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2008 Annual Conference of the Human Anatomy & Physiology Society May 24 - 29, 2008
Welcome to New Orleans Laissez Les Bon Temps Rouler! (Let the good times roll) On behalf of the Annual Conference Planning Committee, our host institution, LSU Health Sciences Center, and Skully, our conference mascot and his Laissez Les Bon Temps Rouler band, welcome to the 22nd Annual HAPS Conference. Considering our prestigious update speakers, informative workshops and poster sessions, exciting social events, and the Jazzy Big Easy, we know you will find this to be your best HAPS conference yet. We welcome you and wish you a wonderful stay in The Crescent City, The Big Easy, The City That Care Forgot- New Orleans!
Your HAPS 2008 An nu al Co nferen ce Ho st Co mmittee: Wanda Hargroder LSU Baton Rouge
Workshop s Ho sted by:
Susan van Loon Our Lady of Holy Cross College New Orleans
Judith M. Venuti LSU Health Sciences Center New Orleans
Exhibitors and Sponsors HAPS would like to recognize and thank our conference Exhibitors, Sponsors and Advertisers. If not for their generous support this conference would not be possible. Sponsors can be identified by a placard displayed on their exhibit tables. Please let them know how much we appreciate their support.
A.D.A.M., Inc
Kendall/Hunt Publishing
ADInstruments
Linked Learning Systems INC
American Association of Anatomists
Lippincott Williams & Wilkins
American Physiological Society
LSU Foundation
American Society for Microbiology
LSUHSC, School of Medicine
BIOPAC Systems Inc.
McGraw-Hill
Biovere
Morton Publishing
Bluedoor
Mosby Saunders/Elsevier
Bone Clones
NABT
cyber-Anatomy
Paradigm Publishing
Clockwice Records
Pearson (Benjamin Cummings)
Denoyer Geppert
Southeast Louisiana AHEC
HAPS-I
Thieme Medical Publishers
Hands-On Labs
Touch of Life Technologies
Holt Anatomical
Visual Histology
Imagineering Media Services
Wiley & Sons
iWorx/CB Sciences, Inc.
Schedule of Events Saturd ay, May 24, 2008 Westin New Orleans Canal Place 8:00 a.m. - 5:00 p.m.
Board of Directors Meeting- Chairman’s Room
1:00 p.m. - 5:00p.m.
Steering Committee Meeting- Executive Room
3:00 p.m.- 5:00 p.m.
HAPS-I Orientation- Azalea I
1:00 p.m. - 5:00 p.m.
Registration - Salon Room
5:30 p.m. - 7:30 p.m.
Welcome Reception- Crescent Ballroom Sponsored in part by McGraw-Hill Publishers
Sund ay, May 25, 2008 Westin New Orleans Canal Place 7:00 a.m. - 1:00 p.m.
Registration- Salon Room
7:30 a.m. - 8:30 a.m.
First Timers Breakfast- Terrace Room Sponsored in part by ADInstruments Continental Breakfast- Magnolia Ballroom Sponsored in part by John Wiley & Sons
7:30 a.m. - 5:15 p.m.
Exhibits and Poster Session- Magnolia Ballroom
8:30 a.m. - 8:45 a.m.
Opening Remarks- Ballroom
8:45 a.m. - 10:00 a.m.
Update Seminar I- Ballroom “Genomic Medicine: The Future of Addiction Medicine” Charles O'Brien, MD, PhD, University of Pennsylvania School of Medicine
10:00 a.m. - 10:45 a.m.
Refreshment Break- Magnolia Ballroom
10:45 a.m. - Noon
Update Seminar II- Ballroom “Getting High: Physiological Changes at High Altitude” John Hunt, MD, MPH, FACS, LSU Health Sciences Center
Noon - 2:00 p.m.
Lunch on your own
2:00 p.m. - 3:15 p.m.
Update Seminar III- Ballroom “Painful Peripheral Neuropathy Induced by Cancer ChemotherapyPreventable with a Better Understanding of Anatomy and Physiology?” Kimberly Topp, PhD , University of California, San Francisco Sponsored by The American Association of Anatomists
3:15 p.m. - 3:45 p.m.
Refreshment Break, Exhibits and Poster Session- Magnolia Ballroom
3:45 p.m. - 5:00 p.m.
Update Seminar IV- Ballroom “ Biodefense: How Ricin Toxin Kills and How Antibodies Protect” Seth Pincus, MD, Children's Hospital, LSU Health Sciences Center Sponsored by The American Society for Microbiology
5:00 p.m.- 6:00 p.m.
Exhibits- Magnolia Ballroom
6:00 p.m.- 7:00 p.m.
Meet the Committee Chairs- Riverbend Grill
7:30 p.m.
Board Natchez Riverboat Jazz and Dinner Cruise
8:00 p.m. -10:00 p.m.
Dinner and Cruise
Mo nd ay, May 26, 2008 Westin New Orleans Canal Place 8:00 a.m. - 1:00 p.m.
Registration- Salon Room
7:30 a.m. - 8:30 a.m.
Continental Breakfast- Magnolia Ballroom
7:30 a.m. - 5:15 p.m.
Exhibits and Poster Session- Magnolia Ballroom
8:30 a.m. - 10:00 a.m.
HAPS Business Meeting- Ballroom Open to the General HAPS membership
10:00 a.m. - 10:30 a.m.
Refreshment Break, Exhibits and Poster Sessions- Magnolia Ballroom
10:30 a.m. - 11:45 a.m.
Update Seminar V- Ballroom "Stem/Progenitor Cells From Bone Marrow and Their Amazing Potential to Repair Most Tissues" Darwin Prockop, MD, PhD,Tulane University
11:45 p.m. - 1:45 p.m.
Lunch on your own
1:45 p.m. - 3:00 p.m.
Update Seminar VI- Ballroom “The Mechanics of Breathing” Michael Levitzky, PhD, LSU Health Sciences Center Sponsored by The American Physiological Society
3:00 p.m. - 5:00 p.m.
Refreshment Break, Exhibits, and Poster Session- Magnolia Ballroom
4:30 p.m.
Door Prize Awards in Exhibit area- Magnolia Ballroom We have very exciting door prizes including: an iPod nano donated by ADInstruments
6:00 p.m. - 7:00 p.m.
Banquet Reception- Ballroom Sponsored in part by John Wiley & Sons
7:00 p.m.
Banquet and Dancing- Ballroom
Banquet Speaker“Forensic Anthropology in Louisiana: From Modern and Historic New Orleans to Ancient Egypt” Mary Manhein, MA, Louisiana State University, Baton Rouge
Tuesd ay, May 27, 2008 LSU Health Sciences Center 7:30 a.m. - 8:30 a.m.
Buses begin loading at hotel for trip to LSUHSC
8:00 a.m. - 9:00 a.m.
Continental Breakfast at LSUHSC- MEB Room 4 Sponsored in part by LSUHSC School of Medicine Southeast Louisiana AHEC & the LSU Foundation
9:00 a.m. - 9:15 a.m.
Welcoming Remarks
9:30 a.m. - 12:30
Workshops
12:30 p.m. - 1:30 p.m.
Lunch- MEB Room 4 Sponsored in part by Benjamin Cumings Committee Meetings
1:30 p.m. - 4:30 p.m.
Workshops
4:00 p.m.
Buses begin loading at LSUHSC for return to hotel
Wed nesd ay, May 28, 2008 LSU Health Sciences Center 7:30 a.m. - 8:30 a.m.
Buses begin loading at hotel for trip to LSUHSC
8:00 a.m. - 9:00 a.m.
Continental Breakfast at LSUHSC- MEB Room 4 Sponsored in part by LSUHSC School of Medicine Southeast Louisiana AHEC & the LSU Foundation
9:30 a.m. - 12:30
Workshops
12:30 - 1:30 p.m.
Lunch- - MEB Room 4 Sponsored in part by ADInstruments
1:30 p.m. - 4:30 p.m.
Workshops
4:00 p.m.
Buses begin loading at LSUHSC for return to hotel
Thursd ay, May 29, 2008 Opti onal Day Tri p - Oak All ey P lantation 9:00 a.m.
Buses load for Oak Alley Plantation at Westin Canal Place
1:30 p.m.
Return to the Westin Canal Place
Special Events and Activities Conference Welcome Reception Saturday, May 24, 2008, 5:30 - 7:30 p.m., Westin New Orleans Canal Place- Cresent Ballroom Visit with your HAPS colleagues while enjoying a spectacular view of the French Quarter and the Mississippi River.
First Ti mers B reakfast Sunday, May 25, 2008, 7:30 - 8:30 a.m.- Westin New Orleans Canal Place- Terrace Room Specifically designed for those attending their first HAPS conference, this event is hosted by HAPS past presidents. Take the opportunity to meet the Society’s leadership while enjoying a complimentary breakfast. Meet with the committee chairs and consider contributing to HAPS by participating in committee work. Sponsored in part by ADInstruments.
Meet the Chai rs Sunday, May 25, 2008, 6:00 p.m. – 7:00 p.m.- Westin Canal Place-Riverbend Grill HAPS Committee Chairs will be at the Westin Riverbend Grill Sunday for the hour before we head off to the evening Cruise. It's a great time to come learn about the amazing committees that can benefit you and encourage you as you learn about HAPS this week
Riverboat Jazz and Di nner C rui se, on the Steamboat Natchez Sunday, May 25, 2008, 7:30- 10:00 p.m. Savor the beauty and romance of New Orleans and take a journey back in time aboard the authentic Sternwheeler Steamboat Natchez. Your cruise from the heart of the French Quarter takes you back to when cotton was king and life was as slow and graceful as the current on the Mississippi. The cruise will show you New Orleans, one of the world’s most active ports, as you can only see from the river. Enjoy the beautiful skyline as you slowly cruise down Old Man River. Experience Southern hospitality, steamboat style! Enjoy a wonderful New Orleans Buffet while listening to the sweet sounds of Jazz and narration given by the Captain. The Natchez is one of only six true steam powered sternwheelers plying the Mississippi today. The Natchez combines the best of contemporary construction, safety, and comfort standards with all the authenticity and style of her classic steamboat gothic predecessors. True to tradition in every detail, boarding the Natchez makes you feel as if you have entered another era. The captain barks his orders through an old-time hand-held megaphone. The calliope trills a melody into the air while the great wheel, 25 tons of white oak, churns the heavy waters of the Mississippi. You soon find yourself slipping into a sense of the old, vast and timeless river. Follow the
sound of the Calliope to the Natchez Dock on the Mississippi, just steps a way from the Westin Canal Place along the River walk.
Banquet R ecepti on Monday, May 26, 2008, 6:00 p.m.- Westin New Orleans Canal Place- Foyers I & II Mingle with your HAPS colleagues prior to the banquet. Many folks dress more formally for this occasion. This event is sponsored by John Wiley & Sons, Inc.
Conference Banquet and K eynote Address Monday, May 26, 2008, 7:00 - 10:00 p.m.- Westin New Orleans Canal Place- Ballroom Enjoy a seated dinner that is sure to suit your fancy. The banquet speaker, Mary Manhein, from LSU in Baton Rouge, is certain to be entertaining and informative. She has published widely in her field and is the author of two popular books: The Bone Lady and Trail Of Bones. She has lectured about her work across the United States and at Scotland Yard and has been a special guest on such television programs as Missing, New Detectives, Cold Case, and Book TV. Don’t forget your dancing shoes because after dinner there will be music by Soul Vaxxination (http://www.soulvaxx.com/) who are guaranteed to play your favorite dance tunes. The most memorable times from HAPS conferences in the past are from dancing after the banquet. This year should prove to be no different.
Tour of O ak Alley Plantati on Thursday, May 29, 2008- Depart from Westin New Orleans Canal Place Experience a bygone era in the South’s most beautiful setting. Oak Alley Plantation begins with its spectacular trees. A quarter-mile alley of twenty-eight sheltering oaks over 250 years old still greets you today. The present day antebellum plantation, a National Historic Plantation, was built in 1839 when Southern aristocracy ruled the land. Enjoy her beauty and dream of her rich past! Located on the Mississippi River between the historic Louisiana cities of New Orleans and Baton Rouge, Oak Alley Plantation has been called the "Grande Dame of the Great River Road". Perhaps the most photographed plantation ever, Oak Alley has been the setting for such motion pictures as “Interview with a Vampire”, “Primary Colors” and the wedding of Bo and Hope from the daytime soap opera, “Days of our Lives”. Nowhere else in the south will you find such a spectacular setting! For this optional morning trip (4.5 hour duration), you will take a tour of the plantation located in Vacherie, Louisiana. The canopy of giant live oak trees forms an impressive avenue leading to the classic Greek-revival style antebellum home. Guides dressed in period costumes conduct tours of the mansion. Visitors may walk the well-manicured grounds at their leisure with the help of a grounds map. This is a ticketed event that requires an extra fee. Guests are welcome!
