Category: HAPS Leadership

Posts related to HAPS governance, including the Board of Directors and the Steering Committee.

My Experience in Striving for Equitable Education in A&P Curriculum: Why it Matters to my Students

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I want to invite you to read some words that may make you uncomfortable, and I encourage all of my readers to read, reflect, and keep an open mind. We often find our greatest opportunity for growth by stepping outside our realm of comfort and into an arena of discomfort. Use the movement from comfort to discomfort as an opportunity to understand how our identities lead to bias and create a lack of equity among our students.

As educators, our experiences shape biases and these biases can create disadvantages for students. The biases we carry can influence how we teach and respond to students. Likewise, how our students participate and engage with faculty and course content is influenced by their biases, experiences, and preconceived expectations of us and the course content.

The start of each semester presents me with an opportunity to remember that my students bring their own cultural and societal experiences and biases, impacting how they experience my courses. Cultural humility, which involves recognizing and reflecting on the difference between my own culture and identity and the cultures and identities of my students, requires ongoing reflection and growth on my part to understand who my students are. I have realized that in order to create a more equitable and inclusive classroom, where all students are valued and respected, I must practice cultural humility and acknowledge my students’ differences in race, ethnicity, class, sex and gender.

Why do the identities of students and instructor matter at all? The mistrust that underrepresented minority (URM) students have in white faculty has been building for decades due to personal experience, discrimination and mistrust within our medical and legal systems, and an increase in social justice unrest. The oppressive stresses felt by URM students in society are carried into the classroom and intensified when URM students see white professors as authoritarians.

According to a 2017 Pew Research looking at college faculty and student diversity, 76.5% of all faculty that students encounter is white. Comparatively, according to the AACU, students of color enrolled in undergraduate education, in 2016, comprised 45.2 percent of our student population. At the graduate level, students of color represented 32.0 percent of enrollment.  This means that only 23.5% of college professors represent communities of color.

To give an idea of how my institution compares to the research, during the 2019-2020 academic year 84.8% of the faculty identified white, compared to 8.9% of the faculty identified as Black and 4.3% of faculty identifying Hispanic. Our student body is 26% Hispanic, 17% Black, and 48% White. Our total population of students of color is 43% of the student body, but faculty they can identify with only make up 13.2%. URM students are enrolling in courses and being educated by professors who cannot empathize with or relate to social, family, and justice experiences. How does your institution compare with the data?

I believe that the biases brought to the classroom by URM students requires me to work harder to break down barriers of race, sex, and gender and establish trust with my students that allows for greater success and perseverance. The delay in establishing instructor-student trust relationships is sometimes the culprit behind the achievement gap seen at community colleges. In a report published in 2014 in the JSTOR, researchers found that the performance gap (withdrawal rate and grade performance) for students of color enrolled in courses taught by instructors of color was reduced by 20-50%.

This data is reinforced by my own experiences, and consequently, I owe it to my students to not be a gatekeeper of their education, to not subscribe to a fixed mindset. We must see our students’ color and attempt to unravel their biases; it is only in seeing color that we can start to understand their experiences, history, and biases that they bring to our classrooms.

Diversity Hands by Kolette Draegan

What are some “quick to implement” strategies in building trust with your students? Here are changes that I have made to build relationships with my students.

  1. I start with my syllabus. It is the first introduction to me that students have. So consider: Is it inclusive? Is the syllabus written in a “negative” or “penalizing tone”? What support do you outline in your syllabus? Do you identify your pronouns after your name?
  2. I take risks. I inject personal stories of difficult periods of my journey and allow students to share their stories. I listen to and validate their stories. In doing so, I validate my student’s experiences. In becoming vulnerable, students will see you as being human and relatable to them.
  3. I am mindful of words spoken. I correct instances of microaggression within my classes. I also need admit when I misspeak or engage in microaggression-infused conversations, even with colleagues.
  4. I recognize my own privilege. I acknowledge it, and I use the acknowledgment to start discussions of race and sexuality within my courses. I allow students to express their experiences, encourage different views – made sure to allow and encourage ALL students to offer opinion, even if it had already been spoken.
  5. I am open about my support of students of color. I hang fliers on my office door that promote DEI events on my campus. I participated in Safe Zone training on my campus and display the insignia on my door, scanned it and put it in my syllabi, visually showing support with my words and action.

More specific ways to increase inclusiveness will be the topic of future blogs in this series.

