Abstract
The Sherlock Holmes (SH) Project is a collaborative problem-solving activity in the form of a murder mystery that is a great resource for upper level undergraduate courses in neurophysiology that emphasize synaptic transmission and neuromuscular communication. This project, originally described by Adler & Schwartz (2006), has become a central focus of the Neurophysiology course at Allegheny College, along with many complementary activities that work to reinforce the neuroscience material and skills such as creative experimental design and analysis. Active Learning research in advanced levels of undergraduate courses is rare in the pedagogy literature, and this paper helps to add to that body of research. Formal assessment of the course generally and the SH Project specifically support the hypothesis that the active learning pedagogical strategies employed foster a positive and successful learning environment.
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