On July 4, 2008, I published the first post on this blog—thereby launching The A&P Professor.
I picked July 4—U.S. Independence Day—as my start date so that it would be easy for me to remember. It didn't work, though. It just yesterday occurred to me that I'd missed the tenth anniversary! Better a tiny bit late than never, eh?
I started The A&P Professor as a way to share what I'd learned—and am still learning—about the teaching of human anatomy & physiology. Having had a wonderful mentor in my early years of teaching of A&P (thank you, Sr. Virginia), and scores of colleagues sharing their A&P teaching wisdom in the Human Anatomy & Physiology Society (HAPS), I felt like I wanted to pass along the many treasures I'd collected over three decades.
And, well, I'm a writer. Meaning it's my nature to write things and share them. So I guess a blog was a natural fit for me, eh?
At first, I thought it might also be a way to share the "inside story" of my various textbooks, lab manuals, and other publications. But I soon realized that The A&P Professor works best when I don't do that. So I soon moved that aspect to other outlets and focus on the art and science of teaching A&P, period.
Soon came the website at theAPprofessor.org where I posted a lot of resources for teaching A&P. A year or so ago, the website got a big makeover and more modern design that works well on mobile devices. During that process, a lot of old stuff was tossed out and the website streamlined to be more of a professional development venue.
Along the way, I added a newsletter version of the blog, so that you can get an emailed copy of each new post as soon as it's posted—so you don't have to keep an eye on the blog.
The A&P Professor has long been registered as a trademark in the U.S., so we can all count on it being what it is and with the same person running it—and not something else entirely.
Along the way, I've added social media presence in Facebook, Twitter, Instagram, YouTube, and other channels. And a daily, curated roundup of science and teaching headlines at Nuzzel.
And, oh boy, have I heard from many of y'all over the years! It warms my heart when you stop me at a HAPS meeting, drop me an email note or tweet, or give me a call and tell me how much this or that thing I mentioned in my blog or another outlet has helped you. Or better, has got you thinking about a new direction to go in. You know, that feeling you get when a student or alum has told you that something you shared with them has truly helped them—or lit their own creative spark. There's not a feeling like it in the world, is there?
You're probably tired of hearing about (or just hearing) my podcast featuring content updates and teaching strategies for A&P. This latest (ad)venture is just the latest of the many ways I've been working to promote continuous improvement in the teaching of human anatomy and physiology. Mostly my own. As they say... when we teach, we learn. They're right!
I hope you'll continue your support of The A&P Professor for the next ten years.
For those who have not yet heard any of the new podcast series, try the first episode and move forward from there.
Showing posts with label general. Show all posts
Showing posts with label general. Show all posts
Monday, August 20, 2018
Monday, August 13, 2018
The Syllabus Episode | Bonus | TAPP Episode 24
Introduction (2 min)
Do students read the syllabus? What is a syllabus? (8 min)
Reading and raiding the syllabus (14.5 min)
First-day activities | A syllabus quiz? (18.5 min)
Basic elements of a syllabus (13.5 min)
More things to put in a syllabus (12 min)
Study strategies, extra topics, & FAQs (8.5 min)
Conclusion (1 min)
If you cannot see or activate the audio player click here.
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There is a peculiar aesthetic pleasure in constructing the form of a syllabus, or a book of essays, or a course of lectures. Visions and shadows of people and ideas can be arranged and rearranged like stained-glass pieces in a window, or chessmen on a board.
A. S. Byatt
A. S. Byatt

(0:58) It's a BONUS episode, meaning that you get bonus minutes, meaning that it's a really, really long episode!
- How eccentric do you think Kevin is? Other listeners want to know! Really.
- 1-833-LION-DEN or 1-833-546-6336
- podcast@theAPprofessor.org
(3:03) Do students read the syllabus? Maybe half? It's the other half who drive us nuts. Wait! do we always read the directions before asking questions?
What is a syllabus? It can be different things, right? Why do administrators seem to love the syllabus so much?
- Recommended Twitter feed: @ReadTheSyllabus
- Please share the first tweet in my Twitter feed: @theAPprofessor.org
- That "empathy thing" I'm always harping on: Caring for Students Helps Them Succeed
- Is it syllabuses or syllabi? The answer is in a previous episode: 49 MORE Tricks for Retention & Success in Online Courses
(11:09) Some general considerations when designing a syllabus include make sure that students can both read the syllabus through, and raid the syllabus for key information when they need it. The key is simplicity and logic in syllabus design.
- READ and RAID your textbook (a link for students; explains the "read & raid principle" as applied to textbooks
- Storytelling is the Heart of Teaching A&P (the episode where I explain storytelling as a teaching technique)
- Utilize Clear Language (my take on simpler language to reach students)
- Temple Grandin, animal science professor and autism spokesperson; someone who "gets it" that we have to try to put our head inside their heads
- Recommended book: Animals in Translation
(25:36) Is it just "here's the syllabus; see ya next class"—or is it an engaged look at important syllabus elements? The first day of class is key to starting things off on a good foot. What I learned from Krista, Michael, and Richard—and my own sideways twist on those first steps. What about a syllabus quiz? Is that a good or bad idea?
- Krista Rompolski PhD @KristaRompolski
- Recommended teacher gear: Leather index card wallet or Index card wallet
- Engaging Students on the First Day of Class (my first-day syllabus activity; adapted from Michael Glasgow & Richard Faircloth; click through to download copies of my handouts)
- First Impressions: Activities for the First Day of Class (article from Faculty Focus)
- Why be honest? (about academic integrity)
- Student Understanding
- This is what I use for my Pre-A&P course, a self-paced onine refresher course
- My web-enhanced on-campus courses use a similar list
- The online quiz turns each item into a multichoice "I understand" or "I do not understand" test item
- A perfect score unlocks the next item in the LMS, thus making this a necessary gateway to access course activities
- Test Zero
- Reviews prior content and syllabus contents
- Start A&P 2 with a Final Exam (explains my Test Zero for A&P 2)
- Teaching For Long-Term Learning (episode in which I explain my Test Zero approach)

(44:24) What exactly goes into a syllabus? Who decides? What are the essentials? This isn't comprehensive, but it gets you
- How to Write a Syllabus (a great online guide from Cult of Pedagogy)
- HAPS Learning Outcomes - Human Anatomy and Physiology Society (HAPS membership is required to access them)
- Anatomy Core Syllabi (from the Anatomical Society; different flavors [undergrad med, nursing, pharmacy] membership not required to access them)
- LifeSciTRC Syllabus Resources (free samples of A&P syllabi & related resources)
(57:47) Frank O'Neill recommends video walk-throughs, which have the added benefit of letting students know that you really do care about them. Consider also a table contents, abstract/summary, and/or index if the syllabus is long. How about a disclaimer, some playful tidbits, and links to external resources. And make sure your supervisors know what's in your syllabus!
