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Learning – Always in Style

27 Feb
Take Rational Course Design with Margaret Weck!

A message from HAPS President Emeritus, Margaret Weck!

Have you ever noticed how variable the depth of learning is amongst students in your classroom – even when you have students with very similar backgrounds and levels of preparation?  Perhaps you’ve looked for patterns or specific characteristics that might help explain this variability.  After all, if you can find consistent and predictable behavioral patterns, you might discover the key to motivating and assisting those who are struggling with coursework.  One useful tool for doing just that is to identify each student’s preferred “learning style,” a method that groups students based on their preferred means of learning.  Interestingly, this very topic was the focus of a HAPS –L discussion forum this past summer.   Following is a brief summary of the main points of that discussion supplemented with a little additional information.

A 2004 book by Coffield, et al. (1) identified 71 different learning style models, most of which are variations of two particular general themes. One of these themes is psychologically-oriented and looks at how individuals make sense of their personal experiences.  Examples include David Kolb’s Learning Styles Inventory (LSI) and Zubin Austin’s Health Professionals Inventory of Learning Styles (H-PILS).  The second major theme focuses more on neurological sensory information processing.  Examples include the right-brain vs. left-brain dominance tests and Neil Fleming’s Visual, Aural, Read/Write, Kinesthetic (VARK) inventory, a tool that indicates a person’s preferences for sensory modalities that most smoothly facilitate the mastering of new information.  

Will I be able to definitively resolve the central issues of learning styles in this post?  Of course not.  As we all know, it is notoriously difficult to “prove” anything, even without the additional handicap of measuring psychological processes through self-report.  In my opinion, it’s not worth the necessary paper or electrons to engage in a heated debate over this, especially since the take-home message is pretty much the same regardless of the outcome.  

Even those who strongly advocate the use of learning styles are aware of the limitations of each specific model and the instruments used to categorize individual learners.  Furthermore, the results of every inventory are full of questions of validity, reliability, and stability.  In other words, what does it really mean for someone to be an “assimilator,” or a “kinesthetic learner,” or “right brained?”  Are people with one tendency actually incapable of learning in any other way? Are these tendencies fixed, or can one improve or broaden native capabilities or preferences with enough effort and exposure to new types of learning?  The questions are endless, and addressing them is beyond the scope of this article; however, Edutopia (2015) has an overview of the various opinions and positions held by education leaders on learning styles: http://www.edutopia.org/article/learning-styles-real-and-useful-todd-finley.  

Since 2008 (2) rigorous educational research has not shown that specific instruction targeted toward a student’s learning style produces any statistically significant improvement in measured learning as compared to a non-preferred learning style.  Yet the debate over the usefulness/uselessness of learning styles persists.  

As far as course design is concerned, “universal” instructional design already encourages the use of multiple delivery modes to both present and assess student understanding of the most important ideas in our content.  Using multiple forms of representing and expressing key information automatically helps students find at least one point of entry into the content. So if preferred learning styles are real facilitators of learning, universal design already addresses them to a large degree.  Additionally, multiple presentation and assessment modalities provide reinforcement and a variety of possible retrieval cues which should help everyone – regardless of learning style.

One big positive offered by learning styles is that they are a non-threatening way to engage students in conversations about their learning.  Many students do not routinely participate in systematic self-reflection, but we can encourage them to talk about how they learn and what it means to demonstrate their own understanding of a subject by using easy-to-understand terminology found in the learning styles inventory.  As long as we don’t affix permanent labels to our students, which in effect “excuses” them from mastering the material, learning styles can provide students with insight into their own learning and offer a source of concrete strategies for engaging with course material.

  1. Coffield, F., Moseley, d., Hall, E., & Ecclestone, K. (2004) Learning styles and pedagogy in post-16 Learning: A systematic and critical review. London: Learning and Skills Research Centre.
  2. Pashler, H., McDanierl, M., Rohrer,  D. & Bjork, R. (2008) Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest 9(3):105-119.

Do Our A&P Students Know How to Read? Part 3

20 Feb
valerie-lee

A message from Valerie Lee, an assistant professor at Southern Adventist University who just started her 6th year of teaching and loves HAPS!

