些教师直面危机，以虚拟形式为学生提供特殊的教学，而许多教师在大流行之前从未使用过这种形式的教学。这种顽强的态度也体现在 20 世纪 90 年代中期以来本科生神经科学教师所开展的教学工作中。在动态领域向本科生提供尖端神经科学教育的挑战催生了一系列利用基于学科的教育研究的课程设计和方法。^{本文回顾了旨在增强神经科学本科生教育体验的课程模式和教学策略，这些学生的生活经历和学术背景反映了 21世纪}大学生丰富多样的人口统计数据。随着教师和学生在神经科学的发现之旅中合作，本科神经科学教育的未来是光明的。