- Frank O'Neill @growgraymatter
- 7 Ways Video Can Enhance the Student Experience (video of Frank's live presentation, in which he addresses how to use a video walk-through of an A&P syllabus to give students a good first impression)
- Cumulative Testing Makes Learning Last (episode in which I discuss brief video walkthrough; click through for a link to more resources)
- Professors Are from Mars®, Students Are from Snickers®: How to Write and Deliver Humor in the Classroom and in Professional Presentations (recommended book)
- Playful & Serious Is the Perfect Combo for A&P (previous episode explaining the value of playfulness in the A&P course)
(1:09:38) Consider putting hyperlinks or URLs in the syllabus to take students to other resources. Consider linking to a FAQ page, wher you explain your rationals for doing things the way that you do them in your course.
- Additional links you may find useful
- Syllabus Resources for A&P (from the TAPP blog)
- Help Your A&P Students Get Off to a Good Start (from the TAPP blog)
- Academic integrity in A&P (from the TAPP blog)
- Some links that your students may find helpful:
- The A&P Student (Kevin's blog for A&P students; rich source of advice you can give your students; theAPstudent.org)
- Lion Den (Kevin's website with all kinds of study skills tips and resources for A&P students; LionDen.com)
- Medical Science Navigator (Margaret Thompson Reece’s website for helping A&P students; she offers mini-courses!)
- Getting a Good Start in your Anatomy & Physiology Course
- Why be honest? (about academic integrity)
- Why deadlines are important
- Is spelling important?
- Help significant others help you (getting busy students—especially returning learners—off to a great start)
- Get Your Head in the Game - 5 Tips for Success in Learning (metacognition for A&P students)
- 9 Proven Tricks for Reducing Test Anxiety (for A&P students)
(1:18:07) Final thoughts. Okay, no real thoughts. Just be glad you made it this far!
If the hyperlinks here are not active, go to TAPPradio.org to find the episode page.
- More details at the episode page.
- Transcript available at the script page.
- Listen to any episode on your Alexa device.
- Join The A&P Professor social network:
- Blog
- Twitter @theAPprofessor
- Facebook theAPprofessor
- Instagram theAPprofessor
- YouTube
Click here to listen to this episode—or access the detailed notes and transcript.
Thursday, April 20, 2017
Huge Breakthrough in Human Anatomy & Physiology!
This trend in misleading "click bait" headlines among science news outlets continues to spiral into infinity. Okay, "infinity" is an exaggeration, but apparently that's what it takes these days to get us reading the actual content of science articles. And a growing phenomenon is that the articles themselves include exaggerations within their content. That's the topic of my rant, er, post today.
I've been thinking about this for a long while. I often discuss it in class with my students. Yesterday, I ran across a recent (January 2017) example of the perennial "scientists discover that the appendix has a function" headline: Your Appendix Might Serve an Important Biological Function After All
That example actually has a pretty good article about a study analyzing the evolutionary appearances and reappearances of the appendix in mammals and what that may tell us about this organ's function. But we already know enough about the functions of the vermiform appendix in humans that it's hardly true that its functions are completely unknown. The article clearly acknowledges that fact within the content, despite that attention-grabbing headline.
Another recent example was the round of excited shares on social media regarding the "discovery" that hematopoiesis (blood development) occurs in lung tissue. There were a lot of "wow, who knew?" tweets that week. Even from highly trained experts in A&P. But my Anatomy & Physiology textbook (p. 624) already has this information—and it surely cannot be the only textbook to do so.
The journal article that prompted this wave of tweets and posts described some research in mice that expands our knowledge about this phenomenon—turns out that more is going in the lungs than we thought. The lungs may be the primary site for thrombopoiesis (platelet development), if human lungs work like mice lungs. But the fact that the lungs are sites of hematopoiesis—specifically platelet formation—is not new.
I've shared these and other posts with exaggerated headlines myself—mostly on Twitter, Facebook, or my new daily newsletter from Nuzzel.
However, I think it's way to easy to succumb to the excitement of a potential "new discovery" that turns out to be not new, or even a discovery, at all. As a blogger I know full well that exaggerated headlines get more "engagement", which leads to more "followers," which leads to better "brand recognition" and thus, more future "engagement." Who wants to spend time researching and writing when nobody is reading?
But in science, maybe the public perception of how science works is better served by a more toned-down approach that recognizes what we already think we know, why we think we know it, and what any new studies can do to clarify, correct, or extend what we know.
I know that none of us individuals can stop the tide of exaggerated science news headlines. I'm just using a platform I have to express my concern that we may be making a mistake by doing so. If everything is a "breakthrough" or even a "huge breakthrough," then maybe casual observers will miss those truly game-changing ideas when they come along.
At least it's something to keep in the back our minds and we do our daily scan of science new headlines.
Your Appendix Might Serve an Important Biological Function After All
An Unexpected New Lung Function Has Been Found - They Make Blood
I've been thinking about this for a long while. I often discuss it in class with my students. Yesterday, I ran across a recent (January 2017) example of the perennial "scientists discover that the appendix has a function" headline: Your Appendix Might Serve an Important Biological Function After All
That example actually has a pretty good article about a study analyzing the evolutionary appearances and reappearances of the appendix in mammals and what that may tell us about this organ's function. But we already know enough about the functions of the vermiform appendix in humans that it's hardly true that its functions are completely unknown. The article clearly acknowledges that fact within the content, despite that attention-grabbing headline.
| Megakaryocyte producing platelets |
The journal article that prompted this wave of tweets and posts described some research in mice that expands our knowledge about this phenomenon—turns out that more is going in the lungs than we thought. The lungs may be the primary site for thrombopoiesis (platelet development), if human lungs work like mice lungs. But the fact that the lungs are sites of hematopoiesis—specifically platelet formation—is not new.
I've shared these and other posts with exaggerated headlines myself—mostly on Twitter, Facebook, or my new daily newsletter from Nuzzel.
However, I think it's way to easy to succumb to the excitement of a potential "new discovery" that turns out to be not new, or even a discovery, at all. As a blogger I know full well that exaggerated headlines get more "engagement", which leads to more "followers," which leads to better "brand recognition" and thus, more future "engagement." Who wants to spend time researching and writing when nobody is reading?
But in science, maybe the public perception of how science works is better served by a more toned-down approach that recognizes what we already think we know, why we think we know it, and what any new studies can do to clarify, correct, or extend what we know.
I know that none of us individuals can stop the tide of exaggerated science news headlines. I'm just using a platform I have to express my concern that we may be making a mistake by doing so. If everything is a "breakthrough" or even a "huge breakthrough," then maybe casual observers will miss those truly game-changing ideas when they come along.
At least it's something to keep in the back our minds and we do our daily scan of science new headlines.
What can we use from this in teaching undergraduate A&P?
- Consider challenging your student to find the first new "science discovers the function of the appendix" article or post of the semester. (or spleen or gallbladder or any organ).
- Find some posts or articles that have exciting "new discovery" headlines and analyze them as a class. The may help us all learn better the critical analysis needed when reading science content.