Welcome to the SECOND SEASON of our professional continuing education program! The goal of HAPS Institute (HAPS-i) goal is to provide deeper, directed continuing learning experiences for instructors of undergraduate courses in human anatomy and physiology— thus keeping HAPS members at the leading edge of teaching A&P. To meet our goal, HAPS-I offers specific short courses in topics important in teaching anatomy and/or physiology. HAPS-I is particularly interested in addressing topics that are often perceived to be: hard to understand, hard to learn, and hard to teach
All of our courses have two major components: 1. Active review of core concepts and integration of recent discoveries and concepts; 2. Exploration of established, new, and emerging methods of teaching and learning in the undergraduate anatomy and/or physiology course. The University of Washington (Seattle) has partnered with HAPS-I to provide graduate university credit in biology to participants who successfully complete a course. Three courses are coordinated with the New Orleans annual conference! Those who have registered for these courses, identified by their elegant HAPS-I ribbons (and sporty HAPS-I shirts and pins), have the opportunity to explore topics relevant to teaching undergraduate human anatomy and/or physiology: Topics in Anatomy & Physiology (2 credits) Advanced Renal Biology (2 credits) Advanced Respiratory Biology (2 credits)
Participants in all HAPS-I courses produce a teaching module (for example, a case study or problem set) that is peer-reviewed and possibly published in a professional, peer-reviewed online publication. Everyone registered for a HAPS-I course receives specific information on required sessions to attend at this meeting. (If this applies to you, check your course materials and conference packet carefully. If you have questions, just stop at the HAPS desk and ask!). Two other courses (Using Cadavers in Teaching A&P and Best Practices in 2008 MAJOR HAPS-I Distributed [online] Teaching of A&P) are independent of the conference and PROGRAM SPONSORS are also now in progress. Why would you want to participate in HAPS-I courses? • You want to become a more effective teacher • You want to brush up on a particular topic • You want documented credit for your experience • You want access to expert faculty, presenters, and top-notch resources • You want to strengthen your credentials in teaching A&P • You want to improve chances for funding travel to a HAPS Conference • You want to show students that you care about learning • You want to learn new ways to teach the topics of A&P • You want the opportunity to contribute to a peer-reviewed publication
Denoyer-Geppert International (DGI) Elsevier Publishing (Mosby, Saunders) Linked Learning Systems Inc.
You have a lot of questions, don’t you? HAPS-I SCHOLARSHIP SPONSOR
Great! The HAPS-I staff is anxious to talk to about our current offerings and future plans. This is YOUR professional development program, so please help us to make sure that we are meeting your Morton Publishing needs! There’s also plenty of information about HAPS Institute on the HAPS website at: www.hapsweb.org
Update Seminars Sund ay, May 25, 2008 8:45 a.m. - 10:00 a.m.
“Genomic Medicine: The Future of Addiction Medicine”Charles O’Brien, MD, PhD, University of Pennsylvania School of Medicine 10:45 a.m. - Noon
“Getting High: Physiologic Changes at Altitude as a Paradigm for Teaching Oxygen Transport”John Hunt, MD, MPH, FACS, LSU Health Sciences Center 2:00 p.m. – 3:15 p.m.
“Painful Peripheral Neuropathy Induced by Cancer ChemotherapyPreventable with a Better Understanding of Anatomy and Physiology?”Kimberly Topp, PhD, University of California, San FranciscoAmerican Association of Anatomists Sponsored Speaker 3:45 p.m. – 5:00 p.m.
“ Biodefense: How Ricin Toxin Kills and How Antibodies Protect” Seth Pincus, MD, Children’s Hospital, LSU Health Sciences Center American Society for Microbiology Sponsored Speaker
Mo nd ay, May 26, 2008 10:30 a.m. - 11:45 a.m.
"Stem/Progenitor Cells From Bone Marrow and Their Amazing Potential to Repair Most Tissues"Darwin Prockop, MD, PhD, Tulane University
1:45 p.m. – 3:00 p.m.
“The Mechanics of Breathing” Michael Levitzky, PhD, LSU Health Sciences Center American Physiological Society Sponsored Speaker
Up d a t e S e m i n a r I Sunday, May 25, 8:45 a.m. – 10:00 a.m.
“Genomic Medicine: The Future of Addiction Medicine” CHARLES O'BRIEN, M.D., Ph.D. Professor and Vice-Chair, Department of Psychiatry Director, Center for Studies of Addiction University of Pennsylvania School of Medicine Philadelphia, PA Dr. O’Brien received his MD and PhD degrees from Tulane University, New Orleans, and received residency training in psychiatry, neurology, and medicine at Harvard, the University of London, Tulane and the University of Pennsylvania (Penn). He is board-certified in psychiatry, neurology and addiction psychiatry. Dr. O’Brien is the Vice-Chair of Psychiatry at Penn, and the Director of the prestigious Center for Studies in Addiction. One of the most prominent addiction researchers in the world, Dr. O’Brien has made many important discoveries and contributions over the past 30 years that have become the standard of care in addiction treatment throughout the world. Aside from developing medications to treat alcohol, opioid, and cocaine dependence, his work has also increased the understanding of the clinical aspects of addiction and the neurobiology of relapse. Among his numerous honors, Dr. O’Brien was elected to the Institute of Medicine of the National Academy of Sciences in 1991, and received the Nathan B. Eddy award for research from the College on Problems of Drug Dependence in 2003. He has advised our national government on drug policy for decades, and was the President of the American College of Neuropsychopharmacology, and the Association for Research in Nervous and Mental Disease. Addiction develops because certain drugs (cocaine, heroin, alcohol, nicotine, etc) produce intense activation of the reward system in the brain leading to over-learned maladaptive memories. The leads to compulsive, relapsing drug use despite sincere efforts to stop. Brain imaging data demonstrates marked response to drug related cues and helps to discover new medications that can aid in the treatment of this terrible disease. Numerous studies have demonstrated a role for heredity in the vulnerability to psychiatric disorders including addiction. The heredity factor in addictive disorders is among the highest for all psychiatric disorders. There are demonstrated genetic influences on response to
abused drugs as well as to medications used in their treatment. Recent progress has been made in the study of alcoholism. Family history positive participants have been found to show greater alcohol stimulation, greater alcohol plasma endorphin response and greater response to naltrexone treatment. A variant of the gene for the mu opiate receptor has been found to be associated with higher risk for alcoholism and greater stimulation from a given alcohol blood level. This stimulation is blocked by the opiate receptor antagonist naltrexone which has also been reported in clinical trials to block alcohol high in alcoholics. Most importantly, two studies have now reported significantly better treatment outcome when patients with this allele are treated with naltrexone. Should we begin genotyping our alcoholic patients?
Notes:
Update Seminar II Sunday, May 25, 10:45 a.m. - Noon
“Getting High: Physiologic Changes at Altitude as a Paradigm For Teaching Oxygen Transport" JOHN HU NT, M.D., M.P.H. Chief, Section of Trauma & Critical Care Surgery Department of Surgery and Anesthesiology LSU Health Sciences Center New Orleans, LA Dr. Hunt is an Associate Professor of Surgery and Section Chief for the Trauma/Critical Care section at LSU Health Sciences Center. He is also the Program Director for the General Surgery Residency and Trauma/Critical Care Fellowship. His undergraduate education was at Rensselaer Polytechnic Institute and his Medical Degree from Albany Medical College. He completed a General Surgery Residency at LSU-New Orleans and did his Trauma/Critical Care training at the University of North Carolina at Chapel Hill where he also obtained a Master’s in Public Health/Epidemiology and did basic science research in hemorrhage and burns under an NIH trauma training grant. Dr. Hunt is the Associate Director of the Level I Trauma Center in New Orleans. Dr. Hunt’s research interests include the physiologic and immunologic changes that occur with trauma and critical illness and corresponding clinical research. He also has conducted research in injury prevention. Dr. Hunt will discuss, in the context of high altitude physiology, oxygen transport. This will include the topics of alveolar/arterial gas gradients, the alveolar gas equation, ventilation/perfusion mismatching, oxygen content, oxygen delivery and consumption, and other basic pulmonary and cardiac physiologic concepts.
Notes:
UPDATE SEMINAR III Sunday, May 25, 2:00 p.m. - 3:15 p.m.
“Painful Peripheral Neuropathy Induced by Cancer ChemotherapyPreventable with a Better Understanding of Anatomy and Physiology? “ KIMBERLY S. TOPP, P.T., Ph.D. Professor and Chair, Department of Physical Therapy and Rehabilitation Science Sexton Sutherland Endowed Chair, Department of Anatomy University of California, San Francisco San Francisco, CA Kimberly S. Topp, PT, PhD, is professor and chair of the Department of Physical Therapy and Rehabilitation Science and holds the Sexton Sutherland endowed chair in the Department of Anatomy at the University of California, San Francisco. She completed a bachelor’s degree in physical therapy from Northern Arizona University and a PhD in Anatomy and Cell Biology from the University of California, Davis. At UCSF, Dr. Topp teaches anatomy and nerve biology for the Graduate Program in Physical Therapy and directs the anatomy curriculum for the School of Medicine. Dr. Topp’s research interests are in structurefunction relationships of peripheral nerve. Dr. Topp will describe the state of the science in painful peripheral neuropathy that often results from chemotherapeutic agents used to treat cancer. The discussion will include our understanding of structural alterations seen in nerves in animal models of chemotherapy-induced neuropathy, and functional alterations documented in patients treated with chemotherapeutic drugs used for breast cancer. The talk will conclude with a discussion of current and proposed treatments or preventatives for chemotherapy-induced neuropathy and how nerve structure and physiological function are fundamental keys in considering therapeutic interventions.
Dr. Topp’s seminar is sponsored by the American Association of Anatomists
Notes:
Update Seminar IV Sunday, May 25, 3:45 p.m. - 5:00 p.m.
“ Biodefense: How Ricin Toxin Kills and How Antibodies Protect” SETH PINCUS, M.D. Director, Research Institute for Children Nelson Ordway Professor and Vice Chairman Department of Pediatrics Professor, Department of Microbiology, Immunology and Parasitology Children's Hospital, LSU Health Sciences Center New Orleans, LA Seth Pincus, M.D., is a Professor in the Departments of Pediatrics and Microbiology, Immunology, and Parasitology, at LSU Health Sciences Center. He is also the Director of the Research Institute for Children at Children’s Hospital in New Orleans. Prior to coming to New Orleans, he resided in Montana, where he worked at the NIAID Rocky Mountain Laboratories and then was Head of the Department of Microbiology at Montana State University. Moving from Montana to New Orleans, in 2001, was quite a change. Dr. Pincus’s area of interest is the biological effects of immunoglobulins, and especially interactions of antibodies with infectious agents. He has worked with HIV, devising immunotoxins to eliminate the latent reservoir of HIV infected cells, and group B streptococci, producing therapeutic antibodies, and most recently studying mimetics that may be used as vaccines. The work with immunotoxins led to Dr. Pincus’s interest in the subject that will be discussed. Ricin toxin is prototypical of the A-B toxins produced by plants and bacteria. Ricin toxin is a major biodefense concern because it is highly toxic, its source, the castor bean, is a common weed, the toxin is simple to extract in pure form, and is highly stable. In the talk we will discuss how ricin kills and how antibodies can protect against ricin’s toxicity.
Dr. Pincus’s seminar is sponsored by the American Society for Microbiology
Notes:
Update Seminar V Monday, May 26, 10:30 a.m.- 11:45 a.m.
