Funding opportunities for the HAPS annual conference (part 2 of 2)

In addition to the Supported Awards that we covered in our previous post, there are four additional awards administered by the HAPS Awards & Scholarships Committee. These four awards fall into the category of HAPS Awards because they are funded by the HAPS organization using money donated by HAPS members. Each award targets a specific category of HAPS members to help them attend the HAPS Annual Conference in May 2020.

1 – The Robert B. Anthony Travel Award is for full-time faculty during their first five years of teaching.

2 – The Full-Time Faculty Travel Award is for full-time faculty who have taught for more than five years. 

3 – The Contingent Faculty Travel Award is for contingent faculty (see link for how HAPS defines “contingent” faculty).

 4 – The Student/Postdoc Travel Award has been expanded this year to include undergraduates as well as graduate students and postdocs.

All four awards pay the registration fee for the 2020 HAPS Annual Conference plus $400 to help with travel expenses to attend the conference

The final deadline to submit your application and one letter of recommendation is January 3, 2020.

More details about the awards and access to award applications can be found on the HAPS website:

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

 

Funding opportunities for the HAPS annual conference (part 1 of 2)

If you could use some financial assistance to travel to the 2020 HAPS Annual Conference in Ottawa, consider applying for an award administered by the HAPS Awards & Scholarships (A&S) Committee.  Seven total awards are offered this year.  This post details the Supported Awards which are funded by a vendor or an individual donor.

The ADInstruments Sam Drogo New Technology in the Classroom Award award encourages the innovative use of technology to engage undergraduates in human anatomy and physiology. The winner receives $500 to attend the HAPS Annual Conference.

The Gail Jenkins Teaching and Mentoring Award is for a HAPS member who demonstrates use of engaging learning activities to help students truly understand and retain Anatomy and Physiology with kinesthetic and active learning strategies and inexpensive everyday props. The award also recognizes those who mentor other instructors to incorporate active learning in their teaching to benefit more students. The winner will receive $1000 cash award provided by Wiley and will also have their registration waived for the HAPS Annual Conference in May 2020.

 The John Martin Second-Timer Award is a new award this year.  It is for HAPS members who have attended only one previous HAPS Annual Conference (does not matter which year, as long as it was an annual conference) and are in need of some financial assistance to attend this year’s annual conference as a Second Timer. The winner will receive $500 to use toward attending the HAPS Annual Conference.   Applicants must be full-time or contingent college/university faculty or full-time high school faculty, currently teaching anatomy & physiology with at least part of the teaching load being face-to-face, as opposed to totally online teaching.

The final deadline to submit your application and one letter of recommendation is January 3, 2020. 

More details about the awards and access to award applications can be found on the HAPS website:

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

How the Grinch Taught Dissection

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!


Kelsey Stevens Image

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.

 

Articulating a Joint Meeting

2019 HAPS-AACA Southern Regional Meeting Artwork

Two great professional societies — One great regional conference!

Much like the Kentucky Derby packs a lot of excitement in two short minutes of horse racing, we are going to be packing a ton of Anatomy and Physiology into one fabulous conference day and you can bet you won’t want to miss it!  The American Association for Clinical Anatomists (AACA) and the Human Anatomy and Physiology Society (HAPS) invite YOU to attend our first ever Joint AACA/HAPS Regional Conference at Bellarmine University in Louisville, KY (home of the Kentucky Derby!) on Saturday, March 30, 2019.  Great speakers, workshops, posters, and even multiple cadaver lab experiences await you. The last day to register at the Early Bird registration rate and submit a workshop or poster proposal is March 1, 2019.

How did this joint venture get started?  In the fall of 2015, I moved from Houston, TX to Louisville, KY and I met Dr. David Porta in the Biology Department at Bellarmine University.  He was teaching Gross Anatomy and I was teaching Vertebrate Physiology and we both were teaching Human Anatomy & Physiology. As David showed me where lab supplies were and we small talked, we discovered we both served on the boards of professional societies, AACA for him and HAPS for me.  Because we obviously weren’t busy enough and we thought there would be some synergy between the interests of AACA and HAPS, we hatched an idea to co-host a regional meeting. We had round table discussions with a few more anatomists from Bellarmine and the University of Louisville and we outlined what we think will be a great conference for instructors of Anatomy and Physiology.  Here’s a glimpse of the platform presentations and cadaver workshop opportunities.