In Parts 1 and 2 of this blog series, we identified that Anatomy & Physiology students are having difficulty with reading comprehension.  More specifically, their struggles are not limited to understanding specific content; rather, they are struggling with general vocabulary comprehension.
(To view Part 1 &/or Part 2 of this series,  Click the Link(s):
“Do Our A&P Students Know How to Read
 -PART 1             -PART 2

For her Southern Scholars senior research project, Molly Theus, first year Doctor of Veterinary Medicine student at the University of Georgia in Athens,  attempted to seek insight into this problem by asking four questions:

  1. Does a positive correlation exist between cumulative GPA and vocabulary comprehension?
  2. Does a positive correlation exist between time spent reading for pleasure and vocabulary comprehension?
  3. Does a positive correlation exist between being read to as a child and vocabulary comprehension?
  4. Is there a link between a student’s major and vocabulary comprehension?

Molly chose six classes as candidates for investigation: General Biology II, Principles of Biology, Anatomy and Physiology II, Cell and Molecular Biology, Studies in Daniel, and Pathophysiology (Table 1). These classes were chosen to include one lower (n=42) and one upper division (n=31) biology-major class, one lower (n=43) and one upper division (n=32) nursing class, and one lower (n=27) and one upper division (n=20) general education class (total n=195). To assess personal reading habits and history, a questionnaire was distributed to all students in the six selected classes. To assess vocabulary comprehension, a twenty-question multiple choice vocabulary quiz was also distributed. In order to assure anonymity, informed consent and student information forms were assigned a unique three number code corresponding to each questionnaire.

Participants were given a two-week period of time in which to complete the questionnaires. Once the packets were collected, each informed consent document containing student names was separated from the rest of the forms so that quiz scores were kept anonymous. The names were needed to compile average GPAs and class-standing information for each participant. GPA and class-standing was then matched to quiz scores using the unique numerical codes. We made use of an ANCOVA linear model to analyze our data. The number of questions missed on the vocabulary assessment was the dependent variable and the independent variables are listed in Table 2. University GPA was rank-transformed to meet parametric assumptions. Analysis was performed using R version 3.3.0.

The preliminary result yielded three key results:

KEY RESULT 1: Students’ reading for pleasure had no statistical significance for predicting higher scores on the vocabulary quiz (Table 2). This was contrary to what we had hypothesized based on the literature.  

KEY RESULT 2: In our model, the amount of time parents spent reading to their child was a statistically significant predictor of scores on the vocabulary comprehension quiz. This relationship was consistent even when controlling for university GPA (F(3, 183) = 4.80, p = 0.003; Figure 1).

KEY RESULT 3: A higher cumulative university GPA was also a significant predictor for improved quiz scores (F(1, 183) = 20.39, p = <0.001; Figure 2).

Molly and I were surprised that reading for pleasure was not a statistically significant indicator of vocabulary comprehension. Molly suggests several possible interpretations:

    • Students choose reading materiel at or below their reading level.
    • If a student’s reading level is low, that might inhibit acquisition of non-content specific collegiate vocabulary.
    • Self reporting is not a precise tool.

What can we do with this information?

  • Early intervention seems to be key to the issue of vocabulary comprehension
  • Collegiate students identified as struggling with non-content specific vocabulary comprehension need interventions as well. Possible interventions include encouraging them to read challenging books outside of class and providing mentor support.
  • This is an interdisciplinary issue that needs to be addressed in every department.

The preliminary results are very interesting and both Molly and I are interested in collecting more data in the future by expanding the background questions asked and surveying both private and public institutions. If you are interested in helping us, contact me at vlee@southern.edu.

Do Our A&P Students Know How to Read? PART 1

5 Feb
valerie-lee

A message from Valerie Lee, an assistant professor at Southern Adventist University who just started her 6th year of teaching and loves HAPS!

Years ago, I took a graduate level educational class called “Teaching Reading in the Content Area.”  This class was geared toward elementary and secondary schools; I never dreamed the information presented would be relevant to me later as a professor in a college classroom.

I teach a second semester combined Anatomy and Physiology course nearly every term. My students are primarily freshmen planning to pursue programs in Nursing or other Allied Health Fields.  Early in the semester, I tell them this class is like learning a new language.  So, I try to emphasize word roots while pointing out the meanings of Latin prefixes and suffixes.

Even though studious students focus their efforts on memorizing anatomy-specific vocabulary, they surprisingly have difficulty on exams with the meanings of English words that I assume all students know. After seeing a discussion about this issue on the HAPS listserv in December 2015, I realized I wasn’t alone.

Over the course of a few days, A&P professors all over the country added basic vocabulary words their students struggled with to a list I compiled.

