Call for applications from the HAPS Grants and Scholarships Committee

Are you looking for funding to help you attend the 2019 HAPS Annual Conference in Portland?  Then you will be happy to hear the latest news from the HAPS Grants & Scholarships Committee!

There are now 4 HAPS Awards that target four different groups of HAPS members.  Three of these groups have been targeted in previous years:

  • Graduate students and postdocs
  • Contingent faculty
  • Full-time faculty who have taught five or fewer years

But this year we are introducing an additional award for a new group of HAPS members:

  • Full-time faculty who have taught for more than five years

All four of these HAPS Awards are now travel awards, which means that they both cover the cost of conference registration, and provide an additional $400 for partial reimbursement of travel expenses getting to the conference!

In addition to the HAPS awards, there are also three Sponsored Awards:

  • ADinstruments Sam Drogo Technology in the Classroom Award – sponsored by ADinstruments
  • HAPS-Thieme Excellence in Teaching Award – sponsored by Thieme Publishers
  • Gail Jenkins Teaching and Mentoring Award – sponsored by Wiley

Click to get information and applications for all of the HAPS Awards and the Sponsored Awards.

January 4, 2019 is the deadline to apply for all awards and to submit any required letters of recommendation.  Start the application process today!

Questions? Please contact Carol Veil, Chair of the HAPS Grants and Scholarships Committee.

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Concept Mapping in A&P – One Instructor’s Experience

I assigned concept maps as homework in my A&P courses and it has proven to be extremely effective. Students are provided instructions for how to access a free concept mapping website and a list of concepts to be included in their map. I typically assign one map per major topic or body system (8-10 per semester). Concepts to be included are heavily based on the HAPS Learning Outcomes. Since students can make concept maps in many different ways, they are primarily graded for level of detail and completeness. After the first assignment is submitted, I choose several maps and display them anonymously to the class. I ask students to identify how that particular map is helpful and to find ways the map might be improved, stressing their use as study tools. As students gain experience, the quality of their maps improves significantly. By the end of the semester, many are astonishingly complex and detailed.

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(Click on image above or here for a full-size PDF)

Student scores on a standardized departmental final have improved in the classes that I’ve utilized concept mapping and many students reported that concept maps were extremely helpful in A&P.  Many nursing programs now heavily integrate concept mapping into nursing education so this assignment was particularly helpful to pre-nursing students. I also discovered that the rate of homework completion was higher for concept maps than more “traditional” homework. Students stated that creating the map forced them to really read the text and think about how the concepts related to each other, but that they were also fun!

Since several of these students had previously utilized concept mapping in my courses, they volunteered to create a comprehensive concept map that included all of the 900+ HAPS Learning Outcomes. Their goal was to use this project to reinforce their own understanding of A&P and to create a teaching tool that could be displayed for future student use.

They worked on this project on their own time between early January and mid-May, 2018, including spring break, while also juggling classes, jobs, and other responsibilities. The final product, a 16-foot-long concept map with over 5000 elements, was printed and displayed during the conference.

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Paul Luyster, Associate Professor of Biology, and nine TCC students, Brian Cisneros, Daniel Duran, Stephanie Galaviz-Webster, Jocelyn Gonzalez, Karely Leon, Mitchell McDowell, Auston McIntosh, Lisabel Ruiz-Steblein, and Jami Williams, presented a workshop titled “Using Case Studies and Concept Mapping Assignments to Enhance Student Engagement and Learning in A&P” at the Human Anatomy and Physiology Society (HAPS) Conference in Columbus, Ohio, May, 2018.

These students are proud of their concept map but even more importantly, they know with certainty that they have constructed – in a diagram and in their mind – a detailed set of concepts and relationships that integrates all of the important aspects of A&P.. They know their stuff, and they KNOW that they know it. Isn’t that what teaching is all about?


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Paul Luyster is an Associate Professor of Biology at Tarrant County College, Fort Worth, Texas, where he enjoys teaching Anatomy and Physiology, Majors Biology, Undergraduate Biology Research, and an Environmental Biology Wilderness Course.