- Have a class discussion regarding the balance between the excitement of discovery that drives science and the exaggerations of discovery that may mislead.
- Consider making sure that your students know that the appendix has functions (and that the lungs make platelets). Just in case they become science journalists.
- Consider throwing out science journalism or science writing as career options. They already have an interest in human biology—and they may soon discover they don't like the career path they first chose, after all.
Want to know more?
Your Appendix Might Serve an Important Biological Function After All
- BEC CREW Science Alert 10 JAN 2017
- Article about an evolution study of the appendix in many organisms and how that may relate to the organ's function.
- my-ap.us/2pDQofu
An Unexpected New Lung Function Has Been Found - They Make Blood
- This article, with the subtitle Things just got complicated, outlines the recent work done in mice to show that most platelets (not just some platelets) may form in lungs.
- BEC CREW Science Alert 24 MAR 2017
- my-ap.us/2p5JUdl
Photo: peter bierman
Megakaryocyte image: A. Rad
Monday, January 2, 2017
Checkmarks Make Me Happy
It's true. Like most of you, I have a long list of tasks that need to be done in any one day or week.
I am pretty good about remembering what I have to get done by when, what I've already finished, and what has just been added to my plate. But my brain is not 100% reliable with that, so I make lists.
Sometimes these are lists on my computer desktop or in my online Task List. But those are too easily hidden. I have to see them to be reminded. So I often make paper lists. There is something very satisfying about having the kinesthetic experience of physically ticking something off my list with my trusty green pen.
I was talking about this last summer when I was presenting a bunch of practical tips to help textbook authors stay on track at the Textbook and Academic Authors conference. During the talk, my buddy Mike Kennamer tweeted, "'Checkmarks make me happy...' Kevin Patton". When I saw that tweet later in my Twitter feed, I chuckled that he took this out of the discussion—but I also realized how important a point that it is.
Whether it's a textbook revision or a long semester of teaching A&P, those little surges of dopamine that happen when we can check something off our lists really do help keep us motivated. Seeing the progress we are making as we add ticks to our checklists provides some additional satisfaction, which also helps keep us going.
And checklists also keep us from forgetting important things to do.
In an online course I teach, it's easy to forget what needs to be graded each week because there are no stacks of tests or papers sitting there on my desk glaring at me. Those assignments are hidden away on a server somewhere and I need to intentionally call them up to grade them. So I need a checklist. the one pictured here lists grading duties organized by module (we have two-week modules A, B, C,...) and by week.
Each Friday, during my scheduled grading session, I look at my checklist. I note that, even though it may not always feel like it, the trimester is actually progressing. And I see what I need to grade this week. And—hooray!—I get to check it off my list when I'm done. What a great way to start the weekend, eh?
I recently posted my grading checklist in that online course. It's a bit late for this last term, but next time I teach the course, my students can print out my checklist to help them keep track of what they've submitted each week. Sure, they have a syllabus. Like they're going to use that to make their own list? Really? What planet do you live on?
I am pretty good about remembering what I have to get done by when, what I've already finished, and what has just been added to my plate. But my brain is not 100% reliable with that, so I make lists.
Sometimes these are lists on my computer desktop or in my online Task List. But those are too easily hidden. I have to see them to be reminded. So I often make paper lists. There is something very satisfying about having the kinesthetic experience of physically ticking something off my list with my trusty green pen.
I was talking about this last summer when I was presenting a bunch of practical tips to help textbook authors stay on track at the Textbook and Academic Authors conference. During the talk, my buddy Mike Kennamer tweeted, "'Checkmarks make me happy...' Kevin Patton". When I saw that tweet later in my Twitter feed, I chuckled that he took this out of the discussion—but I also realized how important a point that it is.
Whether it's a textbook revision or a long semester of teaching A&P, those little surges of dopamine that happen when we can check something off our lists really do help keep us motivated. Seeing the progress we are making as we add ticks to our checklists provides some additional satisfaction, which also helps keep us going.
And checklists also keep us from forgetting important things to do.In an online course I teach, it's easy to forget what needs to be graded each week because there are no stacks of tests or papers sitting there on my desk glaring at me. Those assignments are hidden away on a server somewhere and I need to intentionally call them up to grade them. So I need a checklist. the one pictured here lists grading duties organized by module (we have two-week modules A, B, C,...) and by week.
Each Friday, during my scheduled grading session, I look at my checklist. I note that, even though it may not always feel like it, the trimester is actually progressing. And I see what I need to grade this week. And—hooray!—I get to check it off my list when I'm done. What a great way to start the weekend, eh?
I recently posted my grading checklist in that online course. It's a bit late for this last term, but next time I teach the course, my students can print out my checklist to help them keep track of what they've submitted each week. Sure, they have a syllabus. Like they're going to use that to make their own list? Really? What planet do you live on?
What can we use from this in teaching undergraduate A&P?
- Grading checklists help us make sure that no graded assignments fall through the cracks.
- Grading checklists provide happiness and motivation. At least a little.
- Scheduled grading sessions help us keep up with our grading tasks, preventing them from piling up and disturbing our mental health.
- We can share grading checklists (and an exhortation to use them) with students to help keep them on track—and stay motivated.
Tuesday, January 5, 2016
Engaging Students on the First Day of Class
When I was an undergraduate—back in the olden days—the first day of every class was always the same. The professor would come in a few minutes after the published start time, hand out a stack of syllabi still fresh with the fumes of the spirit duplicator solvent, and tell us about all the course policies and procedures (anticipating that we would not really read the syllabus). Perhaps there would be a few questions answered. Possibly, we'd get a content-based lecture that first day, but more often we'd just get an early release from class.
When I started teaching college, I did the same thing. I thought that this was how it was supposed to be done. And, despite having had some courses in how to teach effectively, I just fell into the ritual with which I'd grown up.
It didn't even occur to me how boring or pointless this activity was until I was at a HAPS meeting decades ago and went to a workshop entitled something like Engaging Students on the First Day of Class. Although the title was mildly intriguing, the main reason I went was to support my friends Richard Faircloth and Michael Glasgow from Anne Arundel Community College, who presented the workshop. Those of you who've given workshops know that it helps to have a few folks in the crowd who can be counted on to smile back at you even when you're sweating!
It turned out to be one of those many how-did-I-survive-without-knowing-about-this-before-now moments that one experiences at a HAPS Conference. I learned that I could make that first day into something much, much better than the traditional "here's what I expect" sermon.
Richard and Michael had us form small groups and showed us how we could make "syllabus day" a fun, active learning experience for students. An experience that could be far more effective in getting the essential messages across than what I had been doing. It must have worked because I can still see and hear some of what happened nearly two decades ago in my small group—and I took their message home and implemented it.
Their method boils down to this:
When I started teaching college, I did the same thing. I thought that this was how it was supposed to be done. And, despite having had some courses in how to teach effectively, I just fell into the ritual with which I'd grown up.