Table 1 includes some of the non-content-specific words with which A&P students routinely have trouble.

terms_not_understood

 

Table 2 includes many content-specific words that A&P students often confuse.  

terms_easily_confused

Quizzing students on the meanings of these words, on the first day of class, might be an effective tool for encouraging students to assess their current level of preparation and readiness for the course.  

Thinking back to my educational class, I realize this is not a new problem. So, what does the literature have to say about the problem and what steps are suggested to provide solutions to the problem?  Molly Theus, one of my former students and now a first year veterinarian student at UGA, prepared a literature review on the subject. To read Molly’s review, stay tuned for next week’s blog.

Overcome Student “Data Analysis Fears” by Making It Fun !

30 Jan
HAPS-Dais,Julie-Blog-17-0129-head shot photo cropped 2012[3].png

A message from HAPS member Julie Dais, Biology faculty at Okanagan College in Kelowna BC and coordinator of the HAPS Student Lab Data Project

What’s the problem?

Have you heard this from some of your students ?  “I chose a career in the health professions because less high school math was required.”  Many of my anatomy and physiology students become quite anxious when it comes to anything “numbers-oriented”.  I definitely see this when I return their graded midterm exams.  There are always a few students who want me to calculate their percentage on the test because they say they can’t do it.  This phobia arises again when they need to calculate heart rate from electrocardiograms of different time lengths.  They can’t do the math to obtain beats per minute with a 10 second strip (multiply the rate by 6).  Because of this, my colleagues and I have resisted incorporating analysis of the physiological data collected in the lab.

The Solution …

One of the ways I have tried to reduce this anxiety is to find interesting ways of incorporating “math” in the laboratory.  When students collect their personal physiological data, their interest in analyzing it overshadows their fear of math.  For example, during the spirometry lab students measure their tidal volume, vital capacity, and additionally calculate their FEV1/FEV ratio.  Inevitably they want to know how they individually compare to other people in the class on the basis of specific demographic information (such as sex, age, height, activity level, waist circumference, and smoker versus nonsmoker).  At this point we can look at class averages, but the class sizes are small.  This brought up the question “what if many colleges collected the same information and we found a way to pool this data?”

To get this project off the ground, I wrote an article about this new HAPS Student Lab Data Project for the HAPS-Educator (Spring 2014) and subsequently presented a poster at HAPS 2015 in Las Vegas about the content available on the Teaching Resources page.  A number of instructors have expressed interest, but we need more participants!

What physiological data can you share ?    HAPS-Blog-17-0129-Dais,Julie-EKG for poster.JPG

In addition to demographic information, the following measures can be shared:

  • Electrocardiogram – heart rate, PR interval, P wave duration, QRS duration, T wave duration (before and after exercise)
  • 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)

Students can use any equipment for physiological data collection.  Participating schools are asked to include the type of equipment such as Vernier with Logger Pro, BioPac, iWorks, etc.  In the future anyone could compare results from different devices and see if there is a significant difference.

How can you and your students participate ?

If you would like to participate, visit the HAPS – Student Lab Data Project  page on teh website. You can also navigate to the HAPS website, then click on: [Resources], [Teaching Resources], and [Student Lab Data Project].   This page provides my contact information; email me directly to receive the link to a private, editable Google Sheet (spreadsheet) for your institution (Note: Only I will have access to your Google Sheets.)  I will “curate” the data (examine it for erroneous results), move it to an Excel spreadsheet with previously pooled data, and then put it on the webpage. HOWEVER, its important to note that for privacy reasons, access to the curated spreadsheet requires one to sign in to the HAPS website (i.e. HAPS membership is required… so visit the HAPS website now to review the types of membership).

What can you do with the data ?

Instructors can give students access to the link for the Google Sheet and students can upload their physiological data during lab (they do not need a Google account).  At the end of lab, instructors could demonstrate how to calculate class averages and then demonstrate how to isolate topics of interest to calculate the average (ex. systolic blood pressure of males and females).  Comparing these results by observing if the means are similar or not is fine.  Students can then try this on their own using data that interests them.  However, if you wish to apply inferential statistics to see if the differences in the means are statistically significant, there are two templates on the webpage for this purpose.  Instructions are included.

Students have a lot of fun playing with their data.  One of my classes was especially intrigued when they discover that a 5’3″ slightly built female had an incredible expiratory reserve volume exceeding the male average by almost double.  It turns out that she had been a synchronized swimmer for 12 years!  The very fit, male Human Kinetics students in the class were humbled.

Journal of a New HAPster: Shani Golovay

12 Oct

HAPS is a society focused on the teaching and learning anatomy and physiology.  We’re always looking for new members to join the community.  Check out some thoughts from new HAPSter, Shani Golovay.  

