HAPS Central Regional Meeting

A message from the ComCom
A message from the ComCom

Can’t make it to San Antonio for the Annual Conference May 24-28?  See if a trip to Cincinnati OH will fit into your schedule!

The HAPS Central Regional Meeting will be held at Galen College of Nursing on March 7.  Online registration is available through the day of the conference, but sign up now to make sure you get a space.

The conference will include keynote addresses from  Laura Woollett, Ph.D. and Raymond Boissy, Ph.D., both of the University of Cincinnati School of Medicine.

Mummies of the World
Come see the “Mummies of the World” exhibit at the Cincinnati Museum Center.

After the day of meetings, there will be an informal trip to visit the Cincinnati Museum Center to see the “Mummies of the World” exhibit.  This exhibit displays a collection of real mummies and artifacts from all around the world. The collection is presented with dignity and respect and includes ancient mummies dating back as far as 4,500 years. Contributions came from 10 world-renowned Institutions and two private collectors.  You will learn how mummies are created, where they come from and who they were. You will also discover how modern science is used to study mummies through innovative and non-invasive techniques, allowing incredible insights into past civilizations.

This trip will complement a workshop on human preservation by Ronn Wade.  Carpooling will be available for this event.

Galen College of Nursing in Cincinnati OH
Galen College of Nursing in Cincinnati OH

Annual Conference Deadlines

A message from the ComCom
A message from the ComCom

It is definitely time to start thinking about the HAPS Annual Conference.  Described by MANY as the best, most friendly, and most FUN conference you can attend, HAPSters start counting down to the next Annual Conference the day after the previous one ends!

So if you’re planning on attending the HAPS Annual Conference in San Antonio May 24-28, here are a couple of things to add to your To Do list this week.

 

  1. Register for HAPS 2015 by Friday 2/20 and you can still get the early bird registration rates
  2. Consider sharing your cool ideas by presenting a workshop.  The HAPS 2015 Workshop Proposal Submission Form is  quick and easy to fill out.  This needs to be done by Friday 2/20 at 11:59 pm.
  3. If you’d rather present a poster, the HAPS 2015 Poster Proposal Submission Form is easy too!  It is also due by Friday 2/20 at 11:59 pm.

The conference promises to be amazing, as always.  There will even be an opportunity to participate in a bird watching trip with HAPS Executive Director Peter English and famous birder Victor Emanuel.  (If you are interested in this, sign up soon!)

Green Jay
If you’re lucky, HAPS birders might even spot the incredible Green Jay on the trip!

HAPS News: Primal Pictures-HAPS Scholarship Nominations DUE 2/3/15

A message from the ComCom
A message from the ComCom

In every class, there is at least one student who simply stands out from the rest.  S/he is enthusiastic, motivated, bright, and just gets fired up by learning about Anatomy and Physiology.  S/he is authentically interested in what you have to say and treats the learning experiences you offer as the amazing opportunities they really are.  These rare students often fuel you through each semester, and they truly make teaching the incredibly rewarding profession it is.

HAPS not only values its teaching members, but it values the students who HAPS-PP2-2inspire and fuel these fantastic teachers.  So if you have (or had) a student this year (2014-15) who is particularly exceptional, consider nominating her/him for the Primal Pictures-HAPS Scholarship.

The goal of this scholarship is to promote excellence in anatomy and physiology, encourage innovation and celebrate learning.  The winning student will receive a cash award of $1000, free entry to the Annual Conference in San Antonio, and up to $1100 for reimbursement of travel expenses.

Please consider nominating one of your best students for this award.

NOMINATIONS ARE DUE BY TUESDAY, FEBRUARY 3rd.

Instructors who nominate students must:
  • be teaching at an accredited institution in the US or Canada
  • have at least two years of Human A&P or Human Biology (broadly defined) teaching experience
  • have direct knowledge of the student being nominated and be able to explain why the nominee deserves this award.
Nominated undergraduate student must be:
  • a degree-seeking student enrolled full-time at an accredited higher education institution in the US or Canada during the 2014-2015 academic year
  • enrolled in at least one Human A&P or Human Biology course in the 2014-2015 academic year
  • a person who would benefit from attending the HAPS Annual Conference

Award recipients will receive their award at the HAPS Membership Meeting on May 25, 2015 and must be present to receive the award.

HAPS Web 15- Partnering with the LifeSciTRC!

APS Life Science Teaching Resource Community
Access HAPS resources from the Life Science Teaching Resource Community directly from the HAPS website!

