Most top research universities teach undergraduates. The teaching of undergraduates adds both an intellectual richness to the academy (teaching a subject matter from first principles forces one to think about one’s field in breadth and not simply in depth), but also provides an undeniable excitement as students ask questions that, while at first face naive, are also though provoking.
I am also of the opinion that neuroscience, as an undergraduate major, is the optimal way to commence neuroscience as a career. Let’s face it, given the overflow of data about the brain, the more years to cover it, the better.
Now one might question that: after all, isn’t there a danger in becoming a “jack-of-all-trades” and a master of none? I don’t think so, particularly when the enormous breadth of the field is taught at the undergraduate level. There is ample time, later, during the graduate years and in the post-doctoral training to specialize.
Finally, having a large cadre of undergraduates to teach provides a much needed first teaching opportunity for graduate students. And increasingly, academic jobs require evidence of teaching skills as well as demonstration of research ability.
Jim
Discoverers and Discoveries 