Meet Shani Golovay, a new HAPSter.

Meet Shani Golovay, a new HAPSter.

“But I have a degree in Plant Biology.  I don’t really know anything about Human Physiology, except what I teach in General Biology.”  And this started my journey to HAPS.

I found the HAPS website to be helpful as soon as I joined. I hunted down the Course Guidelines  and Learning Outcomes right away because I needed a syllabus and some ideas on how much content to cover in the course.  Then I found the Guided Inquiry Activities by Murray Jensen. I tried out the activities with my students right away- and they loved them.  I was starting to feel like I could teach this class after all, and I felt like I had a giant community of people helping me that I didn’t even know.

I learn more from the HAPS email listserv then I do from most professional journals I receive.  I was amazed how open and helpful everyone was with each other.  I look forward to the listserv conversations and I learn so much. It was so refreshing to find a whole group of people willing to share their expertise with those of us way out of our area. If I emailed someone a question, they would explain things and even send me documents or ideas.  I am much more confident about teaching this Human Physiology class because of HAPS.  I think Human Physiology may be my new favorite class to teach because of all the awesome ideas I get from other HAPSters.  I was telling my colleagues about this society where everyone was nice and actually helpful and wanted to share ideas about teaching and everyone was impressed and a bit jealous that I had found such a group.

I am just so grateful to find a community of people where those with experience and lots of talent are willing to help those of us just starting out with these classes.  We need each other because we can’t talk about this sort of stuff over dinner except with each other, right?

The best part for me was the annual meeting, but that is another blog post…..

In Search of the Core Principles of Human Anatomy

27 Apr
A message from HAPS Central Regional Director, Murray Jensen.

A message from HAPS Central Regional Director, Murray Jensen.

HAPSters spend a lot of time discussing the teaching and learning of anatomy and physiology.  Check out this post from long time HAPSter and Central Regional Director, Murray Jensen.  Murray is trying to generate a bit of controversy about teaching anatomy and long hot lists that we require our students to memorize.  Just how important are all those names and structures?  Look forward to a retort from graduate student Bradley Barger next week.

After 25 years of teaching entry-level anatomy and physiology, I can safely say that I’ve begun to figure a few things out – like the importance of setting high expectations on the first day of class; you have to scare the kids a bit.  All HAPSters know that one.  Another thing I’ve begun to figure out is how to teach human physiology.  This is in large part due to the work of Joel Michael and his group who identified the core principals of physiology  (http://advan.physiology.org/content/33/1/10).    Energy flow, homeostasis, and a few other concepts set the stage for pretty much every topic in physiology.   I use Michael’s core principals to design my course, write curriculum, generate exam questions, etc.  It’s a powerful tool for those of us who teach entry-level physiology. Required Structures ListI also teach basic human anatomy, and after 25 years and a couple thousand students, I can say with confidence that I really don’t know what I’m doing.  I remember vividly the first human A & P course I taught.  Skeletal system .. skull anatomy…hmmm…what structures should be on the hot list?  Ethmoid? Of course. Sphenoid? Obviously.  How about the foramen spinosum?  Should that be on the list? To facilitate the decision process I used Rule One of Teaching – you teach the way you’ve been taught.  In deciding what structures to include on my own hot list, I simply went back to the notes I used as a student, “What did Dr. Ivan Johnson make me learn?” Turns out Dr. Johnson indeed had me learn the foramen spinosum; therefore it must be important, and so it went on my very first hot list for skull anatomy.   Twenty-five years later I still have my students learn the foramen spinosum.  Why?  The best I can do is “because I had to do it!” Blindly following Rule One is not professional.  I would like to do better.  Joel Michael’s core principles greatly improved my ability to teach physiology – his work established an epistemological foundation for physiology education.  Now when a student asks “why do we have to learn about vasopressin?” I can confidently answer that it fits into the bigger picture of how the body works, and vasopressin’s role in the homeostasis of sodium, water, and blood pressure.  Much, much more satisfying than responding, “Well…I had to learn it!” or even worse “Because it will be on the exam.” In the past few years I’ve been pushing my anatomy colleagues for answers.  What should kids learn about anatomy in my entry-level course? What should they learn first?  If a student wants a career in anatomy, what are the themes? What’s at the foundation of a conceptual understanding of human anatomy?  We’ve had some good beginning ideas: orientation, cavities, medical terminology, liquids and solids, layers have promise.  But there is nothing official at this stage – just some good conversations.  And nothing that helps me figure out if I should include the foramen spinosum on the hot list. Identifying the core principles of anatomy is a worthy quest, and HAPS leadership is looking into starting a task force to get things moving.  I’ve been working with Bradley Barger, PhD candidate in Anatomy and Cell Biology at Indiana University, and we’ll be hosting a workshop at San Antonio for others interested in the project. In pondering the task ahead, I think I’ve identified a significant question, but some background is needed first.  Dr. Ernest Rutherford, Nobel Prize winning physicist from way back, has a quote, “All science is either physics or stamp collecting.” I think Rutherford is correct – everything in science boils down to physics.  When teaching human physiology and thinking about Michael’s core principals, I see physics (e.g., diffusion, pumps, gradients, barriers, energy).  If students can comprehend some basic physics, then they can make some good strides toward understanding human physiology. My big question: Is there any physics in anatomy?   At this time I don’t see any physics.  I see terminology, orientation, embryology, and sometimes even design (gasp!) – but I don’t see physics. Disagree?  Disagree strongly? Well…make a list of your own core principles of human anatomy and come to the workshop in San Antonio.  Help me figure out if I should keep the foramen spinosum on my hot list.