It didn't even occur to me how boring or pointless this activity was until I was at a HAPS meeting decades ago and went to a workshop entitled something like Engaging Students on the First Day of Class. Although the title was mildly intriguing, the main reason I went was to support my friends Richard Faircloth and Michael Glasgow from Anne Arundel Community College, who presented the workshop. Those of you who've given workshops know that it helps to have a few folks in the crowd who can be counted on to smile back at you even when you're sweating!
It turned out to be one of those many how-did-I-survive-without-knowing-about-this-before-now moments that one experiences at a HAPS Conference. I learned that I could make that first day into something much, much better than the traditional "here's what I expect" sermon.
Richard and Michael had us form small groups and showed us how we could make "syllabus day" a fun, active learning experience for students. An experience that could be far more effective in getting the essential messages across than what I had been doing. It must have worked because I can still see and hear some of what happened nearly two decades ago in my small group—and I took their message home and implemented it.
Their method boils down to this:
- Get your students into small groups. Right away—before you've handed out the syllabi or other materials.
- Give them a brief handout outlining what they are to do. Or you can project the directions on the screen. For example:
- Have them introduce themselves and briefly explain why they are taking A&P.
- Have them discuss and write down what pressing questions they have about the course.
- Tell them to send someone up to the professor to grab enough syllabi for everyone in the group.
- Ask them to use the syllabus and try to find the answers to the questions the group had written down.
- It's important NOT to answer their questions as you stroll around to chat and listen in on the groups—they have to find the answers in the syllabus.
- Have them re-assemble into a large group and ask them what questions they had that were not answered by their search or that need additional clarification.
By doing this, the students get to know a few other students right away—even the introverts. They get to be active, instead of passively sitting there "absorbing" from an active professor. Students are forced to think about what's important for them to know as they begin a new, perhaps scary-sounding, course. They learn how the syllabus is constructed as they explore it collaboratively looking for critical information. So they know how to find answers to questions they have later in the course. How many times have we wondered if they even looked as the syllabus once?
This method allows the professor to focus their efforts that day on the information that students really want to hear from them at that moment. And it tells you where your syllabus needs to be corrected or clarified!
I was very happy with the way my first experiment with this approach worked. Perhaps more importantly, my students were very happy with it. Ever since that first time, I've regularly had students tell me, "that was fun, I wish all my profs did their first day this way." It even shows up on the end-of-semester course evaluations—so it must have made an impression!
Over the years (nearly twenty), I've tweaked the process and adapted it to my particular course quirks. Because I always get certain questions, I often follow up with a demonstration of how to login to their course in the LMS, how to access the publisher website, and how to register their clickers. I also introduce them to the idea of human science—anatomy and physiology in particular. Ask them to think about why are here—and we discuss those goals and how they can be acheived. I sometimes even give them my secret methods for finding a parking space quickly.
If you'd like a starting point for creating your own first-day experiment, download these example handouts:
Photo (top): Griszka Niewiadomski
Monday, September 29, 2014
No Red Pens!
All teachers use red pens to grade student work, right? Not this teacher. I haven't used a red pen in over a decade. I have strong reasons for that.
Many years ago, I happened to be scanning some information about research on the psychological effects of colors. I was planning a major overhaul of my writing studio and wanted to find a paint color that would not interfere with my focus and productivity—or perhaps even enhance my productivity. That's when I ran across something that pointed out some unintended adverse effects of using a red pen for grading student work.
As we all know, red is an alarm color. Red signals danger, right? So it's alarming—perhaps downright scary—to see red. That works great when you are designing a stop sign or painting an alarm box. But perhaps it's not so great when you are trying to provide helpful feedback.
Yes, I know that red ink stands out from the black or blue ink in student work so it can be easily distinguished. But you know what? So does green ink!
I've found that making comments in green, whether praising a great effort or correcting an error, has an overall positive effect on reactions by my students. Green is the color of growth and reassurance, after all. A whole different signal than red's message of danger and anger.
There's some evidence that blue ink may be a better choice. But some of my students use blue ink themselves, so my comments would blend in too much. I've had good luck with green, so I'm sticking with it for now.
It may just be that by switching to green ink, it was me that changed. Perhaps every time I grade with a green pen, I'm reminded that I want to be nurturing and positive in my feedback—not mean and condescending.
Don't take my word for it! Try it yourself. I realize that this seems silly and trivial, but it works. I doubt whether you'll go back to red for grading again.
What can we use from this in teaching undergraduate A&P?
- Grading papers and assigning grades in green sends a nurturing signal, not an angry message.
- Providing written feedback in green to colleagues (peers, supervisors, subordinates) maintains a positive, constructive tone rather than an angry tone.
Want to know more?
Color and psychological functioning: The effect of red on performance attainment.
- Elliot, A J. et al. Journal of Experimental Psychology: General, Vol 136(1), Feb 2007, 154-168. doi: 10.1037/0096-3445.136.1.154
- Research reporting a negative effect of using red in learning situations.
- my-ap.us/1qhNrNp
EFFECTS OF FOUR PSYCHOLOGICAL PRIMARY COLORS ON ANXIETY STATE.
- KW Jacobs and J. Suess Perceptual and Motor Skills 1975,Volume 41, Issue , pp. 207-210. doi: 10.2466/pms.1975.41.1.207
- Research article showing that red tends to increase anxiety levels in undergraduates.
- my-ap.us/VR3vud
Parents to teachers: No more red pencils
- Associated Press. 4 March 2005
- Article on reactions to grading in red.
- my-ap.us/1vnk7JG
Red Ink May Lead to Lower Grades
- Guy Raz National Public Radio 29 May 2010
- Audio reporting on the unintended effects of color use in grading—actually affecting the grade.
- my-ap.us/1rAJR4M
School Bans Teachers From Using Red Ink Because Everyone Knows Red Ink Is Mean
- Maria Guido Mommyish 20 March 2014
- Blog post by a mom reacting to a local school's ban on grading in red ink.
- my-ap.us/1lwvV9v
Update
- Listen to the The A&P Professor podcast segment about this strategy. theAPprofessor.org/127
Image credits: AnimationFactory.com, E. Jensen
Monday, September 15, 2014
Updated Cell Transport Slides
Many longtime readers of this blog know that I have a set of animated PowerPoint-compatible slides available for you to use FREE in your A&P classes. These slides—the Lion Den Slide Collection— supplement the publisher-supplied slides or homegrown slides that you are already using.
I recently updated, improved, and expanded the set of slides that animate several key cell transport processes such as diffusion, osmosis, endocytosis, etc.
If you've accessed the Lion Den Slide Collection in the last several months, you've already registered in the system and probably have already received an email notification of the update.
If you're new to the collection (or accessed it before June 2014) then you need to go to the Lion Den Slide Collection page and click on the link to the form. It takes a few steps, but by filling out the brief forms you register for a service that will notify you (if you want it) of any updates or additions to the collection.