 

The Rule of Threes: Self-care advice for A&P Instructors

For most instructors, the Fall term brings a fresh start with our courses. It also tends to bring a sense of feeling overwhelmed with all the things we could be doing. As much as I enjoy and look forward to the HAPS annual conference every year, I usually leave filled with motivation and self-doubt in equal measure. It is all too easy to forget that every university, college, and department will vary, whether in funding, faculty to student ratio, program focus, or appreciation for quality A&P education. Many of us simply cannot execute a number of the innovations we see at HAPS. Some activities require a great deal of extra work on top of our already full plates, and at the end of the day, we can’t quite motivate ourselves to go those extra miles. Could there be a middle ground?

Over the summer, I was making a long list of new strategies to try in my courses, both in and out of class. Shamefully, I was “multitasking”,  watching “The Crown” on Netflix at the same time. In the episode I was watching, the queen was feeling overwhelmed by criticism, and unsure how to address it to regain public favor. In an unprecedented move, she met with an outspoken critic to hear his thoughts on the public image of the monarchy. To keep things simple, he suggested “three things to start, and three things to stop.” Perhaps it is my obsession with British history, or maybe it was just what I needed to hear at that moment, but for whatever reason, I stopped writing my list. I realized that if I did all of the things I listed, I would never know what actually worked and didn’t work well in my class. I threw out that list, and pulled out two fresh pieces of paper. After some non-distracted reflection I wrote three things to start and three things to stop on each of these papers. Since I’ve always been the “bad news first” type, in this post, I share my three things to stop.

My Three Things to Stop:

It’s in the syllabus” and other associated phrases

I have to admit, I never said these phrases often at all, but I’ve decided that they are all officially on my do not say list. Jokes, sarcasm and a variety of venting sessions abound in academia about this topic. We are easily frustrated when students bombard us with questions that we have already answered (often in obvious places), or questions they could have easily answered for themselves with a little effort. Other tempting phrases include; “as I said earlier”, “per my email”, or anything else referencing the fact that students should already know the answer to the question, or could easily find it. I encourage all teachers to take a moment to ask yourself four questions, before hitting that reply button:

  1. What harm does it really do to just answer their question?
  2. is using one of my phrases just going to embarrass them?
  3. Will it take me just as long to respond that they should have already known the answer, as it will to answer the question
  4. Honestly, how often do carefully read directions?

I think if we are honest with ourselves, this simply stems from annoyance that we wasted our own precious time on something that was either unnoticed or ignored by the students. Or, perhaps this triggers a fear of what other questions are to come and an immediate assumption that the students will struggle in the class if they are this “helpless” already. This is making assumptions we have no business making. Instead, answer their question and simply add, “if you need more information later and I am unavailable….” while referring them to whatever they should have read in the first place. They’ll get the message and won’t be afraid to approach you again.

The candy shop effect

When treating a condition, the best course of action is to add one new medication or make one change at a time, see the effects, and gradually add another. Otherwise, any changes to your well-being cannot be attributed to any one new variable. The challenge I face every fall is wanting to add everything I think will help my students. While this sounds fine at face value, there are pitfalls. First, exhaustion on my part! Second, the risk of overwhelming my students. Third, I cannot attribute any changes in my students’ outcomes directly to one, or a combination of the changes I made. For example, in the 2017 school year, we decided to add weekly quizzes for retrieval practice that were open book, 2 attempts, highest grade kept. This year, we are also adding an adaptive reading assignment to increase metacognition. By waiting a year and doing the quizzes first, we will be able to see if that made a difference and if there is a need for any more retrieval practice. In an effort to remain a reflective teacher I will examine if these changes made any meaningful difference, or if they were just more work in a student’s already very demanding schedule.

“Just being grateful”

Just being grateful to have your job goes by many names. More and more often, it is being called by its true name: Impostor Syndrome. In the past year, I have seen more and more instructors in the A&P field be vocal about this. One of my favorite HAPS moments of 2018 was during the Women in Anatomy panel, when an attendee asked (the one and only) Dee Silverthorn, “How did you deal with impostor syndrome?” and her response was “stay tuned” (or something to that effect). The rest of the panel then chimed in that this is a very real feeling, no matter what stage you are at in your career. In all of my work positions, I spent years not standing up for what I felt was best, or changes that should be made, because I thought I needed to just be agreeable. I was afraid to rock the boat because I was just “so grateful” to have my job. In truth, I am very grateful, but not that someone gave me a job; I am grateful that in all my years of teaching I have never questioned whether or not I’m doing exactly what I’m meant to do with my life. However, my “just so grateful” attitude was conveying that I didn’t believe I deserved or earned every opportunity I had. We all have to be our own biggest advocates. While external validation and recognition feel wonderful, at the end of the day, if we don’t own our accomplishments, who will?

