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.

Screen Shot 2018-11-28 at 21.20.46
(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.

IMG_0313
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?


pluyster

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.

 

Publishing with HAPS

You know that old, grim academic saying, “Publish or perish”?  We at HAPS prefer to say “Publish and flourish!” While your home institution may have specific expectations regarding scholarship, we offer several options for “publishing” (in the broad sense of the word) that will make communicating with your fellow A&P professionals fulfilling and fun!  Some of these resources are only available for HAPS members (HAPS Discussion Group and Teaching Tips) while others are publicly available for the benefit of the entire A&P community (HAPS Blog and HAPS Educator). Details of each publication venue are provided below.

HAPS Discussion Group (HAPS-L Listserv): Maybe you don’t really want to write up anything formal — you just want to share a link to a cool news item and comment on it. Or maybe you have a question for your fellow educators.  Great for getting rapid feedback, often from experts like A&P textbook authors.  Why do some texts refer to a “dorsal body cavity” while others do not? How does pelvis shape vary according to geography?  The listserv has you covered.

Teaching Tips: As the name implies, teaching tips are concise pieces of practical teaching advice. Teaching tips can be submitted here; submitters choose appropriate learning outcome tags to assist others in locating their tip for usage in class or lab.  Each submission is reviewed by Curriculum and Instruction Committee members to assure that it is posted in an optimal location.

Blog: Want feedback during the early stages of a research project?  Want to provoke discussion that is more extensive or more timeless than the typical listserv chit-chat? The blog is the place for you. Blog posts are published once a week during the academic year and contain a wide variety of ideas from short teaching tips (see above) to descriptions of unique A&P-related experiences. Each post is edited before publication, so no need to worry about minor errors or incomplete thoughts. Ideas and drafts can be emailed to hapsblog@hapsconnect.org. Please include a headshot or other picture and a short author bio.

HAPS Educator: The most formal of these four options, but run by friendly editors! HAPS Educator aims to foster teaching excellence and pedagogical research in anatomy and physiology education.  This open-access journal publishes peer-reviewed articles under three categories. Educational Research articles discuss pedagogical research projects supported by robust data.  Perspectives on Teaching articles discuss a teaching philosophy or modality but do not require supporting data. Current Topics articles provide a state-of-the-art summary of a trending topic area relevant to A&P educators.  All submitted articles undergo peer review. Educational Research articles will additionally be reviewed for the quality of the supporting data. HAPS Educator is the official publication of the Human Anatomy and Physiology Society (HAPS) and is published online three times per year: on March 1, July 1, and November 1.

HAPS_publications

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. 

Starting on a high note: a first-week-of-fall A&P challenge

I’ll admit it: I’m a bit of an oddball.

To many A&P instructors, music is a tool for learning about the auditory system (Ganesh et al. 2016) or adjusting students’ moods (Anyanwu 2015, Modell et al. 2009, Weinhaus & Massey 2015), or a metaphor for the learning process (Modell 2018).  These are valid, reasonable ideas.  But for me, odd duck that I am, music is mostly a mechanism for teaching science content.  If you can imagine a version of Schoolhouse Rock with really short songs written and performed by amateurs for undergraduate audiences (Crowther et al. 2015), you have the general idea.

There are many reasons why I do this, some well-rooted in research and others less so.  Content-rich lyrics can condense some material into concise, memorable phrases.  Such lyrics can be interrogated to make their meaning clearer, somewhat in the manner of an English class dissecting a poem.  And singing about content with your students is a good way to convey that you care deeply about their mastery of it, and that scientists are human beings too.

STEM Biology Gregory Crowther

If any of these ideas resonate with you, consider the following a friendly challenge for the fall. Are you ready?