Here is a preview the newly updated Membrane Transport Animations
| Click image for download |
When you download the linked file, you'll be able to play it in PowerPoint or any other program that plays "show" or PPTSX files. The slides can only be viewed, not edited or added to your own slide deck. To do that, you must download the fully editable PPTX files from the Lion Den Slide Collection.
Once you download any slide deck from the Lion Den Slide Collection, you can mix and match them to blend them with your existing presentations. You can also alter the content or timings to suit your needs.
I'm hoping you'll also get some ideas from them to create new additional slides! If you modify, create, or already have any slides (for which you own the content) that you want to place in the collection for sharing, please contact me directly.
Want to know more?
Presentation Zen
- Kevin Patton The Electronic Professor 6 August 2014
- The zen approach to presentations. Includes a video and links to resources.
- my-ap.us/1mZjY7e
Are your students dodging bullets?
- Kevin Patton. The Electronic Professor. 28 July 2011
- My blog article on improving slide presentations. With illustrated examples.
- my-ap.us/1ni8c72
Handling bullets safely
- Kevin Patton. The Electronic Professor. 3 August 2012
- Another of my blog articles on improving slide presentations. Includes my own video on how to trim down those wordy slides to something that actually works in a slide.
- my-ap.us/1ooEced
Monday, September 1, 2014
Help Your A&P Students Get Off to a Good Start
I recently posted an article in The A&P Student called Getting a Good Start in Your Anatomy & Physiology Course. In it, I run down a brief list of practical strategies students can employ from the start of their course to get a solid start in a rigorous course—a course that intimidates many beginners who are not fully prepared.
My suggested strategies are organized under three subheadings:
- Learn to read and raid your textbook
- Brush up on your study skills
- Take A&P seriously
For each of these broad categories, I list several practical and proven tips for A&P students to get a handle on things early in the course. All have links to more detailed and specific advice from various resources.
What can we use from this in teaching undergraduate A&P?
- Early in your course, mention the importance of getting off to a good start—not waiting until the first test looms to get organized and begin working.
- Link to the article in your syllabus and/or your course web page or LMS course shell.
- Consider putting an unlabeled QR code (shown) in your syllabus or on your classroom wall. Many students will scan the code and find the article simply out of curiosity. Just like a snare trap!
- Have a link to the article ready to give to students who contact you about being overwhelmed with the rigor of your course.
- Consider suggesting to your students that they subscribe to The A&P Student newsletter (delivered by email, FB, LinkedIn or Twitter).
- Consider subscribing yourself—a great way to keep up with various tips and strategies you can pass on to your students.
- Even if your course has already started it's not too late to share these strategies with your students!
Want to know more?
- Kevin Patton The A&P Student 26 August 2014
- Outlines several practical strategies to begin the anatomy and/or physiology course on solid footing. Link to this article from your syllabus and/or course web page.
- my-ap.us/1onII8I
Subscription for The A&P Student
- Choice of FREE delivery by email, Facebook, Twitter, or LinkedIn
- my-ap.us/1oxkJIM
A&P is the Foundation
- Kevin Patton Lion Den Slide Collection
- FREE animated PowerPoint slide you can use in your introductory course presentation. The link takes you to information on accessing the entire collection. Find this one in v2, Study Tips, AP-is-foundation
- lionden.com/slides-form.htm
| Free animated slide |
Monday, August 25, 2014
Use Eponyms with Style!
| Paul Langerhans |
I love eponyms!
I'm a bit sad that eponyms—terms that include a proper name—are going out of style in the world of human sciences, it seems.
The international lists of anatomic terminology recommend against most eponyms, providing descriptive terms in their place. For example, pancreatic islet is the term preferred to the eponym islet of Langerhans. Osteon is preferred over haversian system.
Of course, I get that. Descriptive terms are more intuitive and therefore easier to understand, learn, and remember. Related to that is that they are more accurate when it comes to medical applications. And I'm all about accuracy in the medical professions.
It's just kind of fun using eponyms. And kind of sad to feel like I am leaving behind all those wonderful women and men who discovered our parts way back when.
But it's not just the international lists of anatomy that are leaving eponyms behind—all the "authorities," including most A&P and medical textbooks are doing it. Professional societies, associations, and boards in the basic sciences and the health professions are doing it. So if we want to be "in style" with our terminology—and more importantly, make sure our students are sporting the latest linguistic style—we'd better pay attention to the trends, eh?
Let me give you some unasked-for fashion tips if you want to be a stylish A&P professor:
Avoid eponyms
If there's an accepted descriptive term, it's best to use that rather than the eponym.Be bilingual
Some folks you'll encounter are old-fashioned or possibly don't know the newer descriptive term. Or they know both and use them interchangeably. Because we're on the cusp of a fashion revolution here, the most competent professionals will know both and be able to switch back and forth easily as the context requires. The goal is to understand and be understood, right?What to do if you have to use an eponym
Then use an eponym! There are some commonly used terms for which there really isn't a great descriptive term to replace an eponym. For example, Parkinson disease, Alzheimer disease, and other disorders often don't have a widely accepted alternative. So absolute avoidance of eponyms is not (yet) possible.Fashionable uses of eponyms
If you must use an eponym, the trendy folks at AMA and elsewhere avoid the use of possessive forms. For example, notice how I used the term Parkinson disease above and not Parkinson's disease? It's better to use Down syndrome than Down's syndrome—and even better to use trisomy 21 syndrome.Likewise, the possessive loop of Henle is out of favor but using Henle loop may still get you into most of the trendy clubs.
| Gabriele Falloppio |
But, you may say, that's not a very clever masking of the fact that it's an eponym. In fact, it's pretty obvious, right? Well here's the sly part: cover it up by using a lowercase letter—thus obscuring the fact that it incorporates a proper noun. That's why many sources use fallopian tube instead of Fallopian tube.
Terms like eustachian tube and haversian canal may not seem like well-hidden eponyms in our context here, where we're actually focusing on eponyms. But most grand stage illusions—like Blackstone's making an elephant appear on stage from thin air—rely on such subtle misdirection.
So when you are using an adjective form of an eponym, it's best not to capitalize it and risk possible arrest by the fashion police.
Fashion rules are not really rules
With any fashion, the "rules" are not usually rules in the formal sense. They are simple formulations of trends that, if heeded, will likely save you some embarrassment when you don't appear to be cool. So if you have a good reason—or even a lame reason—to ignore these rules, I think you'll probably survive. People laugh (even hoot) at my disregard for current clothing fashion all the time—you get used to it.OK, sometimes fashion rules really are rules
As with any professional communication, sometimes fashion rules get set in stone in a required style to which you must adhere in your work. Sort of like a dress code for words. For example, students learn how to use professional styles when we require that they submit their assignments in APA, Chicago, or CBE style. Likewise, in publishing journal articles, books, and other works, there are rules established that provide consistency—and, therefore, also accuracy. Each publisher, sometimes each journal or textbook, has it's own house style that defines such things. So if your journal editor insists on Eustachian tube instead of auditory tube or eustachian tube, then I recommend doing it. Retro, in some contexts, can be cool.What can we use from this in teaching undergraduate A&P?