HAPS + Education

15 Apr

I’m at that point in the semester when I really have to start planning for the next terms – both summer and fall – and that makes me dream big at the same time I’m addressing minutiae.  Can I develop the summer test schedule at the same time I’m designing new assignments that will spur deeper learning? Why, yes – yes, I can. In fact, if I don’t start it now, I wont’ have time to get the long-range plans accomplished.  I have to analyze now, while it’s still fresh,what doesn’t seem to be working in this semester’s initiatives, and tweak, or throw out and reinvent, for the brief summer term as well as the new students in the fall.  My first step is to survey this semester’s students to see what resonated with them and what fell flat.  They seem to appreciate videos more than text, and interactive assignments more than straight reading.  Of course, those types of assignments take more time to develop, and I’m constantly looking for inspiration – a new angle, or a new application – along with new technology to record, post, and assess online lessons.

I’ve perused the new edition of the HAPS Educator – a very fine online journal with a variety of articles produced to help us as educators and as science enthusiasts. I’m particularly impressed with examples of HAPS members sharing their tips with their colleagues.  I’ve also attended presentations given by HAPS members at our regional and national meetings, and I always get good ideas, not only from what they present, but also by how they present it.  I’m pondering how we can leverage that into a shared resource, something that we can all tap into when we feel tapped out.

So, I’m looking forward to the HAPS annual meeting in San Antonio at the end of May. We’ll not only get insight into educational research from recognized experts, but also those teaching tips that just smooth our presentations and get our students in the zone.  We’ll experience that electrifying synergy that energizes us all the way home.  We’ll gain lasting resources that will enrich our classes and satisfy our creative sides.  We might even find out what amazing app/software/website is the secret to our students’ success.  I hope to see you there!

Living Science

1 Apr A message from HAPS President-Elect, Betsy Ott.

In Texas, the new state guidelines for teaching A&P at the college level include teaching scientific methods and experimental methods.  While I’m sure most of us cover something about the ways of science, I know at my campus we will be expanding our coverage of the experimental methods used by scientists.  This expansion will include experimental activities in lab, but I also intend to introduce examples of current science research in my lectures.  In line with my desire to make course material more personal to my students, I’ve been looking for relevant case studies that showcase the ways of science as well as teaching human physiology.  I think I’ve found what I need…

I’ve been watching “Cancer, the Emperor of All Maladies” this week on PBS.  It’s a riveting mix of historical accounts and vignettes of recent interviews and profiles of cases.  For example, the history of tobacco use, lung cancer, and the politics of marketing are highlighted in more than one episode.  A brief overview of DNA and cell division help clarify the reasons that mutagens are linked to cancer.

I find it particularly insightful in hearing about the investigations into how cancer was treated a generation or two ago.  Assumptions, such as that cancer spread locally (the reason for radical mastectomies), were so entrenched that anyone challenging that paradigm was professionally ostracized.  The clear lesson in adhering to the methods of science stands out in these stories.  The dedication of those scientists who pushed past the dogma to look for other explanations is inspiring. At around the same time, the shift in patient treatment from killing cancer to palliative care gave everyone a different perspective – not only medical personnel, but also the public at large.