  1. Identify and write down the 1-5 most important overall themes that you will emphasize in your course.
  2. Write a short song or rap introducing your students to those themes. If you are not musically inclined — or even if you are — collaborate with a spouse, colleague, previous student, or me to create the best piece that you can. (Here is an example of such a song: http://faculty.washington.edu/crowther/Misc/Songs/blessing.shtml.)
  3. Perform it live for or with your students on the first day of class.
  4. Facilitate a class discussion of what the lyrics mean. (Sample study questions for the song mentioned above are listed toward the bottom of the web page listed above.)
  5. Leave a comment to let me know how this went for you!
  6. Revisit your song at the end of the fall for further reinforcement and reflection.

What about those of you in the “silent majority” who are not quite ready to serenade your students, but are curious about this form of teaching and learning?  Well, consider attending VOICES (https://www.causeweb.org/voices/2018/program) on Sept. 26.  It’s a one-day online conference devoted entirely to teaching STEM subjects via songs.  And it only costs $10!  Is that music to your ears, or what?

 

References

E.G. Anyanwu (2015). Background music in the dissection laboratory: impact on stress associated with the dissection experience. Advances in Physiology Education39(2): 96-101.

G.J. Crowther, K. Davis, L.D. Jenkins, and J.L. Breckler (2015).  Integration of math jingles into physiology courses.  Journal of Mathematics Education8(2): 56-73.

G. Ganesh, V.S. Srinivasan, and S. Krishnamurthi (2016). A model to demonstrate the place theory of hearing. Advances in Physiology Education40(2): 191-193.

H.I. Modell, F.G. DeMiero, and L. Rose (2009).  In pursuit of a holistic learning environment: the impact of music on the medical physiology classroom.  Advances in Physiology Education33(1): 37-45.

H. Modell (2018). Jazz as a model for classroom practice. HAPS Educator22(2): 165-170.

A.J. Weinhaus and J.S Massey (2015).  Pre-lecture reviews with anatomy tunes.  HAPS Educator19(3): 35-38.

 

Dr. Greg Crowther teaches anatomy and physiology at Everett Community College (WA).  His peer-reviewed articles on enhancing learning with content-rich music have collectively been cited over 100 times.

2017_GJC_EvCC

 

Teaching Histology Without a Microscope

This quarter I am teaching a histology unit without a microscopy lab. Wait, histology without microscopes… what!?!? I have never experienced a histology course without a lab component and when I first heard this I was very surprised. How do you teach histology without microscopes? What about the concept of magnification? Isn’t operating a microscope a necessary skill? Then I read a couple of journal articles and considered the merits of a purely virtual histology course.

Everyone loves histology! (Image accessed on 3/18/18 from https://commons.wikimedia.org/wiki/File:Oligoastrocytoma_histology_HE.jpg)
Everyone loves histology! (Image accessed from wikimedia on 3/18/18)

Unless they are involved in a research project requiring optical microscopy or a pathologist analyzing samples, how frequently does the average researcher or medical professional actually use a light microscope? Could time spent practicing optical microscopy be better used learning other skills more relevant to their studies? Maybe career specific workshops or SPSS training? Microscopes are expensive and require upkeep. Could funds instead be used for resources needed in other courses. *cough cough Gross Anatomy cough*

Virtual microscopy is much more efficient for an institution and the students. A college or university could collect a large bank of images that can be updated continuously and won’t deteriorate over time. Online and long distance students are able to fully participate in labs. Slides can be shared rapidly between institutions without risking damaged or lost mail. Instructors can draw on slides to highlight structures without damaging them and students can compare slides of different magnifications or staining techniques side by side.

Histology curriculum often focuses on identifying structures in tissues and relating cell biology to the function of organ systems more than manual lab work. Students could practice reading slides as part of an active learning activity instead. Could microscopy be a workshop or research elective? Training would still be available for students, but only if they are planning to use this skill. This way students genuinely interested in microscopy could receive more individual attention from faculty.