We owe it to our students to be the best advocates for inclusive, equitable educational practices and for working collaboratively with peers to support greater diversity in our classrooms, departments, and fields of study. What challenges with developing cultural humility can you perceive? What changes can you make to your classroom to break down barriers caused by our different identities? What steps can you take in earning your students’ trust in order to transform their educational experience?

Larry author picLarry Young is Professor of Biology and Anatomy & Physiology at Polk State College in central Florida. In addition to his teaching, Larry works with the colleges Louis Stokes Alliance for Minority Participation (LSAMP) program as a research mentor and campus coordinator/club advisor. He earned his B.S. in Biology from Richard Stockton University, New Jersey in 2000 and his Masters in Life Science at the University of Maryland, College Park in 2008. His work in DEI education has led him to incorporate social justice relationships to A&P content taught within his courses. He also teaches Biology of Sexuality and Gender. When not teaching and hanging with HAPS humans you can find Larry, and his wife Niqui, paddle boarding in the Gulf of Mexico, enjoying the beach, working out, and when traveling, finding the local distilleries and breweries to enjoy the regional flavors, but also learn of the history, experiences, and diversity of communities brought together by some yeast, grains, and patience.  

Serve HAPS by Joining the Board of Directors

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This post is from Kyla Ross, Chair of the Nominating Committee

As your current President-Elect, I have the honor of chairing the Nominating Committee, which is responsible for compiling the ballot for the 2021 HAPS Board of Directors (BOD). I am working alongside the members of my committee: Anthony Edwards, Kerry Hull, and Tom Lehman. The BOD is composed of nine officers: Past President, President, President-Elect, Secretary, Treasurer, and four Regional Directors. Four officers are elected by the membership each spring, and terms begin July 1. All BOD members participate in monthly E-meetings, attend two leadership meetings (one in October and the other in conjunction with the Annual Conference in May), and attend the General Membership Meeting that takes place during the Annual Conference. 

I recognize that this has been a challenging year, and so many of us have been impacted personally and professionally. Whether you are just getting more involved with HAPS or have been a long-standing member of our Society,  I hope that you will consider serving in a leadership role on the HAPS BOD. Becoming part of the HAPS leadership team is a great way to give back to the organization and to enhance your personal and professional development. Whether you, or someone you know, would be interested in this opportunity, please let us know before February 26, 2021. 

This year, the four officers that we are electing are 1) President-Elect, 2) Secretary, 3) Central Regional Director, and 4) Southern Regional Director. 

1) President-Elect

President-Elect is the first office of a three-year term on the Board of Directors. The President-Elect serves as a voting member on the Board of Directors and, along with other Board members, establishes and manages the policies and affairs of the Society.  For the second year of the term this person becomes the HAPS President, and the third year becomes the Past President. This person’s term on the Board of Directors is completed at the end of the third year.  Additional duties of President-Elect include the following:  1) Works closely with the President and Treasurer to determine the content of the budget for the next fiscal year to be presented to the Board for approval.  2) Participates in monthly e-meetings with other Board members. 3)Attends Board of Director and Executive Committee meetings held in fall and in conjunction with the Annual Conference.  4) Attends the Annual General Meeting held in conjunction with the Annual Conference.  5) Chairs the Nominating Committee.  6) Performs other duties as assigned by the President or the Board.

2) Secretary

The Secretary serves as a voting member on the Board of Directors for a two-year term.  Along with other Board members, the Secretary establishes and manages the policies and affairs of the Society. In addition, the Secretary’s duties include the following:  1) Takes and keeps minutes of Board of Directors meetings, the Annual General meeting, and other meetings as deemed appropriate by the President.  2) Participates in monthly e-meetings with other Board members. 3)  Attends Board of Director and Executive Committee meetings held in fall and in conjunction with the Annual Conference.  4) Attends the Annual General Meeting held in conjunction with the Annual Conference.  5) Performs other duties as assigned by the President or the Board.