Welcome back from the holiday!  The Communications Committee (responsible for maintaining this blog) took a restful break and we’re fired up and ready for a new set of fun blog posts.

Not surprisingly, while the Communications Committee (fondly known as the ComCom) was enjoying good food, the rest of the HAPS leadership was hard at work maintaining this great organization.  True to the theme describing all the amazing resources HAPS has to offer its members, today’s post is about a new partnership garnered over the break.

HAPS works hard to provide its members with high quality teaching resources and the intention of this blog theme is to make sure HAPSters know what is available to them.  And true to form, instead of sitting back and admiring the good work that has been done, the HAPS leadership has been busy pursuing additional resources and conveniences for its membership.  This is evidenced by a recent addition to the HAPS website.

HAPS enjoys a strong partnership with the American Physiological Society (APS).  This is the society that maintains the Life Science Teaching Resource Community (formally known as the APS Archive of Teaching Resources),  which was featured in a series of HAPS blog posts last year.  HAPS has always been a partner with APS and has actively contributed resources to the LifeSciTRC.  For example, materials developed in HAPS-I courses have always been published in the LifeSciTRC.  However, in the last few weeks, HAPS Executive Director Peter English has taken this partnership a step further.  Peter put together a page within the HAPS website that explicitly brings together the materials from these HAPS-I courses since 2012!  The resources are organized into collections that put all course content in one easy to access link.

So check out this latest addition to the wealth of resources found on the HAPS website.

HAPS Web 12- Travel Award Applications DUE Monday 12/1!

Skully in San Antonio
Are you planning to hang with the HAPSters in San Antonio? Apply for a scholarship now!

If you’re looking for financial assistance in getting to San Antonio in May, HAPS has your back.  There are four awards available to help you make it happen.

ALL of these applications are DUE by December 1, so get your things together and apply now!

The Sam Drogo Technology in the Classroom Award
This award is given to someone who demonstrates innovative use of technology to engage undergraduates in human anatomy and physiology. Two awards are available, both sponsored by ADInstruments.
Award: Awards up to $500 to attend the HAPS annual conference.

Robert Anthony Scholarship
This award is given to new instructors in A&P with the goal of helping new faculty network with seasoned professionals during their first five (5) years of teaching anatomy and physiology by attending the HAPS annual conference.
Award: Pays for registration fee at the annual conference.

Contingent Faculty Scholarship
This award is set up to encourage Contingent Faculty to network with seasoned professionals by attending the HAPS annual conference.
Award: Covers registration fee at the HAPS annual conference.

HAPS Graduate Student/Postdoctoral Travel Award
This award is given to graduate students or postdoctoral students who attend and present at the HAPS annual conference.
Award: $400 cash and annual conference registration fee is waived.

**ALL AWARD APPLICATIONS ARE DUE DECEMBER 1, 2014**

HAPS Web 8- Student Lab Data Project

People working together to build a puzzle.
Helping students work together while improving the quality of lab data they can analyze…this is the goal of the Student Lab Data Project.

If you haven’t already gotten this idea, HAPS is an organization based on sharing and camaraderie between A&P instructors all around the world. In this vein, HAPS member Julie Dias, with the crucial support of HAPS Executive Director Peter English, built a dynamic website to enable Laboratory Data Collection and Sharing Amongst Post-Secondary Institutions.  

The project stemmed from a desire to increase student interest in data collection and analysis by allowing them to share their data with other students around the world who were conducting similar experiments.  It was also hypothesized that sharing data could result in a larger pool of data for under-represented groups which may include students in higher age categories, smokers, elite-level athletes and possibly even males.

The project includes three different spreadsheets to choose from:

  • EKG – heart rate, PR interval, P wave duration, QRS duration, T wave duration (before and after exercise)
  • Heart Rate and Blood pressure (systolic and diastolic ) before and after exercise
  • Spirometry – respiration rate, tidal volume, inspiratory reserve, expiratory reserve, vital capacity, FEV1, FVC (before and after exercise)

All three spreadsheets also include the following demographic parameters: gender  and age (both mandatory), and ethnicity, BMI, waist circumference, activity level, and smoker (all optional).

Any equipment for physiological data collection can be used.  There is a column for inputting the type of equipment used to gather the data, such as Vernier with Logger Pro, BioPac, iWorks, etc.  Contact Julie Dais to receive your private Google Docs spreadsheet for your institution, which will enable you to contribute data to the project.  You do not need to be a HAPS member to do this.