So really, if you consider it, are students losing that much in a histology unit without a microscope? The course I am teaching is “Cell and Tissue Structure and Function.” It is part of the Biochemistry department. Students learn biochemistry and cell biology for the first seven weeks and end with a histology unit from me. We covered the four basic tissue types, integument, circulatory system, cartilage, and bone. The course is part of a physical therapy program. A laboratory component may be important in a course designed for future histologists, but these are physical therapy students. My lectures are packed with images, I have a workshop day set aside to practice analyzing slides, and I think they’ll be okay. 

These are some of the papers I read while thinking about this change:

Mione, S., Valcke, M., & Cornelissen, M. (2013). Evaluation of virtual microscopy in medical histology teaching. Anatomical Sciences Education, 6(5), 307-315.

Mione, S., Valcke, M., & Cornelissen, M. (2016). Remote histology learning from static versus dynamic microscopic images. Anatomical Sciences Education, 9(3), 222-230.

Thompson, A. R., & Lowrie, D. J.,Jr. (2017). An evaluation of outcomes following the replacement of traditional histology laboratories with self-study modules. Anatomical Sciences Education, 10(3), 276-285.


Post comes from Julie Doll, MS, Anatomy Instructor in the Department of Anatomy for Chicago College of Osteopathic Medicine at Midwestern University. 

“I Was Too Embarrassed”

Exploring the Reasons Students Don’t Engage with Instructors to Improve Performance

“I was too embarrassed. He would think I was stupid,” replied my private tutoring client. This was her only response to why she did not meet with her professor after failing every exam the first time she took A&P 2 at a nearby university. I told her that most professors I know don’t assume that you are unintelligent if you’re struggling to understand material. The startling part of this exchange was her response to my reassurance, which was to ask, “Really?” She was genuinely surprised to hear that he would not assume she was an incapable student.

I didn’t think too much about this again until I picked up another student who also failed A&P 2 at a nearby community college. The story was the same, with a few added details. Despite failing 4 exams, no attempt was made to meet with the professor to discuss strategies for improvement. I asked her why. “Probably because I was embarrassed I did so poorly. I didn’t want to face my professor. Also, I didn’t think it would be helpful to go back and look, because reading the correct answers doesn’t really help matters if you don’t understand the content to begin with, so why make myself look stupid?” Now my curiosity was peaked. Is this how most students who don’t want to review and discuss their performance feel? Do they assume that they will either be judged, or that there’s nothing to be learned from seeing their mistakes? This might be especially true when exams are not cumulative. They may assume it’s better to just move on, in which case they are likely to repeat the same mistakes in preparing for the next assessment. It is easy to assume that only the students who are struggling will make appointments to review their performance, but from my experience, t’s usually the students hitting close to the average that view their exams, and the high and low scoring cohorts stay silent. The question then remains: Why would embarrassment stop a student from discussing their performance? Wouldn’t the desire to avoid more failure, or repeating a course, outweigh the risk?

Let’s assume for simplicity’s sake that you have created a supportive environment, you make yourself available, and when students do come, you provide constructive feedback that leaves them more confident and better prepared moving forward. However, the students who are struggling still don’t reach out. What else can, or should, an instructor do, for a student afraid of judgment? It is all too easy to write this off as a “silly” emotion, especially if you are a friendly, enthusiastic instructor (and I’ve never met a HAPSter who wasn’t!). However, after my experiences with the tutoring students over the summer, I decided to change up the language I used when I invited exams this academic year. I stressed the importance of failure in success.  I shared stories of my own academic struggles with students, stressing that some topics came naturally, and others were very hard to grasp, and took many hours of self-study outside the classroom to finally take hold. Finally, and what I feel made the biggest difference, I added the simple statement “please do not feel embarrassed to meet with me and review your exam” to my class email. The result? The number of my A&P students who came to review their midterms this year tripled from the five previous years.