Dr. Jeffrey Petruska will be presenting research on neural connectivity recently discovered by using modern molecular techniques combined with old school classical neurophysiology and gross anatomy observations.  My co-host Dr. David Porta will be presenting his research on the biomechanical techniques used to analyze different types of bone fractures and how this data has been used as legal evidence in hit-and-run as well as malpractice cases.  David will offer coordinating workshops in the cadaver lab where participants will extract bone, mount it on the fracturing apparatus, and then analyze the fragments.

Hope to see you in Louisville!

Rachel Hopp

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Conference Co-Host Rachel Hopp, PhD, Department of Biology, University of Louisville, Southern Regional Director of HAPS

David Porta Head shot

Conference Co-Host and Update Speaker David Porta, PhD, Department of Biology, Bellarmine University, Past Program Secretary of AACA

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Update Speaker Jeffrey Petruska, PhD, Department of Anatomical Sciences & Neurobiology, Member of the Kentucky Spinal Cord Injury Research Center, University of Louisville School of Medicine

 

Digging deeper with HAPS

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

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!!

 

 

 

Bodies for Science and Education: The Startling History

Many of us in HAPS have been fortunate to have learned human anatomy either by dissecting human specimens or by working with already dissected bodies. Many of us now teach students using human cadavers as the primary specimens for study in the lab. Beyond that, the anatomical knowledge of the general population results from investigations performed on dissected humans in the past. How many of us have ever considered where the dissected bodies came from? Probably very few; many of us can take for granted the present level of anatomical knowledge. Where these long-gone anatomists obtained their specimens never enters our conscious thought.

Early Asian anatomical art
Early Asian anatomical art

There is a rich history of human dissection dating back to before the start of the Christian era. There are references to human dissection, cadaver investigation, or funerary practices in Egypt, Persia, Babylonia and India that extend back in time over four thousand years. Even then a pattern emerges indicating that those with the least and those guilty of crimes bore the burden of serving as specimens for dissection. There was even a brief period shortly before the Christian era during which human vivisection was practiced on criminals in Egypt.

Over the span of time, bodies have come from multiple sources including debtors, societal outcasts, the mentally ill and strangers, recent unclaimed dead, anatomical oddities and even victims murdered specifically to serve as dissection specimens. Bodies obtained by  “entrepreneur” grave robbers throughout the Renaissance and continuing well into the nineteenth century in Europe and America were the primary supply of bodies for dissection, with bodies stolen from the easily accessed burial sites used by families with few or no real financial assets, and rarely if ever from the much more secure cemeteries of the rich and privileged.

Death mask cast of William Burke and a pocket book made from his skin; Burke was executed in 1828 for murdering people and delivering their bodies to medical school in Edinburgh.
Death mask cast of William Burke and a pocket book made from his skin; Burke was executed in 1828 for murdering people and delivering their bodies to medical school in Edinburgh.

During the nineteenth century in Europe, donation of bodies by family members became legal as a way for the poor to eliminate funeral expenses.  In Tasmania, genocide of the aboriginal population in less than a century largely benefited bone collectors back in England. In America, a booming business in the bodies of African slaves and freeborn blacks signaled another low point in this narrative.

Finally, the successful heart transplant performed in 1967 by Dr. Christian Barnard in South Africa triggered an increased interest in organ transplantation and the importance of organ and body donations. The result was the passage of the first Uniform Anatomic Gift Act in 1968, creating a sustainable system based largely on altruism to provide for both the needs of the transplant community and those of anatomy and medical education.

Hopefully this narrative that chronicles the thoughtless and often diabolical events of the past will spur those of us involved in anatomy and medical education to consider and appreciate the unwilling sacrifices of so many in the past that made the current state of anatomic knowledge possible. As educators, we should play a role in acknowledging, even briefly, this history to our students and the debt of gratitude we owe to so many who have been so wronged in the past.


Bill Perrotti is a HAPS President Emeritus and a professor at Pennsylvania State University.