"Stem/Progenitor Cells From Bone Marrow and Their Amazing Potential To Repair Most Tissues" DARWIN J. PROCKOP, M.D., P h.D. Professor and Director of the Center for Gene Therapy Tulane University Health Sciences Center New Orleans, LA Dr. Prockop is currently Professor and Director of the Center for Gene Therapy, Tulane University Health Sciences Center, New Orleans, LA. He received an A.B. degree from Haverford College, an Honors B.A. degree from Oxford University, an M.D. degree from the University of Pennsylvania, and a Ph.D. degree from George Washington University. He served an internship in medicine at New York Hospital and a postdoctoral fellowship at the NIH. For eleven years he was a faculty member and Director of a Clinical Research Center at the School of Medicine, University of Pennsylvania. Between 1972 and 1986, he was Chairman of Biochemistry at Rutgers Medical School, and Director for the Center for Human and Molecular Genetics. He then became Chairman of the Department of Biochemistry & Molecular Biology and Director of the newly established Jefferson Institute of Molecular Medicine at Thomas Jefferson University. From 1996 to 2000, he was Director of The Center for Gene Therapy at MCP Hahnemann Medical School. In 2000, he moved to his present position. Dr. Prockop has served on several national committees and review boards, including the Robert Wood Johnson Commission on Medical Education and the Step I Test Committee of National Boards in Medicine. He has been a member of nine scientific editorial boards, and the Editor-In-Chief of one international journal. He has received two outstanding teacher awards, and honorary degrees from three universities. In addition, two universities presented him with Distinguished Alumnus Awards. Also, he received a Senior Research Fellowship from the Deutsche Forschungsgemeinschaft. He is an elected member of the Academy of Finland, the U.S. Institute of Medicine, and the National Academy of Sciences. He is author or co-author of over 400 scientific papers. Initially, his major research interests were the biosynthesis of collagen, structure and function of collagen genes, and genetic mutations that cause diseases of bone and cartilage. Currently, his major interest is in using adult stem cells from bone marrow for cell and gene therapy of a variety of diseases including osteoporosis, spinal cord paralysis, heart disease, Parkinson’s disease and Alzheimer’s disease. Fifteen individuals who have worked with him
on these projects are currently chairs of departments and twelve additional individuals hold professorships. His wife, Elinor, has been an experimental psychologist and an advisor of premedical students. She is currently a prose editor. A daughter, Susan, is a pediatric oncologist, and a son, David, is a teacher of physics and astronomy. Notes:
Update Seminar VI Monday May 26, 1:45 p.m. - 3:00 p.m
“ Mechanics of Breathing” MICHAEL G. LEVITZKY, P h.D. Professor and Interim Head Department of Physiology LSU Health Sciences Center New Orleans, LA Michael G. Levitzky is Professor of Physiology and Anesthesiology and Director of Basic Science Curriculum in the School of Medicine, and Professor of Cardiopulmonary Science in the School of Allied Health, at the Louisiana State University Health Sciences Center in New Orleans. Now in his 33rd year of service at LSUHSC, he is also Adjunct Professor of Physiology and Pediatrics at Tulane University School of Medicine. He received a B.A. from the University of Pennsylvania and a Ph.D. in Physiology from Albany Medical College. He is the author of Pulmonary Physiology (Lange/McGraw-Hill), which is currently in its 7th edition, as well as co-author of several other textbooks. He has received numerous teaching awards from LSUHSC and Tulane Medical School, and received the American Physiological Society’s Arthur C. Guyton Teacher of the Year Award in 1998. Dr. Levitzky has served the American Physiological Society as a member of the Education Committee and as a member of the Steering Committee of the Teaching Section. Dr. Levitzky’s lecture will cover the basic concepts of the mechanics of breathing, including the elastic recoil of the lung and the chest wall, and airways resistance. These two main components of the work of breathing will be discussed as they contribute to the pathophysiology of restrictive and obstructive pulmonary diseases. Dr. Levitzky’s seminar is sponsored by the American Physiological Society
Notes:
Banquet Speaker Monday, May 26, 7:45- 8:45 p.m.
"Forensic Anthropology in Louisiana: From Modern and Historic New Orleans to Ancient Egypt." MARY MANHEIN , M.A. Professional in Residence, Department of Geography and Anthropology Director of the LSU FACES Laboratory LSU, Baton Rouge Director of Louisiana Repository for Unidentified and Missing Persons Information Database Mary H. Manhein, a forensic anthropologist, is a Professional in Residence at Louisiana State University and Director of the LSU Forensic Anthropology and Computer Enhancement Services (FACES) Laboratory. She is also Director of the Louisiana Repository for Unidentified and Missing Persons Information Program. She has an M.A. in anthropology from LSU and has worked in the field of forensic anthropology for more than 20 years. She is a fellow in the Physical Anthropology Section of the American Academy of Forensic Sciences, is a deputy coroner for East Baton Rouge Parish, Louisiana, and is a member of the National DMORT (Disaster Mortuary Operational Response Team). She has published widely in her field and is the author of two popular books: THE BONE LADY and TRAIL OF BONES. She has lectured about her work across the United States and at Scotland Yard and has been a special guest on such television programs as Missing, New Detectives, Cold Case, and Book TV. She will provide a broad overview of forensic anthropology, how it applies to modern day cases, historic cases, including Egyptian mummies and historic cemetery work in New Orleans.
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www.Anatomy.org Education & Teaching Track at AAA’s Annual Meeting Attend four days of sessions devoted only to education in the anatomical sciences, including symposia, platforms, posters, roundtable discussions, workshops and topical refresher courses. The Basmajian Award celebrates an up-and-coming star in both gross anatomy education and research with a $1,000 honorarium. The Elsevier/Henry Gray Distinguished Educator Award honors the career of an established educator and their contributions to the anatomical sciences with a $4,000 honorarium and a lecture at AAA’s annual meeting. AAA’s Education Outreach Grants provide up to $3,000 in support of community and professional education programs. The LWW/AAA Education Research Scholarship supports innovative anatomy education projects conducted by a graduate student, postdoctoral fellow or junior faculty member with a $5,000 stipend.
www.AnatomyEducation.org Education Listserv Share ideas, teaching tools, and new techniques with fellow educators. Education Resource Link Collection Find the best online resources in AAA’s dynamic listings, sorted by popularity, and submit your own site. Career Center Browse or post openings for jobs, postdoctoral postings, and internship opportunities and explore links to other career development resources. Education & Teaching Track Presentation Archive See slide presentations from previous AAA annual meetings. Anatomy Textbook & Atlas Reviews Read AAA member reviews of anatomy textbooks, atlases and other related resources.
Posters Posters will be on display Sunday, May 25 and Monday, May 26 from 8 a.m. to 5 p.m. in the foyer adjacent to the Exhibit Hall on the third floor. Presenters will be by their poster to answer questions on Sunday from 2:45 - 3:00 p.m. and on Monday from 10:00 - 10:30 a.m. Integrating Research into Teaching: A Prototype of Alcohol Abuse Course Content- Sylvia J. Brant, Ph.D., University of Massachusetts, and Edward E. Brandt, Ph.D., Shenandoah University Despite investments in college alcohol awareness programs, Harvard's College Alcohol Study (2001) concludes that there is little evidence of the effectiveness of standard alcohol education. An innovative approach is curriculum infusion (CI), which integrates prevention content into standard college courses. In this study we assess the impact of curriculum infusion in two settings: a large introductory statistics course at University of Massachusetts-Amherst and a large introductory human anatomy and physiology course at Shenandoah University. First, we assess the feasibility of transferring the CI approach by partnering Shenandoah University, profiled as an exemplary program by the Network for the Dissemination of CI, with University of Massachusetts, which provides only a traditional alcohol workshop. Using the CI materials from Shenandoah University we establish a protocol for adapting the course materials for use at University of Massachusetts. We apply the theory of Social Norming to dispel common misperceptions about alcohol use (Berkowitz and Perkins), and develop CI themes that could be replicated. In this paper we identify and discuss the elements essential to successful partnership and replication. Second, we evaluate the effectiveness of CI by measuring the change in baseline and exit surveys administered to enrolled students (N=302). The surveys, adapted from the National College Health Behavior Survey (CDC) and the Alcohol Use Survey (Center for Education Policy), consist of four domains 1) personal alcohol use 2) attitudes on alcohol use 3) perception of campus climate 4) demographics. Preliminary results indicate that CI is an effective tool for communicating alcohol awareness. Identification of Learning Objectives for Self-Directed Basic Science Pre-Med Learning Modules- J. Carnegie, J. Leddy, M. Crawford, C. De Jesus, and J. De Jesus, University of Ottawa While students meeting medical school entrance requirements are academically excellent, they come from different educational backgrounds, some of which lack basic science instruction. This project was designed to collect information on students entering medical school and their basic science knowledge deficits so that online learning modules could be developed to target those gaps. Survey data was collected from two populations: 13 faculty members who teach during the first six weeks of the medical curriculum and 116 medical students upon completion of year one. Faculty members rated (Likert scale) 15 learning objectives pertaining to three key basic science disciplines (biology, biochemistry and cell biology) as to their perceived need for students to have knowledge of those topics before medical school. Students provided data regarding their biology, biochemistry and cell biology backgrounds and evaluated the same15 learning objectives in terms of their: (1) entry level knowledge, and (2) desire to learn about that topic before starting medical school. Students at all levels of background knowledge wanted additional instruction, especially for topics such as cell signaling, the autonomic nervous system, and metabolic pathways. Faculty also recognized the need for additional objective-linked learning. Supported by HAPS Faculty Grant to JAC & JJL. Organization of an Undergraduate Anatomy Course Utilizing Student Dissection- R. John Cork, Ph.D. and Peter D. Oliver, Ph.D., Louisiana State University Health Science Center For many years the course has had the advantage of access to human cadaveric material and has included a laboratory component where the students do most of the dissection. It is rare opportunity for Nursing Anatomy courses to include access to the gross lab and human cadavers and
it is even rarer to have the students involved in the dissection. Upon taking over the course directorship in 2004 we reorganized the course putting greater emphasis on the laboratory portion. We dissect the whole body, starting with the back and proceeding through shoulder, upper limb, thorax, abdomen, pelvis, lower limb and finishing with the spinal cord, head and neck. The students are divided into two groups with each group dissecting for 3 hours/week. The goal of the laboratory course is to give nursing students a foundation for their careers and a visual and tactile framework on which to hang their anatomical knowledge. The course typically receives very high evaluations from the students and they generally appreciate the opportunity to learn anatomy with ‘real’ material. In the poster we will describe some of the difficulties we have encountered running this course and give some tips on how such a course can be organized. Student Assessment of Utilization and Effectiveness of Suggested Study Techniques for Success in Graduate Gross Anatomy- Mary Beth Davison, MS, T. J. Meehan, Ph.D., and Barbara Biglan, Ph.D., Chatham University Gross anatomy provides the graduate student with an understanding of the human body, focusing primarily on skeletal and muscular structures. This one-semester course is required upon entering the science masters or doctorate degree program. This research uses two student surveys, initially assessing prior course knowledge, academic progress and study skills then finally assessing utilization and effectiveness of course educational tools and practices. One hundred percent of the students reported participation in reading through class handouts, taking class notes, reviewing class notes, and reciting out loud in cadaver lab. Ninetyseven percent of students listed time in the cadaver lab, using the checklist and visualizing the muscles in their minds as valuable study skills. Studying bone models was 94%, while memorizing, correcting and reviewing past exams, and practicing surface anatomy was 92%. The top two study skills for effectiveness were cadaver, class notes and handouts; tied for third were reviewing the checklist, studying with Primal Anatomy and reviewing the past textbooks and notebooks. The addition of a cadaver provides enhancement of the visualization of gross anatomy. Use of handouts and checklists to define and focus the scope of the course aid the student in studying for exams. HAPS Animal Use Committee: Animal Use Policy Update—Need for Incidence Response PlanNicholas G. Despo and Donald Kelly, Thiel College This poster is designed to update HAPS members of progress made by the HAPS Animal Use Committee on developing an incidence response plan. The plan is designed to prepare institutions for challenges from individuals or groups that protest the use of animals for teaching and research. Information regarding Animal Use Committee activities involving policy development in other areas related to animal use and as well as committee investigations (availability of cats for dissection) will be available. Techniques for Teaching an Undergraduate Cadaver Dissection Lab - One Instructor's Methods- Anne Geller, San Diego Mesa College Over the last 12 years I have taught an undergraduate cadaver dissection lab at a community college. This course is a one unit lab, meeting for 3 hours/week over a 16 week semester. Students must have previously completed a human anatomy class, which, as in most undergraduate institutions, is usually a systems-based course. Since it is really not realistic to try and provide students with a thoroughly detailed, regional exposure to the entire body in this 16 week course, I saw two potential options - have students work together to dissect an entire cadaver, but primarily at a superficial/cursory level; or have small groups (pairs) of students dissect a small region of the body, but to great detail. I chose the latter option as the way of running my class. My poster will present some of the techniques I use in facilitating this class, as well as some student comments regarding their experiences.