For students, it does not always go without saying that we won’t judge their intelligence or ability. Say it. It takes almost no time, but you may see it make a big difference in the number of students who reach out for help. Do the easy things to get them in the door, and they may leave more self-directed, confident students. It may be hard for those of us who work in education to imagine letting embarrassment prevent us from getting better grades, but I’m sure that if we were all honest with ourselves, we could identify something we avoid because of fear of judgement. Students ultimately have to help themselves, but we can certainly help them get out of their own way.


Dr. Krista Rompolski is an Assistant Teaching Professor at Drexel University. 

Looking for Community College A & P Instructors Who Wish to Engage in Research on Student Attrition

First, a few questions:

  1.  How many of these abbreviations do you know?
  • SoTL
  • DBER
  • IUSE
  • CAPER
  1.  Where do most students in the USA take entry-level anatomy and physiology?

The answer the first question will be at the end, but it’s the second question that is important now.  Answer: Community Colleges!

Community Colleges are where thousands of instructors are teaching tens of thousands of students lessons in anatomy and physiology every day of the academic year.  Students in these courses often have high hopes – they hope to change their lives by gaining the qualifications to enter allied health professions such as nursing, surgical technology, and emergency medicine.  But as most of us know, many students do not complete the two-semester A & P sequence, and others complete the course but do not have high enough grades to continue in the program.  The course needs to be difficult; it’s a difficult topic. But too many students are failing.

I recently gave a SoTL (Science of Teaching and Learning) workshop at a community college that had an attrition rate of well over 50% in A & P.  The instructors in the program all talked about students being academically ill prepared for the rigors of an A & P course.  Other students, they said, were just too busy with work, kids, and “life” to devote the time required to succeed.  “Stress” was a common theme; stress caused by financial problems, family problems, and in many cases academic struggles.  In the workshop we talked about different strategies that “might help” students who struggle.  We can never “save” all our students, but we can improve the present situation.  We can help a few students succeed in A & P who otherwise might fail.

During the next month, a group of HAPS members will develop a National Science Foundation (NSF) ISUE (Improving STEM Undergraduate Education) grant targeting the attrition problem in community colleges.  If funded, we will work with instructors at community colleges who wish to try out a new teaching practice and conduct a small research project on its effectiveness (i.e., Discipline Based Education Research, or “DBER”).  We have to start out small, but if successful we will expand the program to include larger numbers of instructors and community colleges.  (And of course, NSF grants are hard to get – but you’ll never get one if you don’t apply!)

Are you teaching at a community college?  Are you interested in such a project?  If so, read about our project (CAPER) in the text below, which will also be posted on the HAPS List serve later today.    

And now the answer to the first question:

  • SoTL: Science of Teaching and Learning
  • DBER: Discipline Based Education Research
  • IUSE: Improving STEM Undergraduate Education
  • CAPER: College Anatomy and Physiology Education Research

(CAPER is the name of our HAPS/NSF research project!  So a bonus point if you got that one.)

College Anatomy and Physiology Educational Researchers (CAPER) – We want you!

One topic guaranteed to start up chatter on the HAPS Discussion Board is attrition – the disturbingly high number of students failing and withdrawing from our A & P courses, especially at 2- year colleges.  The HAPS Attrition Task Force has spent the past 18 months gathering data to document the problem.  The causes are complex, and the solutions equally so, but as HAPS members we posit that how we teach matters.   Unfortunately, while many of our members teach at 2-year schools, very little data that we use to inform our practices has actually been gathered at these institutions.  We are submitting an NSF grant application to help address this deficiency, and we need participants.  We are looking for 6 to 8 instructors at large enrolment community colleges serving diverse student populations who are willing to act as partners and participants in this grant. We want people who love teaching, love their students, and want to develop methods to help their students succeed – especially those who struggle.

Our goal is to identify specific classroom interventions that will reduce attrition in diverse student populations.  These interventions will target two important components of student success: conceptual understanding of physiology and psychological distress. Educators involved in this project will work together to develop, implement, and evaluate the impact of curriculum and pedagogy designed to influence one or both of these determinants.  We know full well that we cannot “save” all students, but we know that implementing some simple methods into our regular teaching practice can make a big difference our students’ chance of success.