- By modeling current styles in the use of scientific terminology, we teach an important lesson when learning any language—how it's actually used out there on the streets.
- Consider taking a moment every once in a while to explain why the eponym your are using—or avoiding—is widely used. Or why it's different than what they may be reading or hearing elsewhere. This may make them more likely to listen (and think) more carefully in their professional communications.
- Consider using this information to explain why you want your students to know more than one alternate term—you are preparing them to be nimble in their clinical experiences and professional reading.
- Many students aren't competent in using different possessive forms and perhaps don't even know what an eponym is. Perhaps we can help them gain such competence.
Monday, January 28, 2013
Academic integrity in A&P
About a year ago, I posted a brief item in my blog The A&P Student about academic honesty. It succinctly describes what "academic integrity" is and explains clearly why it's in a student's own best interest to cultivate and practice academic integrity.
One of the most important points this post makes is this:
After reading in What the Best College Teachers Do that professors recognized as "master teachers" have all abandoned fretting over futile attempts at building elaborate layers of defense against cheating for a more effective strategy: developing a culture of integrity in the course. The old "honor system" really does work in a context of reasonable precautions!
Part of my effort to put this approach into practice is to have my students read my blog posting Why be honest? near the beginning of each semester. I announce this assignment while relating the recurring nightmare that I think most of us share:
Consider putting a link to Why be honest? in your course material. Perhaps even make it required reading. For example, my friend Gary Heisermann includes a link and related question about the content in his first homework assignment, which reviews and emphasizes various important policies in his A&P course. I include it in each course syllabus.
Want to know more?
One of the most important points this post makes is this:
Research shows that people who practice dishonesty become more dishonest over time. Yikes. Apparently, it's so easy to get in the habit of cheating that it soon becomes part of who you are and what you always do! Don't let that happen to you . . . it will only cause misery.This is an especially important lesson for those going into either the health professions or medical research.
After reading in What the Best College Teachers Do that professors recognized as "master teachers" have all abandoned fretting over futile attempts at building elaborate layers of defense against cheating for a more effective strategy: developing a culture of integrity in the course. The old "honor system" really does work in a context of reasonable precautions!
Part of my effort to put this approach into practice is to have my students read my blog posting Why be honest? near the beginning of each semester. I announce this assignment while relating the recurring nightmare that I think most of us share:
In my dream, I wake from unconsciousness as I'm being wheeled into an emergency room, strapped to a gurney. A health professional (for me it's a nurse) is covering my face with a mask as she (sometimes it's a he) says, "hey Dr. Patton, remember me? I was the one you flunked in A&P for cheating. I'm here to take care of you now." I try to break free, but the straps hold tight. I try to shout out, but the mask prevents it. I wake up in a cold sweat.I explain that this could be any of us. Or our family or friends. And ask them all to join me in creating a culture of integrity in our course.
Consider putting a link to Why be honest? in your course material. Perhaps even make it required reading. For example, my friend Gary Heisermann includes a link and related question about the content in his first homework assignment, which reviews and emphasizes various important policies in his A&P course. I include it in each course syllabus.
Want to know more?
- Why be honest?
- Kevin Patton
- The A&P Student 5 Jan 12
- [Provide this link to your students in your syllabus or online course resources.]
- my-ap.us/zHHd7H
- What the Best College Teachers Do
- Ken Bain
- Harvard University Press April 30, 2004
- [In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators. ]
- amzn.to/YhiYnu
- The "Truth" About Why We Lie, Cheat, And Steal
- NPR staff
- NPR.org 4 June 2012
- [Interview with Dan Areily, author of The Honest Truth about Dishonesty, and current research on dishonesty.]
- my-ap.us/YhjJwD
- The (Honest) Truth About Dishonesty
- Dan Ariely
- Harper June 5, 2012
- [The New York Times bestselling author of Predictably Irrational and The Upside of Irrationality returns with thought-provoking work to challenge our preconceptions about dishonesty and urge us to take an honest look at ourselves.]
- amzn.to/UctZ5G
Image by Hariadhi
Monday, January 21, 2013
Start A&P 2 with a Final Exam
I always start my A&P 2 with a final exam. WHAT?! Yep, that's right. I start with a FINAL exam!
It's a version of the final exam that I give my A&P 1 students. I warn them in A&P 1 that they need to retain all these concepts . . . they'll surely see them again. Then when they return from their break to start A&P 2, WHAM! Right in the face.
I call this exam that starts off my A&P 2 course "Test Zero." It's before the first regular test of A&P 2, Test One, so that makes sense. But it does "count" toward their course grade. It's a randomized, online test that they can do up to three times (each attempt is a different version of the exam).
Test Zero reviews the entire A&P 1 course--including the hard parts. It helps them brush up on what I want them to know to be successful in their A&P 2 course. And later courses.
It's also another opportunity for them to practice. As we all know, if we don't use it, we'll lose it.
I've done this for many years now and it works wonderfully. I can really see a difference each time we encounter an "old" idea from A&P 1.
Want to know more?
It's a version of the final exam that I give my A&P 1 students. I warn them in A&P 1 that they need to retain all these concepts . . . they'll surely see them again. Then when they return from their break to start A&P 2, WHAM! Right in the face.
I call this exam that starts off my A&P 2 course "Test Zero." It's before the first regular test of A&P 2, Test One, so that makes sense. But it does "count" toward their course grade. It's a randomized, online test that they can do up to three times (each attempt is a different version of the exam).
Test Zero reviews the entire A&P 1 course--including the hard parts. It helps them brush up on what I want them to know to be successful in their A&P 2 course. And later courses.
It's also another opportunity for them to practice. As we all know, if we don't use it, we'll lose it.
I've done this for many years now and it works wonderfully. I can really see a difference each time we encounter an "old" idea from A&P 1.
Want to know more?
- Teaching as Testing.
- Kevin Patton
- The Electronic Professor 27 Feb 2009
- [Article outlining my use of randomized online testing as a mechanism of needed practice. Includes links to a full video presentation.]
- my-ap.us/p3rM6B
- Practice. Practice. Practice.
- Kevin Patton
- Lion Tamers Guide to Teaching 3 December 2010
- [Article on the role of practice in teaching and learning, using the analogy of taming lions.]
- my-ap.us/WjNHLn
Wednesday, October 10, 2012
G-protein coupled receptors
The Royal Swedish Academy of Sciences has decided to award the
Nobel Prize in Chemistry for 2012
to
Robert J. Lefkowitz
Howard Hughes Medical Institute and Duke University Medical Center, Durham, NC, USA
and
Brian K. Kobilka
Stanford University School of Medicine, Stanford, CA, USA
"for studies of G-protein–coupled receptors"
Smart receptors on cell surfaces
Your body is a fine-tuned system of interactions between billions of cells. Each cell has tiny receptors that enable it to sense its environment, so it can adapt to new situtations. Robert Lefkowitz and Brian Kobilka are awarded the 2012 Nobel Prize in Chemistry for groundbreaking discoveries that reveal the inner workings of an important family of such receptors: G-protein–coupled receptors (GPCRs).