Fellow A&P educators, I urge you to consider this exercise, especially if you are feeling like work-life balance is always out of reach or you’re never quite sure if your actions and outcomes line up. It might help you become a more balanced educator, family member, and friend. Your three things to start and stop will certainly vary, but feel free to steal mine! The most important thing is that the “three things to stop” addresses the behaviors you do or choices you make that most often that lead to undesirable outcomes. Be on the lookout for the next post, “three things to start”!


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Krista Rompolski is an Assistant Professor in the Health Sciences Department at Drexel University, Philadelphia, PA. She is an active member of the Human Anatomy and Physiology Society and the American Academy of Anatomists. Her teaching interests include pathophysiology, gross anatomy, and anatomy and physiology.

Come be inspired at a HAPS Meeting!

My first Human Anatomy and Physiology Society (HAPS) conference was in Salt Lake City, Utah, in 2017. I was excited and nervous to attend because I had no idea what to expect when a group of anatomy and physiology professors came together. Accustomed to scientific meetings where there is cutthroat competition among attendees, I found this meeting refreshing because while there was the usual exchange of data, questions, and ideas, the general atmosphere was one of friendliness, openness, encouragement, and excitement. The most moving component was the love of teaching exuded by each member of HAPS. As I moved through the meeting and listened to my colleagues, I noticed the easy banter among them. Even when they discussed hardships, a general sense of camaraderie and heartfelt encouragement was palpable. The HAPS meeting that year focused on The Evolutionary and Developmental Bases of Human Anatomy and Physiology. As I sat engaged by the update speakers, I was struck by the comparison between the daily struggles we all face as professors and the evolutionary struggles of our ancestors. I realize that sometimes it’s hard to get out of our comfort zones and do all the extra stuff (asking for funding, scrounging for money, figuring out what to present at workshops, etc.) to get ourselves to be at a meeting, but I encourage you to take the time to venture into being a first, second or old timer at HAPS. Come walk among a most special breed of Homo sapiens: The HAPSters.

Hope to see you in Portland!

P.S. It’s not too late to make it to a Fall Regional Meeting near you!

Fall 2018:
Eastern Regional Meeting – Columbia, MD – October 13, 2018
Western Regional Meeting – Kentfield, CA – October 20, 2018

Spring 2019:
Southern Regional Meeting – Louisville, KY – March 30, 2019

Fall 2019:
Central Regional Meeting – Kingston, ON – August 10, 2019
Eastern Regional Meeting – Utica, NY – November 2, 2019

Dr.G

Bridgit Goldman has been teaching college-level biology since 1998.  She has a Ph.D. in Cellular, Molecular, and Developmental Biology from The Graduate School and University Center of The City University of New York. Since 2007 she has designed, developed and taught all the lecture and laboratory classes in Human Anatomy and Physiology at Siena College in Loudonville, NY.

 

Dissecting and Drawing the Forearm: Anatomical Illustration for the Classroom

ABSTRACT:

Flexor Compartment of Distal Forearm layer 3
Flexor Compartment of Distal Forearm layer 3

The human hand is challenging to study, due to having many narrow vessels and tendons packed together in a small space. Because of this, it is useful to have clear diagrams showing just a few structures at a time. From February to mid-March 2017, a human distal forearm was dissected and used as a model for six drawings in the style of a traditional anatomical atlas. These images are meant to be teaching tools for helping students identify structures, just like a professionally made atlas. During the dissection process, rough pencil sketches were made in the lab as new structures were exposed. Later, these sketches were redrawn in full color with colored pencil. Anatomical illustration could be an educational activity for students: by trying to draw diagrams clear enough for others to understand, students would retain more information and improve their communication skills.

DISSECTION:

In Dr. Olson’s basic gross anatomy course at NIU, the undergraduates often use atlases to help identify countless tiny structures. These atlases introduce students to the art of anatomical illustration, which has roots as far back as the Renaissance. The hand is an ideal subject for an atlas because it has so many tendons, vessels, and bones that can be difficult to keep track of, so it would be helpful to have clear diagrams of these parts. The hand is also more “relatable” relative to internal organs; hands are frequently used for nonverbal communication. People depend on their hands to do so many tasks everyday but rarely think about what goes on behind the scenes.