A second aspect of the project includes resources to support basic statistical analyses using MS Excel.  Data analysis templates are available along with instructions on how to perform these analyses and how to interpret the results.  If you have questions or comments about the data analysis, you can contact Erin Radomske.  Periodically the data submitted by the various participating colleges will be “curated” or further examined for erroneous results and moved to an Excel file on this page.  However, to access this file of group data, you need to be a HAPS member.  Please feel free to comment on this activity and make suggestions by using the Lab Data Forum.

This project represents just the sort of innovative collaboration fostered by HAPS that makes membership in the organization so incredibly valuable.

HAPS Web 7- Position Statements

If your institution wants you to dissect lego frogs instead of real ones, HAPS can help you formulate a departmental position on the issue.
If your institution wants you to dissect Lego frogs instead of real ones, HAPS can help you formulate a departmental position on the issue.

Tens of thousands of students take Anatomy and Physiology courses every year, usually as preparation for a career in health. A&P instructors touch the lives of all of these students, and HAPS gives those instructors guidance on dealing with some of the ethical and procedural issues that can arise in the process of this instruction. Having these guidelines and position statements allows HAPS members to rely on these statements as starting points for conversations when these issues come up.

One of the more contentious issues that arises is the use of animal specimens. Historically, an important tool of investigation in human anatomy has been dissection of animals. Often this is because human material is hard to come by and has its own logistical issues (see below). Dissection, both of humans and animals, instills a recognition and appreciation for the three-dimensional structure of the animal body, the interconnections between organs and organ systems, and the uniqueness of biological material while conveying the inherent variability of living organisms not otherwise observable in simulations and models. In physiology, experiments involving live animals provide an excellent opportunity to learn the basic elements specific to scientific investigation and experimentation. At the same time, HAPS also encourages educators to be responsive to student concerns regarding use of animals and to provide students who object to animal use with alternative learning materials. HAPS contends that science educators should retain responsibility for making decisions regarding the educational uses of animals and opposes any legislation or administrative policy that would erode the educator’s role in decision making or restrict dissection and animal experimentation in biology.

While animal dissection may approach the ideal, human cadavers provide opportunities that cannot be duplicated by animal dissection. HAPS believes that the opportunity to observe and wonder at the complexity of the human body, the impact of disease on human structure, the effects of age and life style on anatomy, and structural variations related to development are unique attributes of a cadaver experience. While anatomical models, interactive computer programs, and multimedia materials may enhance the laboratory experience, they should not be considered as equivalent alternatives or substitutes for a hands-on cadaver experience where it is available. HAPS supports the use of cadavers for anatomical study provided their use is in strict compliance with federal legislation, the guidelines of the National Institutes of Health, and the body donor program from which the cadavers were acquired, and that such use fulfills clearly defined educational objectives.

HAPS also provides position statements on the quality of education that institutions should be providing to our A&P students. A growing trend in education is the use of ‘distributed learning’ – partially or wholly online courses and the use of web-based resources. These educational distribution methods provide a number of advantages: providing access to education that might not otherwise be available to particular students, flexibility in scheduling and learning styles for students, and the wealth of resources available on the internet. Nevertheless, these instructional technologies must support and complement the needs of best principles of teaching and learning, including training of instructors, pedagogical best-practices and assessment security and integrity. Online courses should provide an equivalent experience and similar material to face-to-face courses, and not be watered-down versions of an on-campus course.

On the topic of instructor accreditation, HAPS understands that A&P instructors come from a wide variety of post-baccalaureate programs including traditional life sciences programs (e.g. biology or physiology) as well as programs like biological anthropology and kinesiology. In addition, many A&P instructors come from clinical backgrounds such as nursing or physical therapy. HAPS has a number of guidelines for suggested coursework that A&P instructors should have taken, and how clinical or practical experience can be considered substitutions for this coursework. These guidelines embrace the diversity in backgrounds while still requiring rigorous standards of instruction and evaluation of that instruction.

These guidelines and position statements, with far more detail and formality, can be found on the HAPS website.  These statements are tools that HAPS provides for dealing with the questions that A&P instructors may encounter when dealing with students, administrations, and the public.

HAPSweb 2: The Email Listserv

Bag of gold
The HAPS listserv is as fantastic as a bag of gold!

The HAPS email listserv is where some of the most interesting conversations in A&P are taking place!  The listserv is a members-only benefit that is an extremely valuable resource.  If you are a member of HAPS, but have not yet joined the listserv, you are missing out on one of the best parts of membership.