Today’s research initiatives, particularly in how to analyze cancer genomes, are mind-boggling.  The cancer genome atlas has revealed a huge number of mutated genes, revealing that not only oncogenes, but also tumor suppressor genes, can mutate and lead to the development of cancer. It’s particularly satisfying to hear renowned scientists explain complicated information with wonderful clarity.  The computer-generated 3-D animations of molecules developed to fight cancer are incredible.  And, while the realization that cancer cells continually mutate, making treatment continually difficult, is hard to accept, at least we continue to add to our knowledge of cellular mechanisms.

Many of the questions raised certainly go beyond basic and applied science, addressing issues of access to, and cost of treatment, and political aspects of research and regulation of carcinogens.  I can send my students to see the episodes for themselves to get the full story, and I’m betting they will be as entranced as I have been.

As with many other fine productions on PBS, there are educator resources available on the website (at http://www.pbs.org/kenburns/cancer-emperor-of-all-maladies/educators/). These include online activities and additional resources.  I hope you’ll enjoy these as much as I plan to.

Supplemental Instruction

18 Mar
A message from HAPS President-Elect, Betsy Ott.

A message from HAPS President-Elect, Betsy Ott.

We’re just past mid-semester, and that means some of our students are starting to ask for help in catching up on what they should have been doing every week. As with many institutions across the country, we have been working on improving student success and retention for a number of years now.  We assign the textbook-related website, we have our own online resources, and we provide an on-campus open lab for reviewing models and answering questions.  So, you might wonder, what are we missing? Why aren’t all of our students availing themselves of all these wonderful opportunities, and achieving their dreams in A&P?

The HAPS List serve had a lively discussion this week about allowing electronic devices in classes.  One of the points made was that students don’t always make the best choices, and that poor decision-making can, at least in some cases, be explained by their state of maturity (or lack thereof) due to age and experience.  Each of us, as faculty, needs to decide how much we will control in our courses, in terms of student behavior. We all implicitly control student behavior through awarding points for exams, discussions, participation, or other course-related activities, so banning or enhancing the use of electronics is just one more example of options we exercise to control the learning environment.  The exchange of ideas has me wondering if I’m providing enough structure for students to make better choices.  To me, that means setting clear consequences for failure to comply with the requirements I set up – all of which are designed to improve student outcomes.  But do students see these policies in the same light?  Or do they simply recognize additional barriers that they need to circumvent?

At my institution, we are planning to implement two major changes, which we predict will improve student mastery.  We are requesting approval to add the online text website access as a tuition-related course fee, and to add a contact hour of compulsory open lab attendance.  The process for each involves explaining the rationale for the action, ensuring that it is revenue-neutral (at least), and that it is feasible.  I think we can justify these actions based in part on data provided by our textbook publisher (in terms of success of their online resources) and a small pilot program in our open lab.  Yet, it remains to be seen if we get the level of success we are hoping for.  I hope to use my soon-to-be-acquired educational research skills to help inform future decisions of this sort.

I have yet to find a way to consistently jump-start all students’ intrinsic motivation, curiosity, or mental acumen within a single semester.  I don’t seem to have much impact in determining what students sign up for my course, or whether they are truly readying themselves to focus on their coursework.  So, I try to zero in on what I can do to encourage, enable, and channel their actions toward success.  I’m hoping our new online and in-person supplemental instruction initiatives will have a measurable effect.  I’ll be sure to share results with you all, and hope to hear from you about what you are doing that works well.

Meet Becca!

1 Mar

HAPS is a society focused on the teaching and learning anatomy and physiology, but educators are just half of this equation.  We wouldn’t be here if it wasn’t for our students.  So welcome to a new series of HAPS blog posts featuring A&P student extraordinaire, Becca Ludwig.  

A message from Becca!

A post from Becca!

I have been a student for a solid 17 years if you count from the day when I first stepped into my kindergarten class in 1998 to the time I walk across the stage with my Occupational Therapy degree in 2015. This is my last semester of coursework in my program before I go off into the big world to practice the art of Occupational Therapy. This holds some bitter sweet feelings for me. I love the idea of being a professional and making and impact on my clients’ lives, but I also love being a student and learning new things.

I have been a member of HAPS for a year now and have come to appreciate the professor’s side of the educational process. What you guys do is not easy. Over the course of the semester I will be writing a short series of posts about the student perspective on common things related to college life. This is a chance for you HAPSters to get inside of the student mind….

WARNING: It may be a scary place!

Note I am not the typical student…… or person for that matter, but I will try my best to explain the student perspective.

It's all good!