For a long time, it remained a mystery how cells could sense their environment. Scientists knew that hormones such as adrenalin had powerful effects: increasing blood pressure and making the heart beat faster. They suspected that cell surfaces contained some kind of recipient for hormones. But what these receptors actually consisted of and how they worked remained obscured for most of the 20th Century.
Lefkowitz started to use radioactivity in 1968 in order to trace cells' receptors. He attached an iodine isotope to various hormones, and thanks to the radiation, he managed to unveil several receptors, among those a receptor for adrenalin: β-adrenergic receptor. His team of researchers extracted the receptor from its hiding place in the cell wall and gained an initial understanding of how it works.
The team achieved its next big step during the 1980s. The newly recruited Kobilka accepted the challenge to isolate the gene that codes for the β-adrenergic receptor from the gigantic human genome. His creative approach allowed him to attain his goal. When the researchers analyzed the gene, they discovered that the receptor was similar to one in the eye that captures light. They realized that there is a whole family of receptors that look alike and function in the same manner.
Today this family is referred to as G-protein–coupled receptors. About a thousand genes code for such receptors, for example, for light, flavour, odour, adrenalin, histamine, dopamine and serotonin. About half of all medications achieve their effect through G-protein–coupled receptors.
The studies by Lefkowitz and Kobilka are crucial for understanding how G-protein–coupled receptors function. Furthermore, in 2011, Kobilka achieved another break-through; he and his research team captured an image of the β-adrenergic receptor at the exact moment that it is activated by a hormone and sends a signal into the cell. This image is a molecular masterpiece--the result of decades of research.
Laureate's Links
Robert J. Lefkowitz, U.S. citizen. Born 1943 in New York, NY, USA. M.D. 1966 from Columbia University, New York, NY, USA.Investigator, Howard Hughes Medical Institute. James B. Duke Professor of Medicine, and Professor of Biochemistry, Duke University Medical Center, Durham, NC, USA.
lefkolab.org
Brian K. Kobilka, U.S. citizen. Born 1955 in Little Falls, MN, USA. M.D. 1981 from Yale University School of Medicine, New Haven, CT, USA. Professor of Medicine, and Professor of Molecular and Cellular Physiology, Stanford University School of Medicine, Stanford, CA, USA.
med.stanford.edu/kobilkalab
Want to know more?
Popular Information
[A great synopsis, entitled "Cells and Sensibility," written for general reader and nicely illustrated. This would make a great handout or reading assignment for your A&P class.]
my-ap.us/SLShCF
Scientific Background
[A more technical treatment of the discovery, but still accessible to advanced A&P students as well as A&P professors. Includes extensive references. Illustrated.]
my-ap.us/PnK4Fz
Adapted from my-ap.us/TwmIyd
Saturday, March 12, 2011
More study tool slides
In a recent post, I briefly discussed some presentations that I do regarding using Running Concept Lists and Concept Maps to learn anatomy and physiology concepts and how they relate to one another. I posted links to slides, narrated YouTube videos of brief versions of the presentation, and related study tip pages in my Lion Den website for students. As promised, this week I'm posting links and short descriptions of four more presentations that may help your students succeed in A&P.
Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection. (To use the slides, you'll need the password for downloading them. Just fill in the form to get the password if you don't already have it.)
Don't forget . . . when using the direct links below, you need to have the super-secret, magic password ready!
In an upcoming post, I'll let you in on some secrets for creating some additional time with you students so that you can cover these study tips without sacrificing "content time" in your A&P course.
Previously described slides available in the Lion Den Slide Collection:
More Slides also available in the Lion Den Slide Collection:
Flash Cards: Reducing Your Study Time
Some practical tips for using study cards to reduce your study time and get a solid foundation in learning any topic. This video also includes some surprising advanced techniques that show how to use flash cards to also learn higher-level thinking in any subject. Includes discussion of the Leitner system (plus Patton's adaptation of the Leitner system), color codes and symbols, using cards to learn processes and ordered structures, and using cards to build concept maps (mind maps).
Muscle Names Have Meaning
Learning muscles is hard enough without dealing with those crazy convoluted Latin names. But if you pay attention to those names, you'll find that they are actually phrases that help you find the muscles AND help you to remember them in the long term. Find out how this works . . . and where to find lists to help you figure out the meaning of common muscle names.
Exam Strategies
Proven strategies for success in taking tests and exams. What you can do before, during, and after an exam to improve performance in your anatomy and physiology course.
Learn from Your Mistakes: TEST ANALYSIS
How do you effectively "go over" your tests or exams? Learn how to analyze your tests to see what went wrong and how to fix it.
Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.
I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes! Just go to my bookmark request page to get bookmarks for your students now.
Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection. (To use the slides, you'll need the password for downloading them. Just fill in the form to get the password if you don't already have it.)
Don't forget . . . when using the direct links below, you need to have the super-secret, magic password ready!
In an upcoming post, I'll let you in on some secrets for creating some additional time with you students so that you can cover these study tips without sacrificing "content time" in your A&P course.
Previously described slides available in the Lion Den Slide Collection:
More Slides also available in the Lion Den Slide Collection:
Flash Cards: Reducing Your Study Time
Some practical tips for using study cards to reduce your study time and get a solid foundation in learning any topic. This video also includes some surprising advanced techniques that show how to use flash cards to also learn higher-level thinking in any subject. Includes discussion of the Leitner system (plus Patton's adaptation of the Leitner system), color codes and symbols, using cards to learn processes and ordered structures, and using cards to build concept maps (mind maps).
Muscle Names Have Meaning
Learning muscles is hard enough without dealing with those crazy convoluted Latin names. But if you pay attention to those names, you'll find that they are actually phrases that help you find the muscles AND help you to remember them in the long term. Find out how this works . . . and where to find lists to help you figure out the meaning of common muscle names.
Exam Strategies
Proven strategies for success in taking tests and exams. What you can do before, during, and after an exam to improve performance in your anatomy and physiology course.
Learn from Your Mistakes: TEST ANALYSIS
How do you effectively "go over" your tests or exams? Learn how to analyze your tests to see what went wrong and how to fix it.
Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.
I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes! Just go to my bookmark request page to get bookmarks for your students now.
Thursday, February 17, 2011
Concept Lists and Concept Maps
I've recently posted two new videos that help students learn A&P to my YouTube channel.
You are welcome to use them in your course by linking to them or by embedding them in your website, LMS (learning management system), or PowerPoint presentation. Or you can just keep them in mind when students come to you looking for study tips. Or they may just spark some ideas of your own!
Concept Lists - A Powerful Study Strategy
Running concept lists are a great way to build up what you are learning layer by layer, while at the same time learning relationships between different concepts. If you run your concept lists faithfully, you will also have a handy "personal encyclopedia" of concepts and how they are related. (Closed Captioned)
The Concept Lists video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Lists.