Here is our preliminary plan, but we are interested in working with grant participants to fine-tune the methods.

What Do I Have To Do?

  1. July to December 2018:  Complete a 1-credit HAPS –I course (Title:  Introduction to Educational Research Methods) that covers basic principles of instructional design and assessment, and the mechanics of carrying out classroom research projects. The course includes online sessions as well as an in-person meeting at a regional HAPS conference in the Fall, and your tuition and travel will be covered by the grant.  We know that many of you are also teaching during this period, so will be asking to commit no more than 3 hours per week for this endeavor during the Fall semester. By the end of the course (probably in early December) you will have a plan for an intervention that you would like to try out, and evaluate, in your course.
  2. While completing the course, you will work with one of the course instructors to refine your classroom research project focusing on your specific student population.  Each participant will test the impact of an intervention on student performance (attrition) and stress levels using tools such as validated student surveys, instructor reports, and/or student interviews.  We will provide you with a list of interventions and research tools to choose from, but participants are also welcome to come up with their own.  For instance, one participant might look at how student stress and performance is impacted by two-stage cooperative quizzes, in which students complete a quiz both individually and in groups (cooperative quiz).  Another participant might decide to investigate if his or her students feel less psychological distress, and/or perform better, if they spend 3-5 minutes at the beginning of each group activity discussing their everyday lives. A third might examine the impact of instituting active learning activities, such as those that will be published in an upcoming Special Issue of the HAPS Educator, the inquiry activities on the HAPS website (HAPS Archive of Guided Learning Activities), or the many teaching tips on the HAPS website (A & P Teaching Tips).  We will also help you get Institutional Research Board (IRB) approval for your project. Note that interventions will be realistic and achievable – we are looking for small-scale interventions, not changing an entire course.
  3. January-May 2019: Carry out, analyse, and write up your classroom research project, with the support of the instructional team.  We hope that all participants can present their findings at the 2019 Annual HAPS conference at the end of May, and we also would encourage participants to submit their findings to the HAPS Educator.
  4. We will also ask each participant to participate in informal entry and exit interviews, in which your will discuss your perspectives on teaching and educational research with an interviewer.

Why?  What’s in it for me?

First of all, the educational community needs your input, and data from your students, to inform our practices.  Second, it will be FUN.  Educational scholarship has the potential to revitalize your teaching, and make your job more interesting, challenging, and satisfying.  Third, we will help support your travel to two HAPS meetings (one regional and one national), and there will be a stipend for completion of the manuscript describing your work.   

Sounds Interesting….What’s the Catch?

First, all participants will need to talk to their administrators. They must know what you are doing (research on teaching and student retention), support you in your efforts, help secure IRB / Human Subjects approval for you to conduct your project with students, and work with us to collect data on attrition.

Second, the project will work best if we have teams of two or three anatomy and physiology instructors from one community college, city, or region.  It isn’t an absolute requirement, but apply with a colleague from your own or neighbouring colleges if you can.  It’s even better if your school in involved in a program such as Community College Biology Instructor Network to Support Inquiry into Teaching and Educational Scholarship, or the SEPAL project.  

And third, please remember that this is a grant proposal, and there is no guarantee that the grant will be funded.  We can only accept 6 to 8 participants for the first year, but, if funded, we would run a second group of 6 to 8 participants in the second year.  

Still interested or have questions?  Email the project lead, Murray Jensen, at msjensen@umn.com.  Please include as much of this information as possible:

  • Names of instructor(s):
  • Name of your school:
  • Number of students enrolled in your anatomy and physiology program each year:
  • A rough estimate of your attrition rate (that is, the percentage of your class that receives a D or an F or withdraws before completion:
  • School involvement in national programs:
  • Name and title of your administrator who will support you in this project:

We need to have the list of participants finalized by November 21, so let us know if you are interested ASAP!