Enhanced Learning in Computer-based Human Anatomy, Physiology, and Other Disciplineassociated Sciences- Paul R. Haberstroh and Jeff Kingsbury, Mohave Community College Mohave Community College is a 4-campus rural desert system spread out over the fifth areally-largest county in the U.S. The large distances between the campuses challenges the consistency of our core course offerings for the AS degree program in Nursing: anatomy, physiology, and discipline-associated sciences such as introductory biology and chemistry. Under a grant from Hewlett-Packard we incorporated HP Mobile Technology into these core sciences. We also incorporated computer model-based for anatomic instruction and physiology exercises. We have realized greatly increased student performance and satisfaction in these all of these mobile technology-enhanced, software-enhanced courses, compared to that at our Kingman City campus branch, which served as our “control� treatment and which did not utilize any HP Mobile Technology or software in the same core courses. Instructional Aids - PAL for Lab and Apreso for Lecture. Students Increase Success with Asynchronous Learning in Both Lecture and Lab- Kim Kerr and Nancy Kincaid, Troy University PAL (Practice Anatomy Lab by Benjamin Cummings, Pearson) a new, extremely user-friendly anatomy computer program, has been integrated into our Human A&P labs. It has replaced our older anatomy programs that were harder to navigate and allows student to work outside the lab and reinforce what they are actually seeing in lab. Many of the photographs are of our own models and the students love the way structures like muscles are outlined instead of just attached to lead lines. PAL has quiz images (some cadaver) that we have integrated into the other homework material we assign. We have found that for available technology to be useful in the lab and lecture, the material must be assigned and graded before the students will use it. In the lecture, we now offer the lectures online through the Apreso system which captures video, audio, and PowerPoint slides with their annotations. Students that miss the resident lecture class can pick up the lecture anytime and the TV students have a much more reliable way to view the lectures. The Effects of Learning Assistants in Anatomy and Physiology-Richelle S. Laipply, University of Akron During two academic years, 2006 - 2008, student Learning Assistants (LAs) were incorporated into two undergraduate courses: Anatomy & Physiology I and Anatomy & Physiology II: Allied Health. The learning assistants attended lectures and met with students outside of the classroom for individual tutoring and in group study sessions. The learning assistants were previously trained during the summer in 3 - 1 credit classes in topics such as learning styles, Q & A techniques, and study skills. Effectiveness was measured by comparing test means of students who utilized the LA program with those who did not. Qualitative data was also used to assess student reactions to the extra help in these courses. The mean test scores were two to three percentage points higher among students who attended study sessions and/or tutor sessions compared to those who did not. Student comments revealed additional benefits such as peer friendships, increased confidence, and learned study skills transferred to other courses. Physiological Mechanisms of Nonhuman Animals Enhance Comprehensivon of Human Physiology- J. Orion Rogers, Radford University Comprehension of human body temperature, respiratory, renal and reproductive physiology is enriched by supplementation with examples from comparative animal physiology. Brief discussions of how nonhuman animals maintain homeostasis in extreme environments provide opportunities to compare and contrast human physiological mechanisms. Human thermoregulation strategies can be compared to camels in the desert, amphibians that freeze and thaw and Antarctic fishes that synthesize antifreeze proteins. Human respiratory physiology is better understood after a concise discussion of the Weddell seal that can submerge for over 70 minutes with collapsed lungs and emperor penguins that can dive for 20 minutes on a single breath. Students are surprised to learn that some fishes breathe air with lungs and skin, and bird lungs are highly specialized for oxygen exchange. Water balance in humans contrasts to the renal physiological adaptations of desert
rodents such as the kangaroo rat and hopping mouse, mammals that never drink water and produce extremely concentrated urine due to long loops of Henle in their nephrons. Human reproductive physiology can be compared to unique reproductive adaptations in reptiles and fishes such as parthenogenesis. In summary, student comprehension benefits from brief considerations of nonhuman physiological processes that maintain homeostasis in extreme environments. Learning and Retention of Muscle Leverage Systems by Use of Models- Patrick Self, Bernie Fraser, Linda Winkler, and Bee Wisenden, Minnesota State University Moorhead Biomechanical leverage systems of the human body are conceptually difficult to learn from traditional lecture. We hypothesize that learning and retention of the physical relationships of applied force, fulcrum and resistance and the physical properties they govern increases with hands-on activity. A group of students (“Doers”) were instructed in making models representing class 2 and class 3 leverage systems. A second group of students (“Watchers”) watched the building and manipulating of the leverage systems, but did not participate actively. Short answer tests were used to assess student’s knowledge and retention before the models were built (Time 0), immediately after models were built (Time 1); and one week after models were built (Time 2). Tests scores were compared using a One-Way Analyses of Variance (ANOVA). A significant interaction (p<0.005, ANOVA df=2) was observed in Time and Treatment (“Doers” and “Watchers”). Post-hoc analysis revealed no significant difference between treatments at time 0 (p>0.05, t-test df=28, N=30); but treatments differed at time 1 and time 2 (p<0.05, t-test df = 28, N=30 and df = 22, N=24, respectively). Students of the “Doers” treatment scored significantly higher on leverage system tests initially and retained information longer than students of the “Watchers” group. Factors That Determine the Membrane Potential: a Computer Simulation- A. Hugh Sillau and Robert A. Furilla, Metropolitan State College of Denver One of the most important concepts in physiology is that of membrane potential and the factors that are important in determining its value. However, instructors having to present these ideas in anatomy and physiology and introductory physiology courses are usually frustrated with student’s difficulties in understanding this concept. We have developed a Windows based interactive computer program in which most of the factors that determine the membrane potential can be explored by the student to gain a working appreciation of the effects of changing ion concentration and membrane permeability. We believe that students using this program in class or in a laboratory setting improve their understanding of these important concepts. The program allows the user to alter the concentration of ions inside and outside of a cell, and to alter the charge of that ion. The equilibrium potential is displayed along with a plot showing the range of potentials as a function of the ratio of concentrations inside and out. The program also demonstrates the importance of ion permeability in establishing the resting membrane potential. In addition to altering concentrations of sodium and potassium inside and out, the user can adjust the relative permeability of each ion, and monitor the effect on the resting potential. Simulations are an excellent method to involve students during the lecture. Test Anxiety in Students Taking Human Anatomy and Physiology Courses: Does It Matter? Diana Sturges, Daniel Czech, and Jon Metzler, Georgia Southern University Human Anatomy and Physiology course is a crucial course for any allied health profession. At Georgia Southern University it is a required course for most students (92%), is part of students’ major (79.2%) and requires a C or better to progress. The majority of students believe that it is more difficult (89.5%), with more workload (78%) than any other courses taken at the university. Many students report experiencing anxiety while taking the test that can potentially affect student performance. A Test Anxiety Instrument was administered to students enrolled in the Human Anatomy and Physiology Classes at Georgia Southern University to examine test anxiety based on characteristics such as gender, race, major, GPA and grade in the course. Descriptive tabulations of data will be presented.
Cytology in a Can of Soup: Increasing Reflectivity in Human Anatomy and Physiology Students- Diana Sturges, Georgia Southern University A variety of pedagogical strategies can be used to enhance students’ reflectivity. They include the use of metaphors, student-created case studies, role simulations, debates, and action research. Although some of these strategies are difficult to use in large, traditional AP classes, the purpose of this presentation is to describe and illustrate one tool to facilitate reflection in students studying cytology. It involves an activity that compares a can of chicken noodle soup, asparagus spears and sardines or any other type of can (as creative as an instructor can get) with a typical cell. I ask my students to think about some similarities or differences, if any, between these cans and the cells of the human body. It is a fun activity that gets the students talking about different organelles, cytosol, plasma membrane and its particularities, junctions and necessary life functions. Students remember it long after the discussion on the cell is over. To help with the activity, I sketch a two-column table to organize the answers and selected student answers will be presented. Utilization of Advanced Instructional Technologies in a Human Anatomy and Physiology Course - Diana Sturges and Timur Mirzoev, Georgia Southern University The explosion of technology in the last 50 years has dramatically affected not only students’ lives, but teachers’ lives as well — not only what we teach, but also how we teach. Presently, many students are part of a generation called the echo boomers. These students were born between the years of 1982 and 1997 and are generally characterized by vast knowledge of the internet and technology. The presentation will discuss ways in which technology can be integrated into a Human Anatomy Course to keep up with the technological echo boomers and enhance learning. In our traditional courses technology helps us to communicate with students, assess students, reinforce concepts, connect classroom material to every day life and enhance active learning. It includes the use of course management systems, Classroom Response Systems, video/audio streaming, podcasting and RSS feeds. In our effort to incorporate technology into effective allied health pedagogy, we found out that it is best to develop a rationale for using technology, make sure that it is accessible, user-friendly and dependable and that instructors look for support available at their institutions. Training Anatomists for the Future- William Swartz, Richard Whitworth, Louaine Spriggs, and Judith Venuti, Louisiana State University Health Science Center There is a growing shortage of competent anatomists to fill the many vacancies in existing health professional schools and new health science centers being constructed across the country as well as in cadaver-based undergraduate programs. Although there are graduate Ph.D. programs in anatomy departments all over the country, the emphasis is on research, not teaching. Graduate students are not encouraged to take Gross Anatomy because of the extensive time commitment. A program in Clinical Anatomy has been created to provide students with experience in both teaching and research. This track offers the student the opportunity to engage in contemporary research while acquiring the facility to become an effective teacher of anatomy. Students gain experience in teaching gross anatomy to individuals enrolled in curricula in a variety of health care professions. Instruction in contemporary teaching modalities, including the use of computers as teaching tools, anatomical imaging and lecture preparation are integral parts of the training program. Students are expected to develop and conduct a quality research project in a biomedical research area in the department or in a research program in a clinical department of the Health Sciences Center. This program will hopefully serve to address the critical shortage of anatomists. Exploring Anatomy & Physiology Topics with High Schoolers- Teresa "Teri" Trendler, Pasadena City College Pasadena City College is fortunate to have a cadaver dissection program, but can only show the specimens to registered students. While we have numerous classes that make use of this, human anatomy and figure drawing for example, it prevents us from sharing the experience with local high
schoolers. To solve this problem I developed a one-unit course for high school student that not only gives high school students the opportunity to observe human cadavers, but also encourages them to consider coming back to PCC after graduating to continue their studies. The class meets for 18 hours. The students come to campus three Fridays for labs which are three-hours long, and the remaining nine hours are held on-line. The hybrid, or on-line, portion of the class includes all necessary reading, assignments, quizzes and homework. The lab topics each focus on one or more anatomical systems that has forensic applications: assessing the skeleton to determine age/gender/height/ancestry; blood detection and typing for the cardiovascular system; DNA extraction from buccal cells and PCR of the gene for the ability to taste PTC representing the digestive system. The Effect of Various Learning Materials Compared to Cadaver Lab as a Supplement to Improve Lecture Exam Performance at Each Level of Bloomâ&#x20AC;&#x2122;s Taxonomy -Anthony J. Weinhaus, Debra Ingram, and Murray Jensen, University of Minnesota Our Human Anatomy course is a one-semester undergraduate course. 80.5% attended both lecture and a prosected-cadaver lab. Supplements include: Textbook, Lecture-guide; flashcards; website (figures, radiographs, and dissection photos); free, unlimited interactive-software. Lecture exam performance (questions of varying difficulty levels using Point Biserial Correlation Coefficient (rpbi)) was analyzed from: Lecture-only, no-lab, no software; Lecture, no-lab, software-use; Lecture + lab, no software-use; Lecture + lab+ software-use. Amount of time spent studying per exam was not different between groups (range = 12.0 to 15.65 hrs). Learning material use. Lecture-only: flashcards (37%); lecture guide (30%), textbook (25%), and website (5%). Lecture+software: lecture guide (30%), textbook (23%), software (23%); and website (10%). Lecture+Lab: lecture guide (30%), textbook (26%); website (28%) and flashcards (25%)(outside of lab time). Lecture+Lab+software : lecture guide (30%), software (29%); textbook (18%), ; flashcards (13%); and website (10%). Lecture+lab students perform better than lecture-only students on total exam scores, and on questions at each difficulty level - in agreement with previous study. As the difficulty of the question increase, fewer students answer the questions successfully. Conflicting evidence suggests that use of interactive software enhances performance on lecture exam questions. Lecture-only students using software do not perform equally to students who take lecture+laboratory, but software improves performance over the lecture-only students at each difficulty level. Data from subsequent tests will clarify this study, and also determine the effect of software use by Lecture+lab students on laboratory practical exam. Using General Models in Physiology Can Enhance Student Understanding- Mary Pat Wenderoth and Kate Henson, University of Washington Students compartmentalize their knowledge and fail to recognize the principles that are common between topics. General models (GM) are teaching models that provide a way of making common physiological patterns explicit to students. We predicted that incorporating GM into an introductory physiology course, students would use the GMs to form robust mental models that would help them explain, predict and successfully solve physiological problems. Four of the seven general models: Flux, Mass Balance, Mass Action and Control Systems were presented. Exams in the course are short answer and students are directed to identify the GM in the margin when relevant to solving a question. For each exam question, we recorded if students used the correct GM and the points scored. Students who correctly identified and used the GM earned significantly more points (less GM pts) on questions. Prior to beginning the Respiratory System, the students had a pre-test on the mechanics of ventilation. No prompts to use GM were given, yet 90% of students used the correct GM to explain the mechanism. We also found that students who correctly used GM in exam answers had the most sophisticated understanding of the usefulness of GM for their explanatory and predictive powers. Using GM in your course has the potential to significantly enhance student understanding. [United States Department of Education, Grant P116B980586]
Emotional Impact of Cadaver Dissection- Bee Wisenden and Pat Self, Minnesota State University Moorhead Students of human anatomy vary in their emotional response to human dissection. We surveyed students about their feelings on the ethics of cadaver dissection, level of nausea, feelings of incompetence, level of interest in the dissection theater, and to rate their ethnicity as either white European heritage or as people of color. The survey was administered four times during the semester: 1) before cadaver dissection, 2) immediately after first exposure cadaver dissection, 3) midterm (6 weeks after first exposure and 4) at the end of the semester (16 weeks after first exposure). Of four lab sections in the course, special emphasis was made in two of the sections to â&#x20AC;&#x2DC;humanizeâ&#x20AC;&#x2122; the cadavers in an attempt to reduce anxiety over cadaver dissection. We found a significant effect of time and race, but no difference due to the humanizing information. Anxiety of all students increased dramatically upon initial exposure to cadaver dissection but white students showed full recovery at 6 and 16 weeks whereas students of color did not. Students of color carried higher levels of nausea and concern for ethics of human dissection, and lower level of interest in the subject of human anatomy and confidence in their competency.