3 and 4) Central and Southern Regional Directors (see website for boundaries):

The Regional Director serves as a voting member on the Board of Directors for a two-year term. Along with other Board members, Regional Directors establish and manage the policies and affairs of the Society. A Regional Director serves as the representative of a HAPS Region. It is required that Regional Directors reside or work in the region they will represent at the time of their nomination. Regional Directors may complete their terms of office should they no longer reside or work in their region.  The Regional Directors ensure currency and continuity of policies and procedures as well as acting as liaisons between their constituencies and the Board of Directors.  Additional duties of a Regional Director include the following:  1) Promotes increased involvement of the region’s membership in the activities of the Society.  2) Communicates with his/her constituency via email at least once annually. 3) Participates in monthly e-meetings with other Board members.  4) Attends Board of Director and Executive Committee meetings held in fall and in conjunction with the Annual Conference.  5) Attends the Annual General Meeting held in conjunction with the Annual Conference.  6) Attends Regional Conferences in their region for the purpose of welcoming attendees and promoting membership in HAPS.  If unable to attend a Regional Conference, the Regional Director will find a replacement. The regional conference registration fee shall be waived for Regional Directors.  7)  Performs other duties as assigned by the President or the Board.

If you, or someone you know, is interested in one of these positions, please consider submitting your nomination (self or from colleagues) via our online form prior to February 26, 2021. 

All discussions of potential candidates will remain confidential within the Nominating Committee. The Nominating Committee will review all nominations and verify willingness to serve. A final slate of candidates will be recommended to the BOD for approval, with a maximum of two candidates for President-Elect and maximum of three candidates for each of the other offices. The final candidates will be asked to provide a biography and a position statement for the ballot. 

HAPS Online Silent Auction – Hosted by the Fundraising Committee

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Although we will not be able to meet in person at the HAPS 2020 Annual Conference, the Fundraising Committee has created a fun way HAPSters can still participate!

The Fundraising Committee is hosting an online silent auction event and we need your help! If you’d like to donate an item, please complete this form. Items can be donated until May 29th at 5:00 PM EDT. Please note any shipping fees incurred will be the responsibility of the donor, so we are encouraging electronic items (such as e-gift certificates, digital media items, etc.) to be donated. Donated items do not have to be HAPS related.

All items will be uploaded to an online platform and an email will be sent out to the HAPS membership with the link to the auction. You will need to create an account if you’d like to bid on an item.

Online bidding will begin on June 1 at 8:00 AM EDT and close on June 8 at 5:00 PM EDT. Winners will be contacted once the auction ends.

We look forward to seeing what great items are donated!

HAPS Diversity & Inclusion Survey

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In the fall of 2018, HAPS approved a new task force; the Diversity and Inclusion Group (DIG). This was a significant step for HAPS as a professional society. In a January 2019 blog post, Kathy Burleson, the DIG chair, explained its purpose, which is “to develop best practices, resources, and professional development for inclusive education in anatomy and physiology.” Attendees of the 2019 HAPS annual conference in Portland may recall numerous workshops, speakers, and posters promoting diversity and inclusion inside and outside of our classrooms.

 Since the mission of HAPS is to promote excellence in the teaching of A&P, we as educators must continue to strive to understand the unique identities, perspectives, and experiences of our students if we are to overcome barriers to learning. However, to move forward with that mission in a united way, HAPS needs to address any barriers to inclusion within our own member base, and understand the unique needs of our members. To accomplish this goal, the DIG created the HAPS Diversity & Inclusion Membership survey. The purpose of the survey is to gather membership data that will tell us who we are as an organization and identify needs regarding diversity and inclusion.

 The expected outcomes of the survey include the development of teaching resources, professional presentations and social events at HAPS meetings, potential funding opportunities, and the development of a 5-year plan for HAPS around diversity and inclusion.

Please consider taking the Diversity & Inclusion Survey–HAPS members should check their inboxes to find the link. Participation is entirely voluntary. The IRB-approved survey should take approximately 15 minutes to complete, and those who finish the survey are eligible to win one of six $50 Amazon gift cards. Questions concerning the IRB for this survey should be directed to Theo Smith, smittheo@iu.edu. If you have any other questions about this survey or would like to get involved with DIG, please contact Kathy Burleson, kburleson@hapsconnect.org.

First HAPS Silent Auction!

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You’re invited to participate in the first ever HAPS Silent Auction in Portland, Oregon!

For those of you who are attending the 2019 HAPS Annual Conference in Portland, Oregon this May, we hope that you consider bringing a little something to donate to the HAPS Silent Auction. The HAPS Fundraising Committee is trying something new out this year and we hope you’ll join in on the fun!  The items can be something from your hometown or home institution.  Anything small and interesting (sorry, but HAPS does not have the ability to receive or send shipped items, so the item must be small enough to travel with you to the meeting and home to the winner from the meeting). Examples include a copy of a book authored, handcrafted jewelry or other accessories, school sports items (like mugs, t-shirts, etc.), and gift certificates.