To separate the forearm from the cadaver, Dr. Olson steadied the body while I sawed (with an actual hand saw) through the radius and ulna distal to the elbow. I used a scalpel to cut a vertical slit in the skin along the anterior side of the arm, from the wrist to the bottom. Then I cut a horizontal line along the wrist and pulled back two flaps of skin to expose the flexors. With a scalpel and forceps, I removed fascia and fat from each muscle and vessel to see the structures more clearly. I made a pencil sketch of the flexors and used the Thieme Atlas of Anatomy 2nd edition to try to identify the structures myself. Then I checked my answers with Dr. Olson. For the next few weeks, I repeated this process of dissecting more structures, sketching the muscles, and labeling the drawings with help from Dr. Olson and TA Sally Jo Detloff. I was generally able to dissect tissues without damaging them, although I accidentally cut the ulnar nerve and had to tie it together with string. Between dissections, I sprayed the arm with humectant and wrapped it in terry cloth to retain moisture.

CREATING THE ATLAS:

Elle_Baker_Foot_Bones
The first drawing was of foot bones.

When I had finished dissecting most of the arm and hand, I had a set of rough draft sketches to turn into final drafts. I redrew each drawing on larger paper and colored the new drawings with colored pencils. To make digital versions of the diagrams, I scanned the drawings and used the GNU Image Manipulation Program to fix margins and erase blemishes. Finally, I presented my work at NIU, at both the Phi Sigma Research Symposium and at the Undergraduate Research and Artistry Day poster shows. I enjoyed teaching the attendees everything I had learned about how the arm works. At URAD, my project won second place out of fourteen exhibits (NIU “URAD and CES Winners Announced.”)

THE DRAWING PROCESS:

Before starting the atlas project, I had never made scientific illustrations and had not taken any illustration courses at NIU. My artistic education was mainly from drawing for fun and taking public school art classes prior to college. Other than confirming the labels with Dr. Olson, I worked on the atlas diagrams independently.

I used photos taken in the lab as references for my color palette, which was meant to be realistic but still simple to understand. Hence, the atlas colors were bolder and more diverse than in the actual arm, where arteries and vessels were the same colors and everything turned more orange over time. The nails were colored to match the cadaver’s nails, which were, in fact, dark magenta. See the final Forearm Atlas diagrams: Flexor Compartment Layers 1-3, Flexors in the Palm, Extensor Compartment Layer 1, and Lateral View: Extensors.

Elle_Baker_Lateral_Extensors
One of the first atlas quality drawings.

 

Other students could benefit from drawing their own diagrams of their dissections. Doing so would help them memorize the names, locations and relationships between structures. While drawing, students might come up with deeper questions about how the body works, like I did during my project. Students could trade drawings and give each other feedback about the clarity of the diagrams. Students would be reminded to focus their critiques on legibility and accuracy rather than on aesthetic appeal. By making their diagrams understandable to others, students would improve at teaching and communicating. Ideally, they would also have fun improving their drawing skills.

Thank you to HAPS for the Student Grant, and thanks to NIU’s Office of Student Engagement for providing me a grant from the Student Engagement Fund. This project was supported by the Body Donation Program at Northern Illinois University, supervised by Dr. Daniel Olson, Director of the Anatomy Laboratory, which ensured the proper and respectful handling and disposal of the tissues used in this project.

Literature Cited

NIU. “URAD and CES Winners Announced.” NIU Today, 26 Apr. 2017, Retrieved from http://www.niutoday.info/2017/04/26/urad-and-ces-winners-announced/.

Office of Student Engagement and Experiential Learning. “URAD Program 2017.” Northern Illinois University, 2017, Retrieved from http://niu.edu/engagedlearning/_pdfs/urad/urad-program-2017.pdf.

Schuenke, Michael, et al. Atlas of Anatomy. Second ed., New York, New York, Thieme Medical Publishers, Inc., 2012.


Eliya Baker graduated from Northern Illinois University with a B.S. in Premed Biology and minors in Psychology and Chemistry. She is not formally trained in art, but enjoys making art as a hobby.  Her teacher and lab instructor is Dr. Daniel R. Olson Ed.D., the Director of the Anatomy Laboratory at NIU. 

ComCom Hot Potato

This post comes from the Communications Committee Talking Points Coordinator, Dr. Krista Rompolski of Drexel University.