Your students’ success will be music to your ears with myA&P ! TM
Stop by our booth and see how myA&P solves your teaching challenges and helps students succeed in A&P. From our award-winning Interactive Physiology® animated tutorial program to our virtual anatomy and physiology labs, myA&P gives your students all the study and self-assessment tools they need to succeed in their A&P lecture and lab course. View demos of our award-winning A&P media: • Practical Lab Anatomy (PAL™) 2.0 gives students 24/7 access to the most widely used lab specimens. • Interactive Physiology® 10-System Suite helps students understand tough physiology concepts. • Get Ready for A&P provides students with a solid foundation to succeed in their A&P course. • PhysioEx™ 8.0 supplements the wet-lab experience, providing laboratory simulations that illustrate key lab activities. • 3D Anatomy Animations contain two collections: 65 animations of the origins, insertions, actions, and innervations of muscles and 50 animations that focus on hard-to-visualize muscle actions and joint movements.
VISIT OUR BOOTH TO RECEIVE YOUR COMPLIMENTARY GIFT! COMPLETE A QUICK QUESTIONNAIRE TO ENTER OUR DRAWING TO WIN AN iTUNES GIFT CARD! New Pearson Benjamin Cummings titles that help create music to your ears: Human Anatomy, Sixth Edition
Human Anatomy & Physiology Laboratory Manual
by Frederic Martini, Michael Timmons, and Robert Tallitsch
by Elaine Marieb and Susan Mitchell
© 2009 • 978-0-321-50042-7 • 0-321-50042-3
Fundamentals of Anatomy & Physiology, Eighth Edition by Frederic Martini and Judi Nath
© 2009 • 978-0-321-50571-2 • 0-321-50571-9
Human Anatomy & Physiology with IP 10-System Suite, Seventh Edition by Elaine Marieb and Katja Hoehn
© 2009 • 978-0-321-55911-1 • 0-321-55911-8
Anatomy & Physiology with IP 10-System Suite, Third Edition by Elaine Marieb and Katja Hoehn
© 2009 • 978-0-321-55960-9 • 0-321-55960-6
Essentials of Human Anatomy & Physiology, Ninth Edition by Elaine Marieb
© 2009 Main Version, Eighth Edition, Update: 978-0-321-53595-5 • 0-321-53595-2 Cat Version, Ninth Edition, Update: 978-0-321-53597-9 • 0-321-53597-9 Pig Version, Ninth Edition, Update: 978-0-321-53596-2 • 0-321-53596-0
Laboratory Manual for Human Anatomy with Cat Dissections by Michael Wood
© 2009 • 978-0-8053-7375-2 • 0-8053-7375-6
Human Physiology: An Integrated Approach, Media Update, Fourth Edition by Dee Silverthorn
© 2009 • 978-0-321-55088-0 • 0-321-55088-9
Principles of Human Physiology, Media Update, Third Edition by Cindy Stanfield and William Germann © 2009 • 978-0-321-55089-7 • 0-321-55089-7
© 2009 • 978-0-321-51342-7 • 0-321-51342-8
www.pearsonhighered.com
Workshops Session 1 – Tuesday 9:15 am – 10:15 am (60 mi nutes) Workshop 101 Room: MDL 3A Michael Harman
Service Learning: A Win - Win - Win Situation Repeats as Workshop 802 Lone Star College-North Harris
Service Learning is community service that meets academic objectives. It allows students to spend time with patients and professionals from their chosen field. It allows a limited preview into their careers. It builds their resumes and gives them connections to future employers. Studies have shown that students who do Service Learning (community service) in college and high school are more likely to do volunteer work again, after graduation. I will cover what Service Learning is, who benefits, who does what, and how to get started. This will greatly benefit your students. Workshop 102 Getting Started in Plastination of Anatomical Specimens Room: MDL 3B Repeats as Workshop 707 Anthony J. Weinhaus, Ph.D. University of Minnesota Information will be presented to describe the plastination process and the equipment, materials, and facilities necessary to successfully prepare anatomical specimens by the plastination process. The presentation will describe, and approximate costs of, lab equipment, pumps, freezers, vacuum chambers, etc. as well as, materials such as acetone, polymers, cross-linkers, and catalysts involved in the process. Information will also be given addressing the need for a ventilation hood, trap, institutional approval, and disposal of waste acetone derived from the process. Various plastinated specimens will be presented for examination, as will information about the International Society for Plastination and links to instructional DVDs.
Workshop 103 Room: MDL 3C Betsey Brantley
Virtual Dissection Software... So many choices-which one is best? A repeat of workshop 510 Lansing Community College
Each major publisher seems to have its own virtual dissection software. Are they all the same? Is one any better than the other? This workshop will highlight the positive and negative points of each program... then you can decide which one works best for your course. Software to be compared include: McGrawHill's Anatomy & Physiology Revealed, Wiley’s Real Anatomy, A.D.A.M., Pearson/Cummings Practice Anatomy Lab (PAL), Kendall-Hunt’s Human Anatomy Interactive Atlas possibly Mosby’s Human Anatomy through Dissection (Elsevier) ... though this has a more specific target audience and is priced much higher than the others. HAPS-I Renal Biology Room: MDL 3D
Pre-registration Required
Haps-I Respiratory Biology Room: MDL 1
Pre-registration Required
Workshop 104 Room: MDL 4A Chaya Gopalan
Teaching Anatomy and Physiology through story-telling. St. Louis Community College- Florissant Valley
Many physiological processes could be simplified and presented as stories to help students understand the concepts better. Examples of these would be exchanged.
Workshop 105 Room: MDL 4B Mandy Ramsum
Creating Lessons with the Biopac Student Lab System Repeats as Workshop 710 BIOPAC Systems, Inc.
This workshop is aimed at current Biopac Student Lab users, or those instructors who want to see the full extent of the Biopac Student Lab's capabilities. Learn how to use the power of the BSL PRO software to create your own lessons and for independent projects. No programming required just simple pull down menu selections. The PRO software allows you to perform exciting lessons on human and animal subjects. We have a wide range of PRO lessons that are downloadable from our web site, which include the lesson software and the lesson instructions. Everything you need to run the lesson. Attend the workshop to receive your FREE multi-media CD presentation. Workshop 106 Room: MDL 4C Terri Bidle
Helping Students Understand the Relevance of Studying Histology Hagerstown Community College
When learning histology, students have a tendency to memorize “an image of a tissue” without developing a real understanding of its relevance to the study of human anatomy and physiology. See how using models, composed of readily available materials, can help students make connections between what they are viewing on a slide (or photo) with its structure, location and function in the human body. Workshop 108 Room: MDL 5A Richard L. Drake, Ph.D.
Publishing in Anatomical Sciences Education Repeats as workshop 503 Cleveland Clinic Learner College of Medicine
Publishing peer-reviewed articles is an important part of a successful career in academics. However, accomplishing this task can be challenging especially as it relates to topics in education. The goal of this workshop will be to help participants gain a better understanding of the publication process and what journal editors and reviewers are looking for. Questions discussed during this workshop will include: What is my question? How can it be studied (What “tools” are available)? At the completion of the study do I have something to say? How does my message relate to what has been published and the current state of educational programs? What is the appropriate format for reporting my work? Which journal is the best fit? Workshop 109 Room: MDL 5B Jon Jackson
A History of Anatomic Science: the academic genealogy of Frank N. Low Repeats as workshop 505 University of North Dakota School of Medicine
Frank N. Low (1911-1996) was a ground-breaking anatomist, a giant in the field of electron microscopy who divided his productive career between Louisiana State University and the University of North Dakota. Dr. Low trained an impressive array of students-though it is through examination of his own training and “academic genealogy” that we can appreciate our connection (whether as teachers or researchers) to the great names of anatomical history. This session recounts the academic family tree of Frank Low, which, seen through the centuries, is nothing less than the history of anatomic science itself.
Workshop 110
Do Peer Leaders Enhance Student Success in the Anatomy and Physiology Classroom?
Room: MDL 5C Ann Repka, Patti Turner, Bhuvana Chandran, Charles Leonard
Howard Community College
The use of peer leaders in freshman college classes has been linked to increased student success. While anatomy and physiology courses are not traditionally freshman courses, we have used peer leaders to enhance instruction for both semesters of anatomy and physiology. Peer leaders serve as advocates and mentors to students, and are trained through Howard Community Collegeâ&#x20AC;&#x2122;s established peer leader program. In this workshop we will discuss the advantages and disadvantages in using peer leaders.
Workshop 111 Use of Technology in Teaching A & P Room: MDL 5D Repeats as Workshop 805 Don Shult, Paul Garcia, & Tom Loesch Houston Community College An interactive online laboratory manual for anatomy and physiology has been developed at Houston Community College. The manual includes extensive digital images, animations and interactive exercises for students' use. Pre-Lab exercises are also included, as well as complete lab exercises and lab reports that students print and bring to lab. The manual has been tested at HCC and preliminary analysis of student lab grades has resulted in a 5 - 7% increase in lab scores. Workshop 112 Room: MDL 6A Sandy Lewis
Pandemic Bird Flu: Vitally important updated information and great teaching opportunity for immunology! Pierce College
Pandemic Avian Influenza (H5N1) is potentially the greatest threat to global human health today. Unlike people living in 1918, we have been given a gift of knowledge and the ability to prepare for a pandemic flu outbreak. This presentation includes up-to-date information on the spread of the H5N1 virus, vaccine research and development, a review of the basic virology behind the emerging pandemic bird flu, a brief look at the history of pandemics, and global efforts to prevent, and prepare for, a flu pandemic. This presentation, which includes a 15 minute video clip from the Rx for Survival Series, has been well received by numerous groups in Washington State and offers to HAPS Workshop Attendees, both updated relevant information and ways to incorporate the information into immunology studies within A&P. Workshop 113 Room: MDL 6B Peggy Hunter
Action Mazes as Interactive Learning Tools Repeats as workshop 607 Camosun College, Victoria, BC, Canada
An Action Maze is an interactive learning tool developed and presented in a web-based format. The student is presented with a situation, and a number of choices or courses of action. On choosing an action, a new situation is presented, again with a series of options. The goal is to use a knowledge base to work through a sequence of decisions and to successfully navigate the maze, hence the term "Action Maze". Action mazes can be used for many purposes, including sequential review of material, case studies, problem-solving, diagnosis, procedural training, and other teaching applications. Some simple action mazes will be presented, including the 'Cardiomaze' , a 28 step maze developed for the review of blood flow through the body.
Workshop 114 Room: MDL 6C Judith Gibber
The Emergence of Anatomical Eponyms University of Wisconsin-Madison
Stensen no longer has a duct, the tubes meander without Fallopius, and His has lost his bundle. As we enter the era of the end of eponyms, this illustrated talk provides a glimpse at its origin. Whose idea was this? What motivated anatomists to name body parts after each other? This research is based on the analysis of eponyms in over 50 anatomy and medical textbooks from the 16th and 17th centuries. Workshop 115 Room: MDL 6D Mark Nielsen
Helping Students Understand the Brachial Plexus Repeats as workshop 609 University of Utah
A proper understanding of the brachial plexus can be one of the most powerful tools students take from anatomy to diagnose problems in exercise and sports fields, physical therapy, occupational therapy, and medicine. What if you could teach students the plexus thoroughly and simply, in such a way that they would be hard pressed to ever forget the plexus and its distribution in their futures. Come and share in a tried and tested, fun and powerful pedagogical technique that will help you do just that for your students. Workshop 116 Room: Computer Room Ron Gerrits
Improving Learning with Student-Centered Activities – Where Do I Start? Milwaukee School of Engineering
Research indicates that student centered activities improve retention and learning. Yet the most common method of teaching is still the standard didactic lecture. Hurdles to student-centered learning include not knowing where to start and not having the time to develop activities. This workshop will focus on taking small steps and utilizing already developed resources that are cataloged in the National Science Digital Libraries.