The Silent Auction will take place in the exhibit hall during the first day of the Update Seminars (Thursday, May 23 from 7:30 am to 6:15 pm). Attendees will have until 6:15 pm on Thursday to bid on their favorite items! At the end of the bidding period, the individual with the highest bid will receive the item (in exchange for the monetary bid).

Please bring your donated items to the registration desk at the Oregon Convention Center on Wednesday, May 22 from 1:00 – 5:00 pm. Convention Center on Wednesday, May 22 from 1:00 – 5:00 pm.

All attendees can participate in the auction, irrespective of whether they donated an item or not. However, the more items donated, the more interesting and fun the auction will be!

If altruism wasn’t enough, here’s the bonus!  If you donate an item or bid on an item in an amount that is more than the retail value, you will receive a tax donation receipt!

If you have any questions, please contact the HAPS Main Office at 1-800-448-4277 or info@hapsconnect.org.

How the Grinch Taught Dissection

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I hated pep-rallies in high school and I have always struggled with having a sense of team spirit. In fact, at Christmas time I find that I tend to have more in common with the Grinch than Old Saint Nick, so the fact that I find myself excited enough to write a blog about something is not only out of the ordinary, it’s stranger than green eggs and ham!

As one can imagine, I have surprised myself over the last four years at how I have become such an advocate (dare I say cheerleader) for the Human Anatomy & Physiology Society with both university administration and my fellow anatomy colleagues. It has been exciting to interact with the diverse population of individuals who teach A&P. Our educational backgrounds vary just as much as our personalities and teaching styles. In contrast to other professional organizations that I participate in, I have found that HAPS creates a uniquely inclusive environment in which professionals from a range of institutions and at all stages of their career can share their ideas and learn from conference speakers, workshops, and online forums. Furthermore, like the Grinch, I find my heart growing three sizes when I think of how our leadership team is constantly looking for new ways to work with the different HAPS committees in order to find how we can help one another become better scientists and educators.

With the intention to assist with this initiative, the HAPS Cadaver Use Committee has recognized a problem faced by a significant population of HAPS members. We have found that many of our members have very little or sometimes no cadaver dissection experience. In response to the perceived need and interest amongst the HAPS membership, the Cadaver Use Committee is developing a human cadaver dissection mentorship program. Specifically, we are soliciting member interest and need for this program. Additionally, we are looking to identify individuals that can serve as mentors. The role of the mentor will be better defined as we continue to collect information from HAPS members through virtual town-hall meetings and a survey to determine interest by location, limiting factors, cost, and the type of mentorship relationship that will provide the most value added for participants. Long-term, we would like this dissection mentorship program to fulfill the pillars of a faculty’s academic career. Our goal is to develop a mentorship program that will not only enrich the quality of teaching, but also bolster faculty promotion, tenure, and service.

With all that being said, I would like to say I am grateful for HAPS and proud of this initiative. I am excited to share my lab and my dissection experience with my colleagues. I may not be ready to hold hands and sing “Welcome Christmas” with all the Who’s in Whoville, but I can’t wait to hear from others in my region and the greater HAPS community and learn what they think about our new program and how they might like to participate. Please pay special attention to any upcoming emails regarding the human dissection mentorship program.  We would love to hear from you at any of our upcoming town hall meetings or surveys!

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Kelsey Stevens is the Anatomy Lab Manager and an Instructor for Rocky Mountain University of Health Professions. Her specialties include Human Anatomy, Physiology, and Embryology.  She has been a member of the HAPS Cadaver Use Committee since 2016.

 

Digging deeper with HAPS

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Last fall, the HAPS Board approved a new task force on Diversity and Inclusion Goals (DIG). The purpose of DIG is to develop best practices, resources, and professional development for inclusive education in anatomy and physiology (A&P). The endgame is transformation of ourselves, where we create the best learning environment for all the learners we serve.

Why should you “DIG” it?

The mission of HAPS is to promote excellence in the teaching of A&P. On a professional level, educators need to understand diversity, inclusivity, and equity. This allows us to competently talk to and teach our students as well as create a classroom environment conducive to learning for all. In addition, we must adapt our approach in and out of the classroom to the increasing diversity of identity groups in our student populations. These identities include gender identity, sexual orientation, age, socioeconomic class, religion, ability, preparation level, ancestry, and fluency in English, and any one of these identities can be barriers to learning for our students, and impact us as educators.