The HAPS Annual Conference is less than a week away. I told my students the other day that for an A&P professor, this is Woodstock. They didn’t quite understand, but I’m sure you all do! This is the one event of the year where we can share our unbridled enthusiasm about the human body with people who feel the same, and don’t mind if you talk dissection over dinner.

The Communications Committee is always seeking ways to connect members and non-members with HAPS. As a fun way to keep us connected during the conference days, the ComCom has a special activity to share! Look out for this notebook circulating on the conference floor:

Look for this notebook in Ohio- add your thoughts and doodles, then get a chance to WIN IT on Monday afternoon!
Watch for this notebook in Ohio- add your thoughts and doodles, then get a chance to WIN IT on Monday afternoon!

Think of this as the ComCom version of “hot potato.” I will start passing this notebook around during the social on Saturday evening. Here are the rules:

  1. Keep the notebook for no longer than one hour (if you have it in your possession after 10pm, keep it safe until the following morning).
  2. Using one or two pages, do one of the following:
    • Share a story about how HAPS changed your life in some way
    • Share a best or worst moment in teaching
    • Share a teaching tip; this could be your best advice, or something specific, like a drawing
  3. Include your name, and where you are from. If you would agree to have your contribution shared in the conference wrap up publication, please put an asterisk after your name. I will take some photos of the submissions with asterisks and share those in a conference wrap-up blog post!
  4. If you get the notebook and don’t want to participate, please randomly pass it along. But please pass it to someone you don’t know! We want to connect new HAPSters!

On Monday afternoon, whoever has the notebook at 4pm should return it to me, where the door prize drawings will be taking place. If those directions change due to conference timing or needs, I’ll indicate that in the front of the notebook. One lucky HAPSter will be randomly selected from the door prize pool to go home with this fun collection of HAPS memories/tips/stories!

I can’t wait to see what we come up with, and what we have to share! See you all in May!

Making the Sausage: Revising the HAPS Bylaws in 2018

This year the HAPS board has focused on clarifying our financial instruments and has completed a top-to-bottom review of our policies, procedures, and bylaws.  This sort of work is detail oriented and can drag on, but is necessary for organizational efficiency. Some of the things that the board found during this process were surprising and some were reassuring.  All of the findings reaffirmed the fact that HAPS is in a strong financial position and is focused on ways to help members far into the future.

The proposed set of revisions to the bylaws will increase financial transparency, clear up some confusion about past donations, and improve financial management.  We’ll vote on these revisions at the Annual Conference in Columbus Ohio on May 29th, during the general membership meeting.

So what was reassuring about our finances?  HAPS has grown its donated funds from essentially zero in 2009 (when fundraising began) to nearly $120,000 today.  All these donated funds, and the interest generated from them, have been left untouched since at least 2013 to facilitate growth (HAPS has been funding scholarships out of the operating budget since 2013).  Now that we have a sizable nest egg, the next step is to create a management and spending plan that is both sustainable and prudent. Through the proposed bylaws revisions, the HAPS board has created a new committee to do just that – the HAPS Finances Committee will provide guidance to the board on the management of both donations and general savings.

So what was surprising?  Despite talk of a foundation for years, it turns out that no foundation was ever formally created – and apparently, that is a good thing! A foundation is an body that is formed around some problem or idea. A foundation is not specific to a single organization. For example, one might form a foundation to cure cancer and then give the foundation’s money to anyone working to cure cancer (not just to one institution).  Obviously, HAPS donors never intended to give money to HAPS only to have HAPS give that money to a separate foundation. The HAPS “foundation” was just a misunderstanding of the terms being used, but the idea of supporting HAPS via donations is alive and well.

So what is changing in the bylaws?  There are three main changes.

  1. First, we will be following the suggestions of our attorneys and removing article 17 from the bylaws.  This is the article that specifies a foundation and a bunch of other overly complex financial structures that HAPS does not need.
  2. Second, we will be establishing a restricted endowment to properly channel some past donations.
  3. And third, we will establish the aforementioned Finances Committee to advise the board on proper management of all HAPS funds.

If you’d like to brush up on some of those terms, check out the glossary in the “lots more info” tab in the 2018 conference app.

None of this is as exciting as HAPS Synapse! or any of the Update Speakers or workshops or posters, but governance has its place at an annual meeting.  Hopefully we’ll see you there!