Sess ion 2 – Tuesday 10:30am – 12:00pm (90 minutes) Workshop 201 CNS, APN, LPN, ADN, WTH? Secrets of Nursing Revealed Room: MDL 3A Repeats as Workshop 709 Patricia S. Bowne, Julie Millenbruch Alverno College Most of us teach lots of nursing students, but do we know very much about where they will be going with the material we give them, and how they will be expected to use it? This presentation will provide a brief overview of nursing careers from the inside and some discussion of how the content we teach can be more directly related to nursing diagnoses and nurse-sensitive outcomes. Pat Bowne teaches Anatomy and Physiology and Pathophysiology at Alverno College. Julie Millenbruch is director of the graduate program in Nursing. They team-teach graduate pathophysiology. Workshop 202
An Innovative Online A&P Course with “Wet Lab” that Delivers Better Results Than Face-to-Face Courses Room: MDL 3B Repeats at Workshop 703 Dr. Marcia Bradley and Ron Krempasky Ocean County College Dr. Marcia Bradley will present information about Ocean County’s Innovative online A&P courses that includes a “wet lab.” Dr. Bradley has been teaching A&P for over 20 years and never thought it was possible to effectively teach it online until she saw the success her colleagues were having with their
students. She’s now a believer. OCC teamed with McGraw-Hill and Hands-On Labs, Inc. to pioneer an innovative online delivery mode utilizing WebCT and LabPaqs- one of the first in the United States. LabPaqs are fully self contained including a 600x microscope and are safe, cost-effective, and environmentally friendly. Workshop 203 Integration of Physiology Recording Software in the Classroom Room: MDL 3C Steve Andre and Judi D’Aleo iWorx/CB Sciences Learn how to integrate LabScribe V2.0 recording software into your Anatomy and Physiology classroom. LabScribe V2.0 data recording software from iWorx makes it easy for instructors to manage their physiology lab curricula and for students to record and analyze data. The Settings Manager in LabScribe V2.0 allows instructors to easily select and organize laboratory exercises into a manual suited for their courses. Use learning materials, illustrations, animations, instructions, and websites that assist students in performing an experiment, are displayed to students with the click of a button when the students select the settings file for an experiment. While recording with LabScribe V2.0, students can change display times, pause the data display to take measurements as recording continues, or work in an interactive journal on the screen as data recording is also displayed. New features make the selection of pertinent data easier; allow simultaneous measurement of data from multiple channels; and measure parameters, like segments in cardiograms or volumes in spirograms, with the click of a button. HAPS I – Renal Biology Room MDL 3D
Pre-registration Required
HAPS – Respiratory Biology Room MDL 1
Pre-registration Required
Workshop 204
Awesome Analogies, Dynamic Demos, & Mnifty Mnemonics : Skeletal, Muscular & Nervous Systems
Room: MDL 4A Javanika Mody & Carol Veil Anne Arundel Community College Looking for ideas to reach students with different learning styles? Analogies and demonstrations are super for making abstract ideas more concrete. And anything that can jog those neurons into better retention is an added bonus. Join us to pick up some new teaching ideas and to share some ideas of your own. Workshop 205 Room: MDL 4B Brian Shmaefsky, Ph.D.
Developing Case Studies for A&P; A “Minds-on Workshop” Repeats as Workshop 808 Lone Star College – Kingwood
Anatomy and physiology coursework is not merely an exercise in memorization. Students must be able to apply their A&P knowledge in a variety of clinical and research workforce environments. Educational research shows that case studies instill life long critical thinking skills related to the course content. In effect, it is an effective form of application instruction. This workshop will guide participants through the theory and the effective implementation of case study teaching. Participants will then be guided through developing a case study that they can take back to the classroom. Ample examples and resources will be provided.
Workshop 206 Room: MDL 4C Steve Kish
Teaching Hip and Shoulder Joints by Building Anatomy in Clay Zane State College
Anatomy in Clay (TM) provides an alternative to cadaver dissections for the study of anatomy. The use of Manikens allow students to visualize and incorporate information about different systems by building the various tisues, organs and systems of the body. The opportunity for kinesthetic learning helps students retain more of the information presented during lecture. Participants will review the bony structures of the hip and shoulder joints and and build the muscles, nerves and blood vessels of these joints. Workshop 207 Room: MDL 5A Valerie Dean O’Loughlin
A “How-to” Guide for Developing a Publishable Scholarship of Teaching Project Repeats as workshop 610 Indiana University – Bloomington
Have you ever done anything “innovative” in the classroom? Have you ever altered your teaching style, exam format or course format in an attempt to achieve greater student learning? Have you ever wondered if these attempts really worked, and if so, how you could document this success and perhaps publish your results? As a former “Neophyte” of the Scholarship of Teaching, Valerie O’Loughlin will show how she used her anatomy classes in developing her own pedagogical research. She will discuss factors to consider in performing this type of research, such as: developing a clear research hypothesis, reviewing the literature, obtaining Human Subjects approval, and determining which methods of assessment may be used. Participants will work in groups during this session, and should come prepared with a hypothesis they would like to test in their own classrooms. By the end of this session, all participants should have at least one specific working hypothesis to test in their classrooms, a basic understanding of what assessments can be used to test the hypothesis, and a better idea about how to document their findings. Workshop 208 Room: MDL 5B Ken Saladin
You Say ba-NAN-a, I Say bah-NAH-na Repeats as workshop 606 Georgia College
How do YOU pronounce "mediastinum," "apoptosis," or "acetylcholine"--as you were taught orally, or as a dictionary says they "should" be pronounced? Is there a difference? Are you sure you've been teaching your students correctly? What defines correct pronunciation, anyway? This interactive workshop will use PowerPoint slides and "clickers" to vote anonymously on the way you think some common anatomical and physiological terms should be pronounced. Differences of opinion revealed by the voting will serve as a springboard for discussion of variations in pronunciation, how we learn pronunciation, oral tradition in A&P, and disparities between common practice and dictionary recommendations. Workshop 209 Room: MDL 5C Judith Gibber
Writing Exam Questions : Conventional and Contrarian Views University of Wisconsin –Madison, History of Science Department
We’ll begin with an overview of conventional guidelines on how to write clear, effective exam questions. A panel of experienced professors will then offer personal insights into how they have implemented (or ignored!) these guidelines in the design of exams for their particular teaching situation. Finally, we’ll use the think-pair-share technique as participants read a short selection, write several exam questions, and provide feedback to each other. Take-home handouts will provide references to further reading on exam construction, as well as examples of some of our favorite exam questions.
Workshop 210 Room: MDL 5D Shawn Miller
Who Wants To Be An Anatomist? University of Utah
Learning can be a stressful activity for students. To reduce this stress teachers often incorporate educational games and activities into their courses in order to create a fun learning environment. We have combined elements of two popular television game shows and dozens of beautiful cadaver dissection photographs into an exciting and fun new educational game. This game challenges students to name a structure, region, and view using the fewest number of visual clues possible. Participants in our workshop will receive a free copy of this game to play with their students. Workshop 211
“Why are my bumps and holes different than your bumps and holes?” A Look at Human Skeletal Variation Room: MDL 6A Repeats as workshop 605 Elizabeth Pennefather – O’Brien Medicine Hat College Have you wondered why sometimes one cranium has a notch where another has a foramen? Why does that sternum have a hole in it? How common are these variations? Both common and uncommon variations in the human skeleton will be reviewed during this workshop. Most variations have an underlying genetic component and the frequencies of these variations change with differing populations. A summary of these variations and their population frequencies will be provided, and we will distinguish between variations and pathologies. Participants are also encouraged to come with examples (pictures or descriptions) of anomalies seen in their skeletal collections. Workshop 212 Room: MDL 6B Nina Zanetti
Histology Hints: Let’s Tour the Endocrine System Siena College
By focusing on the microscopic anatomy of a single organ system (endocrine), this workshop will explore a variety of pedagogical techniques that we can use to help undergraduate students learn and enjoy histology. Topics will include structure-function relationships, pathological correlations, 2- D to 3-D interpretation, histological “look-alikes”, and some active learning approaches. In addition, we will look at some details of endocrine system histology that will make routine microscope slides more meaningful to instructors. Workshop 213 Room: MDL 6C Samuel J. Zeakes, Ph.D.
Frustrations of Teaching A & P: Sharing Ways to Resolve Them Repeats as Workshop 807 Radford University
New approaches to teaching A & P are always welcome. However, these approaches may not address the challenges and frustrations that faculty face on a regular basis. Following a brief overview, teams will be formed to address these concerns. Following a time of discussion, teams will present their methods for resolving these challenges and frustrations to the entire group. Whether you teach at a university, college or community college, you will have an opportunity to interact with others having similar concerns. The goal of this workshop is to share ways to remedy situations that challenge us on a daily basis.
Workshop 214
The Impact of the Essential Competencies in Genetics/ Genomics for Nurses On the Content of Anatomy and Physiology Courses
Room: MDL 6D Susan Capasso, Ed.D.
St. Vincent’s College
Currently there is a strategic plan being developed to implement ANA endorsed essential genetic/genomic competencies for all registered nurses in the United States regardless of academic preparation, role or clinical specialty. Nursing programs rely on genetic /genomic content to be taught in the anatomy and physiology courses. Many courses due to time constraints do not cover this content. Without a background in genetics many students will not understand the complex and integrated genetic concepts that will be taught in their clinical courses. This presentation will discuss these competencies and how and where they can be integrated into anatomy and physiology courses. Workshop 215
Use of PowerPoint to Develop Interactive Online Learning and SelfTesting Tools For Anatomy and Physiology
Room: Computer Room Jackie Carnegie
University of Ottawa
A powerful tool in the classroom, PowerPoint can also be used effectively to develop interactive online learning modules for students studying anatomy and physiology. This workshop will demonstrate the use of PowerPoint to animate simple physiological processes such as plasma membrane transport and buffering of body fluids. It will also show the incorporation of audio into PowerPoint presentations as well as the development of interactive self-testing exercises such as “reveal the label” anatomy diagrams and fill-in-the-blank, true/false, matching and multiple choice questions that can be answered online. Participants will develop their own interactive learning and/or self-testing exercises during the workshop.
Session 3 – Tuesday 1:30pm – 2:30pm Workshop 301 Room: MDL 3A Edward E. Brandt, Ph.D.
Using Historical Anecdotes to Enrich A & P Presentation Shenandoah University
While our A&P textbooks are terrific in presenting facts, few even mention the names of the individuals who have been instrumental in generating our discipline. Might it be beneficial to weave into our A&P story line some of the interesting and/or significant details of the lives of the key contributors? Frequently an individual's impact upon our discipline has been far greater than the specific paper for which he/she is famous. This has been particularly true for Vesalius, Harvey, and Malpighi. This workshop will discuss a variety of approaches that one may use to incorporate a historical context into lectures or labs. An extensive list of sources for anecdotes will be provided and discussed. All attendees of this workshop are eligible for the drawing of Discovering the Human Body by Bernard Knight. The Knight book is a treasure-trove of fascinating historical tidbits that will enhance student appreciation of the science of anatomy and physiology. Workshop 302 Room: MDL 3B Dr Wesley Colgan III
Current Trends in Digital Courseware and Editing Repeats as workshop 511 ADInstruments, Inc.