Concept Maps - A Learning & Study Strategy
Concepts maps (mind maps) help you understand relationships in human anatomy and physiology in ways that deepen understanding. This video summarizes what a concept maps is, how to make and use one, and outlines some examples of different styles of concept maps. (Closed Captioned)
The Concep Maps video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Maps
Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection. (To use the slides, you'll need the password for downloading them. Just fill in the form to get the password if you don't already have it.)
When using the direct links, you need to have the super-secret, magic password ready!
Want more slides? More study tip materials to share with your students? In an upcoming post, I'll be sharing a few more, ok?
Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.
I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes! Just go to my bookmark request page to get bookmarks for your students now.
You are welcome to use them in your course by linking to them or by embedding them in your website, LMS (learning management system), or PowerPoint presentation. Or you can just keep them in mind when students come to you looking for study tips. Or they may just spark some ideas of your own!
Concept Lists - A Powerful Study Strategy
Running concept lists are a great way to build up what you are learning layer by layer, while at the same time learning relationships between different concepts. If you run your concept lists faithfully, you will also have a handy "personal encyclopedia" of concepts and how they are related. (Closed Captioned)
The Concept Lists video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Lists.
Concept Maps - A Learning & Study Strategy
Concepts maps (mind maps) help you understand relationships in human anatomy and physiology in ways that deepen understanding. This video summarizes what a concept maps is, how to make and use one, and outlines some examples of different styles of concept maps. (Closed Captioned)
The Concep Maps video is also embedded in one of my Lion Den Study Tips & Tools pages entitled Concept Maps
Want to present your own version of any of these study tips? Perhaps embed parts of them into your own presentations? You are welcome to use the slides, which can be found in the Lion Den Slide Collection. (To use the slides, you'll need the password for downloading them. Just fill in the form to get the password if you don't already have it.)
When using the direct links, you need to have the super-secret, magic password ready!
Want more slides? More study tip materials to share with your students? In an upcoming post, I'll be sharing a few more, ok?
Don't forget that your students can keep up with all these study tips (and more) on their own by subscribing to my blog The A&P Student.
I have some handy (and bizarre) bookmarks giving students information about The A&P Student blog that you can distribute FREE to your classes! Just go to my bookmark request page to get bookmarks for your students now.
Tuesday, October 7, 2008
Science Debate 2008
Where do the presidential candidates stand on issues relating to science and science education?
Find out at Science Debate 2008, a project that presents the views of two major candidates* Obama and McCain on some of the major issues and concerns related to science and and science education. I like the fact that the candidates are laid out side by side for easy comparison.
[* FYI, I have withdrawn my request to be considered as write-in candidate this time around. I'm just too busy with other projects!]
Tuesday, September 23, 2008
William Carlos Williams
A bit of A&P people trivia . . .
As a man of many diverse interests, it is fascinating for me to hear stories of folks who are accomplished in several very different fields, especially one of them in human anatomy and physiology.
Take the case of William Carlos Williams, whose birthday in 1883 was celebrated last week. (You did get the invitation to the party, right?)
He is most well known around the world as a poet who won the 1963 Pulitzer Prize in Poetry (alas, just after he died) for a collection of poems he wrote late in his career. His novels, plays, essays, short stories, and other works are also acclaimed. But did you know that he practiced medicine for more than four decades? Yes, as a New Jersey pediatrician he applied the principles of human A&P every day!
Of course he had a few poems fully informed and inspired by his knowledge and love of human structure and function! Take his poem Smell from the book Al Que Quiere! A Book of Poems (1917) . . .
As a man of many diverse interests, it is fascinating for me to hear stories of folks who are accomplished in several very different fields, especially one of them in human anatomy and physiology.
He is most well known around the world as a poet who won the 1963 Pulitzer Prize in Poetry (alas, just after he died) for a collection of poems he wrote late in his career. His novels, plays, essays, short stories, and other works are also acclaimed. But did you know that he practiced medicine for more than four decades? Yes, as a New Jersey pediatrician he applied the principles of human A&P every day!
Of course he had a few poems fully informed and inspired by his knowledge and love of human structure and function! Take his poem Smell from the book Al Que Quiere! A Book of Poems (1917) . . .
Smell
- OH strong-ridged and deeply hollowed
- nose of mine! what will you not be smelling?
- What tactless asses we are, you and I, boney nose,
- always indiscriminate, always unashamed,
- and now it is the souring flowers of the bedreggled
- poplars: a festering pulp on the wet earth
- beneath them. With what deep thirst
- we quicken our desires
- to that rank odor of a passing springtime!
- Can you not be decent? Can you not reserve your ardors
- for something less unlovely? What girl will care
- for us, do you think, if we continue in these ways?
- Must you taste everything? Must you know everything?
- Must you have a part in everything?
- William Carlos Williams
(this poem is in the public domain)
Do YOU have any poems inspired by A&P to share? Click the Comments blog link to share your own! Or email them to me (along with your permission) at info@theapprofessor.org and I'll publish them here and/or at The A&P Professor website!
Friday, July 4, 2008
Welcome!
This blog, and it's companion website The A&P Professor, is an outgrowth of something I started at my original website, Lion Den. In providing resources for my own students, I found that many other A&P professors from around the world were interested in using some of them for their own students. So I began posting A&P teaching resources at Lion Den specifically for my colleagues.
I also found that my work in writing a series of A&P textbooks, lab manuals, and reference books necessarily led me to be continually research updated concepts, new learning methods, and new teaching tools. All of which I'm itching to share with my colleagues. Collaboration and collegiality are some of the things I really like about academic life!
So this blog and The A&P Professor website will be a vehicle for sharing what I have . . . and is certainly open for you to share what you have!
I'll also be keeping you up to date with our textbooks and related materials. And some of the teaching and learning concepts behind why the books are constructed in the manner they are. Even for those of you that don't use them, you'll find what I have to tell you interesting and useful.
(By the way, The A&P Professor website is not quite ready. But I'll be sure to post it's Grand Opening on this blog when it is ready!)
Don't forget to "Subscribe!" to this blog by clicking the button in the upper right panel of the main blog page!
Cheers,
-kevin
I also found that my work in writing a series of A&P textbooks, lab manuals, and reference books necessarily led me to be continually research updated concepts, new learning methods, and new teaching tools. All of which I'm itching to share with my colleagues. Collaboration and collegiality are some of the things I really like about academic life!
So this blog and The A&P Professor website will be a vehicle for sharing what I have . . . and is certainly open for you to share what you have!
I'll also be keeping you up to date with our textbooks and related materials. And some of the teaching and learning concepts behind why the books are constructed in the manner they are. Even for those of you that don't use them, you'll find what I have to tell you interesting and useful.
(By the way, The A&P Professor website is not quite ready. But I'll be sure to post it's Grand Opening on this blog when it is ready!)
Don't forget to "Subscribe!" to this blog by clicking the button in the upper right panel of the main blog page!
Cheers,
-kevin
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