For example, Ken Saladin, author of three A&P textbooks, wrote, “I have found the HAPS-L listserv to be an invaluable resource. Occasionally I know something edifying to other list participants, which is gratifying, but more often, I learn from others brighter or better informed than I. HAPS-L discussions have alerted me to many new perspectives in A&P that have found their way into my textbooks, and to issues where I’ve needed to re-evaluate my assumptions and correct or update my information. As a rich source of ideas for improvements and corrections, HAPS-L ranks at least as high as, or maybe higher than, the peer reviews we commission for each new edition.

“As an active classroom professor, I mention new information from HAPS-L often in my A&P lectures, explain my teaching and testing with reference to what I know the nationwide US-Canadian norms to be, and occasionally check with my HAPS-L colleagues on questions my students ask that I can’t immediately answer. My students seem to appreciate that I’m actively engaged in this network of A&P instructors, sometimes referring their questions to the listserv and always formulating my teaching practices not in isolation, but in the context of the expectations of A&P courses everywhere. ”

The current HAPS President, Tom Lehman, added, “I smile on Fridays when I see multiple posts shooting out from colleagues who are trying to find reasons not to grade their latest exam.  Some of the posts are goofy and some are serious, but they’re almost all – on those Friday afternoons – a chance for educators to brainstorm and vent and share.  Even when we’re swamped with work, they give us a chance to flesh out some idea that has been percolating in the back of our minds, knowing that we have several colleagues who we can trust to consider our crazy idea and help build it into something amazing for our students.  The list-serv is one of the best aspects of being a member of HAPS.”

Well said, Mr. President.

HAPSweb 1: Become a Member!

Treasure chest full of glittering treasure.
HAPS is a treasure trove of teaching resources.

Welcome back to another semester of Anatomy and Physiology fun. This semester, the Communications Committee will share a series of posts describing the many resources available to HAPS members via the HAPS website.  If you aren’t yet a member of HAPS, this series might encourage you to join.  If you are a member, you will probably be reminded of how many treasures are available to our members.  We all think HAPS membership is a really great deal!

The resources found on the HAPS website are divided into two categories:  public and members-only.  The public resources are freely available to members and non-members alike.  While we are extremely proud of our public resources (like David Evans’ “What’s New in A&P“), we really want to encourage folks to take advantage of the benefits of membership.  This list is long and the benefits combine to make HAPS the most welcoming and useful membership organization for an Anatomy and Physiology teaching professional.

You can join HAPS by visiting the webpage and selecting your member type.

Dues schedule for HAPS membership.
Join HAPS now! There are many ways to get the most out of your membership.

Next week, we’ll begin the conversation by reminding ourselves of one of the most valuable membership benefits: The HAPS email listserv.

HAPS and Twitter

HAPS_TwitterSo I think I might be finally starting to figure out Twitter.  I have been trying to climb aboard the Twitter train since January.  I took my first step and created an account in February.  (My twitter handle is @wendyriggs47.)  I tweeted my first shy tweet in March, and was hacked a week later.  Slowly my tweet-rate increased as we neared the HAPS annual conference and peaked somewhere during the middle of the conference. My tweet-rate then plummeted shortly after I returned home from the event.  I’ve been trying valiantly to re-tweet the twitterings of Kevin Petti and the Anatomia Italiana crew as they adventure through Italy (@AnatomiaItalian), but until recently, I continued to feel generally baffled by the whole Twitter scene.

And then, for some unknown reason, everything seemed to click and instead of dreading my Twitter-time,  I actually started looking forward to seeing who said what on my Twitter feed.  I think it took me awhile to figure out who to follow and who to NOT follow.  For example, back in February, (under the advice of my young brother), I started following the tweets from “Politico.”  I’m not kidding—those guys must have been tweeting something every 30 seconds.  I was horrified and overwhelmed by the massive quantity of their tweets and couldn’t even begin to sort through what things I might be interested in exploring more fully.

But lately, I’ve honed the list of tweeters I follow (bye bye Politico, hello Valerie O’Loughlin) and I actually enjoy checking out what is reported.  In the last few days of Twitter-time, I found an interesting blog post on flipping the classroom entitled 4 Tips for Flipped Learning by Joe Hirsch, a fantastic TED talk on the adolescent brain by cognitive neuroscientist Sarah-Jayne Blakemore, and a set of classroom-ready case studies for A&P from the Life Science Teaching Resource Community.  (Seriously?! How is it possible I’ve never seen this before?!)  It is exciting to see potential like this and I’d love to see the HAPS twitter feed (@HumanAandPSoc) become such a valuable and dynamic source of ideas.

So take this week’s poll to share how YOU engage with Twitter.