Now with the introduction of LabAuthor, you can tailor any LabTutor experiment to suit your course curriculum. Discover what most educators want to know but until recently may not have the time or skill set to achieve. Learn to create and modify existing LabTutor experiments. Imagine a dedicated
experiment editor that delivers robust Internet Explorer ready student exercises. Anyone can now merge external multimedia directly into their data acquisition interface. Educators can now leverage fantastic digital resources that enhance the student experience, disseminates background and supporting information as well as provide visual interest to the experiment at hand. Come to this special workshop ready to transform your paper-laden course materials into a streamlined digital data hub. Workshop 303 Room: MDL 3C Lisa Bromfield
Groovin on the Hippocampus: Teaching A & P With Music Repeat at Workshop 702 Lord Fairfax Community College
Words introduced into our brains with music have incredible staying power. Many struggling students effortlessly remember song lyrics. This workshop introduces you to the CD, "Annie Phi & the Distal Phalanges present Songs to Learn Anatomy & Physiology By," produced by a team of published songwriters, recording artists, and educators. Set your students neurons firing to the beat of songs like "My Oh Myosin," and "Renin is Runnin." Learn to incorporate these songs into your classroom presentations as well as to engage students in the independent study of the human body using the power of "pedagogical pop." HAPS – Renal Biology Room: MDL 3D
Pre-registration Required
HAPS – Respiratory Biology Room: MDL 1
Pre-registration Required
Workshop 304
The Virtual Human Embryo Project – A Resource for Teaching Human Embryology
Room: MDL 4A R. John Cork & Raymond F. Gasser LSU Health Sciences Center The Virtual Human Embryo Project aims to make human embryonic material available to anyone wishing to use it for teaching or research. We are producing a series of DVDs containing labeled serial sections of embryos representing each of the 23 Carnegie stages. Also included on the disks are animations and 3D reconstructions illustrating embryonic anatomy and morphology. To go with the disks there is a website that allows users to search for sections containing different structures. The workshop will provide a summary of the features of the disks and website and show users how they can be used to teach embryology. Workshop 305 Room: MDL 4B Jorge D. Cortese
Drifting Online: Progressively Transforming Your A & P Class into Hybrid or Online Formats Repeats as Workshop 803 Durham Technical Community College
Using examples from Anatomy & Physiology, I describe how to incorporate distance learning elements into a traditional class, thus converting it progressively into several targeted hybrid formats or a purely online course. Another aspect of flexible design is using student feedback and gradual hybridization within the time frame of a semester, which creates a growing interactive online class component that encourages active learning and high retention. This process facilitates the transformation of traditional science classes into hybrid forms that evolve by iteration into pure distance learning offerings, while maintaining successful levels of overall assessment measures such as student learning outcomes.
Workshop 306 Room: MDL 4C Patricia R. Daron
Interactive Exercises in a Flash Northern Virginia Community College
Come see how rapidly and easily you can provide your students with highly professional looking interactive online exercises that will help them to be successful. I will demonstrate how to make files in MS WORD that are suitable for uploading into Blackboard and small screen devices using “Study Mate.” In just a few keystrokes, you will get impressive online flashcards, puzzles, or questions in a multiple choice, fill-in-the blank, pick a letter and/or matching format. Then, after making minor formatting changes in the MS WORD document, the file can be uploaded into another software program, “Flash My Brain” to get impressive hard copies of flash cards. Workshop 307 Room: MDL 4D Dr. Mark Terrell
Preparing Faculty for Educational Research and Scholarship in the Teaching & Learning of Anatomy and Physiology Lake Erie College of Osteopathic Medicine
Many instructional techniques have been develop haphazardly in the classroom though trial and error with little consideration to underlying theories of learning and sound educational research methods. This workshop will help advance participants through three levels of educational activity: Teaching --> Scholarly Teaching --> Scholarship of Teaching and Learning (SoTL). Participants will learn how to transform personal classroom observations and experiences into educational research questions and testable hypotheses. Educational research literature and experimental designs will be examined. Support for work in SoTL will be discussed, including the faculty learning community model for faculty development in teaching. Experimental designs and the role of the Internal Review Board (IRB) for classroom research will be discussed. Participants will be given resources on various methods for disseminating their scholarly work and on best practices for documenting their scholarship in curriculum vitaes. Workshop 308 Room: MDL 5A Dr. Mary Gahbauer
Aligning Expectations to Avoid Blind Dates Repeats as Workshop 806 Otterbein College
How can ‘first day enthusiasm’ erode into ‘fifth week lethargy’, leaving the instructor laboring alone in a disengaged class? Both instructors and students bring personal expectations to class – aside from what is on the syllabus – of how the class should proceed. Mismatched expectations lead to disappointment on both sides of the teaching and learning transaction, a situation not unlike a ‘blind date’. I will discuss information gained over four years from anatomy and physiology student free-writing on their expectations of the course, the instructor, and themselves. Expectations are compared with opinions on course outcome, and the implications for pedagogy examined. Workshop 309 The Foot Bone is Connected to the Leg Bone Room: MDL 5B Repeats as Workshop 812 Dr. Ruth Peterson, DPM, RN Hennepin Technical College How much time do you spend with your students covering the surface markings of the foot and leg? Is it a little more detailed than the familiar 'foot bone connected to the leg bone' song? Are you looking for a more interesting way of presenting this material? This workshop, which will be conducted by a podiatrist, will focus on locating surface anatomy of the lower extremity by palpation methods.
Workshop 310 Room: MDL 5C Dr. Jeff Kingsbury
Use of Virtual Anatomy and Physiology Laboratory Exercises: Evaluation By Outcomes Assessment Mohave Community College, American University
Student performance in anatomy and physiology is an important aspect of science curriculum in undergraduate and graduate education. The use of computer models for anatomic instruction and physiology exercises is becoming increasingly popular for a variety of reasons, however legitimate debate remains about the effectiveness of this modality. This study examined student experience objectively (student performance), and subjectively (student assessment) using both virtual and traditional (cadaver and "wet lab") modalities of education. Student evaluation records and exam performance records were recorded over a seven semester period. These were divided into two groups: group 1 experienced primarily traditional methodology (cadaver dissection, physiology lab exercises) and group 2 experienced primarily virtual lab exercises. The mean class test scores in group 1 was 74.7%, and group 2 was 78.4%. The average student evaluation scores were 2.92/3.00 in group 1, and 2.98/3.00 in group 2. By the Student "t" test on the binomial distribution, student performance was statistically different among the two groups when measured objectively, or assessed subjectively. These preliminary results suggest that use of computerized models and exercises is as effective as traditional use of cadavers and wet bench physiology exercises in achieving course goals and objectives, and student satisfaction was improved. Workshop 311
Clarifying Bi-Articular Muscle Actions and the Clinical Implications of the Findings
Room: MDL 5D Dennis Landin & Melissa Thompson Louisiana State University, Department of Kinesiology Action descriptions of bi-articular muscles have changed little since the early 1900s, yet lack precision. This workshop will discuss the actions of the gastrocnemius, rectus femoris, biceps brachii, and triceps brachii, and how theyâ&#x20AC;&#x2122;re influenced by the two joints they cross. The isometric torque (Nm) produced by each muscle at selected joint angles was measured on an isokinetic dynamometer. Various joint angle combinations were examined to identify the positions at which each muscle produced the greatest torque at the proximal joint. We will discuss the findings as they relate to precise muscle action descriptions, clinical applications, and strength and conditioning. Workshop 312 Room: MDL 6A Jon Jackson
Osirix Repeats as Workshop 809 University of North Dakota School of Medicine
When running a free open-source program called Osirix, any old Apple desktop can be transformed into the equivalent of a high-end radiology imaging workstation in the gross anatomy lab. Together with an LCD projector and some radiology images stripped of patient information, we now have the necessary tools for teaching lots of clinically relevant anatomy using real human specimens, whether or not the cadavers are unwrapped at all. This session will explore some of the options, detail our experience using this system in undergraduate human anatomy labs, and provide an opportunity to share some images. Bring a thumb driveâ&#x20AC;Ś. Workshop 313 Room: MDL 6C Maura Cavanagh Dick
Can Anatomy and Physiology Students Design Their Own Lab Experiments? Salem Community College
In Anatomy and Physiology labs, students often follow directions set out for them and reap the benefits of the perfectly planned lab experiment. But do they understand how or why the experiment was designed? In this workshop, the presenter will illustrate an alternative laboratory experience that allows students to
take on the role of researcher. Working in teams, students design a laboratory experiment, from hypothesis development to data collection, and present their results in a scholarly poster presentation. Video footage of sample experiments, as well as sample student poster presentations will be shown. Workshop 314
Tailoring your Anatomy and Physiology Laboratory Manual to the Specific Needs of Your Student and College
Room: MDL 6D Richard Sussan & Roger Ramsammy, Palm Beach Community College This presentation centers around the concept of laboratory manual flexibility. We are able to tailor this Anatomy and Physiology Lab manual to the specific needs of your students and course content. The unique needs of your institution can also be addressed as to laboratory layout, equipment and other parameters. A specialized CD-ROM and individualized website support are also available. Workshop 315
An Experimental Approach and the Use of Computer Simulation in Laboratory Instruction: Human Physiology Students’ Friend or Foe?
Room: Computer Room William I. Lutterschmidt & Deborah I. Lutterschmidt Sam Houston State University & Georgia State University An experimental approach in laboratory instruction introduces basic physiological concepts while developing an appreciation and understanding for the process of scientific investigation. Too few alliedhealth related courses emphasize the importance of experimental design and hypothesis testing. In this workshop, we demonstrate how the latest in computer-simulation technology can be used to compliment hands-on experiments such as the investigation of muscle function and physiology. Such integration between simulation and hands-on experimentation can provide a unique laboratory experience for students and the opportunity for teaching the process of science in a clinical setting. Finally, we discuss how interesting concepts in comparative physiology allow human physiology students to gain an appreciation for unique physiological adaptations among taxonomically diverse animals.
Session 4 – Tuesday 2:45pm – 3:45pm Workshop 401 Room: MDL 3A Patricia S. Bowne
Playing Around with A & P Alverno College
A repeat of the 2006 workshop on using games to reinforce A&P concepts. Participants will be able to play with card games, board games, and others, and we will discuss game design principles. In 2006, this was the loudest workshop in the building. Workshop 402 Room: MDL 3B Paul A. Gardner
Teaching Magnificence: Artistic Anatomy – How and Why Repeats as Workshop 804 Snow College
Artists have studied human anatomy for centuries and for good reasons. The human form is a common, magnificent subject in art. However, it can be daunting, especially to young artists. Learning the details of the form can help them conquer the difficult task of working with it. By teaching it we, as anatomists, can discover a fun, exciting field that can bring new rewards. This workshop is to explain the basics of artistic anatomy and make suggestions of how to establish a course in this specialty.
Workshop 403 Helping Today’s Students to Get Ready for A & P Room: MDL 3C Lori Garrett Danville Area Community College Abstract: In this session, we will consider the traits and habits of today’s students, how they differ from those of previous generations, and how these differences can hinder them in our classrooms. Specific strategies will be discussed to keep your students engaged and eager to learn during your time together. We will examine how implementing a biology prerequisite before A&P has improved retention for one school. We will also explore ways to incorporate the book, Get Ready for A&P, into your curriculum, and preview an exciting new online course designed to accompany it and to help your students succeed and move forward in their academic and career plans. Haps Renal Biology Room: MDL 3D
Pre-registration Required
HAPS Respiratory Biology Room: MDL 1
Pre-registration Required
Workshop 404 Room: MDL 4A Dr. Trevor A. Day
The Hunt for the Respiratory Rhythm Generator Repeats as workshop 603 Mount Royal College
Considerable advances have been made recently toward identifying and characterizing a number of brainstem nuclei potentially responsible for generating the mammalian respiratory rhythm. Despite new research focused on two specific nuclei in the ventral respiratory group (VRG), most undergraduate A&P textbooks still erroneously point to the dorsal respiratory group (DRG) as the site responsible for respiratory rhythmogenesis. This session will provide the participant with an overview of the most up to date information on the brainstem regions involved in mammalian respiratory rhythmogenesis, including what frogs, international politics and cheap champagne have to do with it all. Workshop 405 Room: MDL 4B John Waters
Using Your Classroom and Students for Education Research: It’s Not As Hard as You May Expect Penn State University
Have you ever felt unsure about conducting classroom research? Many research studies in A&P education suffer from poor design, a lack of statistical power, and unsupported conclusions. There is a need for educators and scientists to conduct meaningful classroom research. We will discuss how to calculate the number of subjects you will likely need for a meaningful statistical analysis, how to choose significance criteria, and how you establish the reliability and validity of your tests and surveys. There will be discussion time to explore other topics such as IRB approval and how to present a research experience to your students. Workshop 406 Using Artwork in Anatomy and Physiology Classes Room: MDL 4C Dr. Joyce Kronberg & Dr. Marshall Griffin University of West Virginia – Parkersburg Professors Kronberg and Griffin have used an art project in their A and P classes this semester. The art objects will be displayed for use by others. They will share their procedures, grading policy, and criteria for the project. This is
an adaptation from their scavenger hunt project and can be used to enhance hands on learning and provide an alternative way to get a grade in Anatomy and Physiology class. Workshop 407 Room: MDL 4D Linda Nichols
Curriculum Alignment with TechPrep Partners Repeats as Workshop 706 Santa Fe Community College
Community College Health Sciences Programs have made critical Tech-Prep articulations with high school partners. Tech-Prep is a way to start a college technical major in high school. Articulating the curriculum at the two levels is problematic so it’s important for secondary and post-secondary areas to collaborate. How can these areas effectively cooperate to promote student success while not diluting the curriculum or comprising program quality? Santa Fe has worked with high school partners for 20 years with award winning success (locally, state-wide). Still low pass rates on these exams are common, especially anatomy/physiology. This presentation looks at some methods we have used to promote teacher preparedness and student success. Workshop 408 Room: MDL 5A Mandy Ramsum
Introducing the New BIOPAC MP45 – A Budget Beating Physiology Lab Solution For Community Colleges Repeats as workshop 512 BIOPAC Systems, Inc.