HAPS is poised to be a leader in generating materials to explore diversity content within anatomy and physiology courses as well as create inclusive classroom environments. Our classrooms are spaces where diversity conversations are deeply relevant, and there remains a critical need for exploring diversity within the context of science and connecting science to society. To be culturally competent within their field, students must be exposed to diverse viewpoints and alternative ways of thinking.  Engaging others who hold different ideas and experiences raises awareness of their own identities and opens new approaches to problem solving. As society changes, new questions arise in the classroom that are relevant to A&P, such as the application of big data to health records, how assisted reproductive technologies should be used, controversies over animal dissection, and many others. Additionally, HAPS members train future health providers and scientists, putting us in the unique position to shape healthcare and biomedical science.

Want to “DIG” into the work?

Here are some ways for you to get involved:

  • Consider presenting a workshop at the Annual Meeting! We would love to see how HAPS members create inclusive and diverse classrooms and curricula. What does an inclusive A&P class look like? How does a professor convey that they are committed to student safety and success regardless of the student’s identities? What types of content or activities provide students with experiences that help them flourish? What advice do you have on handling mistakes in the classroom gracefully? How do you accommodate students with disabilities in your lecture or labs? What role do textbook authors and vendors play in shaping inclusive curricula?
  • Take the upcoming Diversity and Inclusion Membership Survey! With a release date in May 2019, DIG hopes to gather membership data that will tell us who we are as an organization and identify needs in diversity issues.
  • Share your ideas! The HAPS blog, HAPS Educator, Discussion Boards, and Teaching Tips Site are all great places to contribute your ideas and engage with colleagues.

“DIG” deeper

Look for our information table, poster, and workshop at the 2019 Annual Meeting. We’d love to chat with you! Or feel free to contact me if you’d like to learn more.

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Kathy Burleson is a Senior Lecturer at Hamline University, where she teaches in the Biology, Exercise Science, and Public Health programs. She is the lead of the HAPS Diversity and Inclusion Goals Task Force.

 

HAPS blog: Behind the scenes

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We skipped introductions to bring you a fun pre-semester challenge last week, but there are some new faces running the HAPS Communication Committee and blog.

Up first, Communications Committee Chair, Melissa Clouse:

Clouse

Hello all!  I would like to beg a few minutes of your time to briefly introduce myself.  My name is Melissa Clouse and I am an Instructor of Practice and the Director of Pre-Health Programs at Doane University, located in Crete, Nebraska.  I have been a HAPS member for about two years, and am continually blown away by this amazing group of educators.  I jumped at the opportunity to get involved in the Communications Committee at my first HAPS conference (in Salt Lake City).  Following my introduction to the HAPS community I couldn’t believe that there were so many people interested in exactly the same things I thought were fascinating…..so I almost couldn’t resist finding a way to provide some time and energy to the organization.

Recently, I was asked to step into the ComCom Chair position.  Although I’m a bit daunted to attempt to follow the exceptional leadership of Wendy Riggs, I know firsthand how supportive our members are so I am confident that we can continue ComCom’s great work.  I thrilled that I will continue to work closely with Wendy as she steps into the Secretary role.  I’m looking forward to learning more about the inner workings of HAPS….it’s an organization that makes my teaching and professional life better in so many ways, and I especially look forward to working with respected fellow HAPSters.

Up next, blog master, Ann Raddant:

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Howdy, HAPSters! I’ll be soliciting posts and working with our fabulous crew of editors to keep the blog looking fresh all year. I joined HAPS in 2013 when I was still a Ph.D. student, and I have found my membership to be so valuable through every step of my career. My day job is lecturing at the University of Wisconsin-Milwaukee (Go Panthers!) and my night and weekend job is my 1.5 year old son, Hudson. I am excited to be able to contribute to an organization that helps me better a better instructor in so many ways.

Do you want to see yourself and your ideas on the HAPS blog? IT’S SO EASY!!  We need posts that are 200-500 word, preferably with pictures (and captions), a short author bio and picture.  Then, just email your submission to HAPSblog@hapsconnect.org.  We will take care of the rest, and you will bask in the warmth that can only come by sharing your experiences/wisdom/tips/ideas with like-minded HAPSters!!

 

 

 

ComCom Hot Potato

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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

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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!