The new handheld MP45 is the latest addition to the Biopac Student Lab family. The powerful two-channel system works with BIOPAC’s extensive curriculum library and broad range of transducers. The MP45 connect to the computer via USB to receive power and transmit data. Like all BSL products, the system is intuitive and extremely robust. There are no knobs, dials or switches to confuse students, just a USB cord and two ports to connect transducers and electrodes. Connect the USB cord, launch a BSL Lesson and start recording great data. Attend the workshop and be amazed by the power, flexibility and budget beating price. Workshop 409 Room: MDL 5B Mark Schmidt
Using Low Cost Streaming Video to Enhance Online Lecture and Lab for Anatomy and Physiology Repeats as workshop 506 Clark State Community College
This presentation will focus on the use and benefits of low cost streaming video in online lecture and lab sections of Anatomy and Physiology. In this presentation I will show participates how to use low cost off the shelf products and cameras to enhance their presentation of difficult concepts and ideas in both the online lecture and lab setting. These techniques can also be used to enhance traditional lecture format classes by making the entire lecture, or vignettes of difficult concepts available to the student anytime online in streaming format or as ipod videos. Workshop 410 Room: MDL 5C John Robertson
At the Intersection of Art, Anatomy and Education Repeat at Workshop 705 Westminster College
Provocative relationships between art and anatomy are represented in the work of some contemporary artists and exhibitions. For example, Damien Hirst incorporates the formal study of anatomy as both subject and object in much of his work. And popular recent human anatomy-based exhibitions (e.g., BodyWorlds and Bodies) present the body, and its study, in a dramatic sculptural context. The meaning and significance of this art will be discussed – with particular consideration to public perception and education about biology. Efforts to integrate "anatomy art" into a biology course curriculum will also be described and evaluated.
Workshop 411 Room: MDL 5D Ms. Shemena M. Wiggins
What is Functional Human Anatomy and Physiology: Strengthening Bodies In Motion Repeats as Workshop 708 North Carolina A & T State University
This presentation will include a lecture on interactive functional Anatomy and Physiology describing the musculoskeletal system as it relates to biomechanics. As the presenter, I will provide illustration of the skeletal-muscular systems, and the supporting structures of joints. The terms Biomechanics, statics, dynamics, kinematics and kinetics, will be defined and explained as they relate to human movement and physiological function of the human body. I will also distinguish between different types of approaches for analyzing human movement. Participants will be able to formulate and answer questions for qualitative analysis of human movement. Furthermore, the workshop will include interactive exercises with step by step instructions. The attended audience should include: Anatomists, coaches, strength and conditioning specialists, personal trainers, nurses, physical educators, physical therapists, physicians, athletic trainers, massage therapists, and others in health related fields. Workshop 412 Room: MDL 6A Amie Yenser
Using Constructivism in the Classroom to Actively Engage Students In Learning Repeat at Workshop 704 Penn State Hazleton
Constructivism is not a new pedagogical technique. However, in all of my years as a student, I have never had a professor teach in a constructivist manner. In this decade where active learning, hands-on teaching, and student-centered classrooms are emphasized, I found this method to be useful for gaining the student's attention and illustrating certain concepts in A&P. In this workshop, I will explain constructivism and have the audience participate in activities that have been successful in my courses. Workshop 413
Advanced Physiology Data Recording Using iWorx - Basal Metabolic Rate and VO2/VCO2
Room: MDL 6B Steve Andre and Judi Dâ&#x20AC;&#x2122;Aleo iWorx/CB Sciences Come learn how to do more sophisticated recordings such as BMR (Basal Metabolic Rate) and VO2/VCO2 using the iWorx systems. The LabScribe V2.0 data recording software and physiology lab kits from iWorx make it easy to do human and animal physiology experiments. Kits include the hardware (except computer), software, and courseware needed to do over 200 different exercises. The programming of the software and the data recorder, the display of the learning materials that assist the students, and the collection of data are accomplished with the click of a button. With LabScribe V2.0, students can change display times, pause the data display to take measurements as recording continues, or work in an interactive journal on the screen as data recording is also displayed. The selection of pertinent data, the simultaneous measurement of data from multiple channels, and the measurement of parameters like the volumes in spirograms are made easy. Instructors can easily select and organize laboratory exercises into lab manuals suited for their courses with LabScribe V2.0. Workshop 415 Using Technology in the Laboratory and Classroom for A&P Room: MDL 6D Don Shult, Paul Garcia, and Tom Loesch Houston Community College The integration of technology has been implemented for both the laboratory and lecture sessions for anaatomy and physiology classes. Extensive digital images of models and histological specimens are available to students oline at the departmental web site. Numerous animations and interative exercises
are also available. Video clips of a variety of anatomical and physiological topics have been done and are available to students as Podcasts. Workshop 416
Research Proves That This Digital Cadaver Dissection Software Improves Students Grades
Room: Computer Room Michael Kopenits and Greg Reeder Amarillo College and Broward This workshop will share research findings that prove digital cadaver dissection software improves student performance, promotes active learning and encourages students to study on their own outside of class. Additionally Greg and Michael will walk you through a hands-on experience with the product, discuss their success with the product in their classrooms and share ways to incorporate the software into lecture, lab and self study.
Session 5 – Wednesday 9:15am – 10:15am Workshop 501 Room: MDL 3A William J. Swartz, Ph.D.
A Clinical Tour of a Human Cadaver Repeats as 701 LSU Health and Sciences Center
This demonstration will provide a first-hand close look at a human cadaveric specimen. Emphasis will be placed on demonstrating the major organs of the body and the clinical implications resulting from their relationships to each other. To acquaint the participants with several common diseases of these organs, examples of common pathological conditions of major thoracic and abdominal organs will be on display. Following the video demonstration, the participants will be able to view the specimens close-up and ask additional questions of the faculty present. Workshop 502 Room: MDL 3C Cathy Whiting
Beyond Memorization: Making Connections Through An Integrative Approach to Teaching Repeats as Workshop 811 Gainesville State College
In order to more effectively teach critical-thinking skills as a part of an inquiry-based educational paradigm, it is necessary to force students to move beyond the memorization of course content. Instead, they must actively engage in the learning process as they assimilate knowledge into an established conceptual framework. In this workshop, I will outline the methods that I use to accomplish these tasks. Using the urinary system as an example, I will describe my approach to teaching as I focus on the concepts of homeostasis, structure/function relationships (at the histological, cellular, and molecular levels), and organ system interactions. Workshop 503 Room: MDL 3D Richard L. Drake, Ph.D.
Publishing in Anatomical Sciences Education A repeat of workshop 108 Cleveland Clinic Learner College of Medicine
Publishing peer-reviewed articles is an important part of a successful career in academics. However, accomplishing this task can be challenging especially as it relates to topics in education. The goal of this workshop will be to help participants gain a better understanding of the publication process and what journal editors and reviewers are looking for. Questions discussed during this workshop will include: What is my question? How can it be studied (What “tools” are available)? At the completion of the study do I have something to say? How does my message relate to what has been published and the current
state of educational programs? What is the appropriate format for reporting my work? Which journal is the best fit? Workshop 504 Hands on Histology and Other Helpful Hints Room: MDL 3A Ms. J. Ellen Lathrop-Davis and Dr. Ewa Gorski Community College of Baltimore County The study of tissues is difficult for many students because they find it hard to relate what they see in a microscope to the function the tissue has in the body. In “Hand-on Histology”, students explore structurefunction relationships using a variety of materials to simulate tissues. We will also discuss a variety of exciting teaching tools designed to enhance student learning. These tools include application questions, concept cards, and newly developed material review techniques. Workshop 505 Room: MDL 4B Jon Jackson
A History of Anatomic Science: the academic genealogy of Frank N. Low. A repeat of workshop 109 University of North Dakota School of Medicine
Frank N. Low (1911-1996) was a ground-breaking anatomist, a giant in the field of electron microscopy who divided his productive career between Louisiana State University and the University of North Dakota. Dr. Low trained an impressive array of students-though it is through examination of his own training and “academic genealogy” that we can appreciate our connection (whether as teachers or researchers) to the great names of anatomical history. This session recounts the academic family tree of Frank Low, which, seen through the centuries, is nothing less than the history of anatomic science itself. Workshop 506 Room: MDL 4C Mark Schmidt
Using Low Cost Streaming Video to Enhance Online Lecture and Lab for Anatomy and Physiology A repeat of workshop 409 Clark State Community College
This presentation will focus on the use and benefits of low cost streaming video in online lecture and lab sections of Anatomy and Physiology. In this presentation I will show participates how to use low cost off the shelf products and cameras to enhance their presentation of difficult concepts and ideas in both the online lecture and lab setting. These techniques can also be used to enhance traditional lecture format classes by making the entire lecture, or vignettes of difficult concepts available to the student anytime online in streaming format or as ipod videos. Workshop 507 Room: MDL 4D Edward Westen
Using Hemoglobin as a Model for Introducing Students to Protein Function Repeats as Workshop 711 Wartburg College
The overwhelming majority of molecules that are discussed in a typical A&P course are proteins. As such spending some time in class introducing students to protein structure and function seems like a good idea. This workshop will discuss: the amino acids, prosthetic groups, allostery, evolution of protein function, and protein kinetics all using hemoglobin as a model protein. It may serve as a refresher on proteins and/or hemoglobin for some but will hopefully also stimulate participants to reconsider whether and how they approach the subject of protein function in their own A&P courses.
Workshop 508 Room: MDL 5A Jennifer Lundmark
Peer-Assisted Learning in Physiology California State University, Sacramento
Peer-Assisted Learning has demonstrated the potential to improve students’ ability to critically approach, assess, and solve applied problems. At CSUS, we have been able to document improved academic performance as a result of a PAL-type intervention in physiology, using successful undergraduates (A or B level students) who return to lead PAL sessions for students currently in the course. Best of all, all participants (TA leaders and participatory students) enroll for academic units, so the program has minimal cost. During this session, two undergraduate TA leaders will demonstrate how these sessions run, and the faculty member who runs the program will be addressing issues of program structure. Workshop 509 Capturing Beautiful Cadaver Images for your PowerPoint Presentations Room: MDL 5B Repeats as Workshop 810 Nate Mortensen, Shawn Miller, Mark Nielsen University of Utah What if you could easily capture beautiful cadaver images to use in your PowerPoint lecture presentations. How about capturing cadaver images to show your students to prepare them for anatomy lab.This presentation will demonstrate how easily this can be accomplished and show numerous examples of how cadaver images can be incorporated into your course presentations to clarify anatomy for your students. Workshop 510 Room: MDL 6A Betsey Brantley
Virtual Dissection Software….So many choices- which one is best? A repeat of workshop 103 Lansing Community College
Each major publisher seems to have its own virtual dissection software. Are they all the same? Is one any better than the other? This workshop will highlight the positive and negative points of each program... then you can decide which one works best for your course. Software to be compared include: McGrawHill's Anatomy & Physiology Revealed, Wiley’s Real Anatomy, A.D.A.M., Pearson/Cummings Practice Anatomy Lab (PAL), Kendall-Hunt’s Human Anatomy Interactive Atlas possibly Mosby’s Human Anatomy through Dissection (Elsevier) ... though this has a more specific target audience and is priced much higher than the others. Workshop 511 Room: Room MDL 6B Dr Wesley Colgan III
Current trends in digital courseware creation and editing A repeat of workshop 302 ADInstruments, Inc.
Now with the introduction of LabAuthor, you can tailor any LabTutor experiment to suit your course curriculum. Discover what most educators want to know but until recently may not have the time or skill set to achieve. Learn to create and modify existing LabTutor experiments. Imagine a dedicated experiment editor that delivers robust Internet Explorer ready student exercises. Anyone can now merge external multimedia directly into their data acquisition interface. Educators can now leverage fantastic digital resources that enhance the student experience, disseminates background and supporting information as well as provide visual interest to the experiment at hand. Come to this special workshop ready to transform your paper-laden course materials into a streamlined digital data hub.
Workshop 512
Introducing the New BIOPAC MP45 – A Budget Beating Physiology Lab Solution for Community Colleges A repeat of workshop 408 BIOPAC Systems, Inc.
Room: MDL 6C Mandy Ramsum
The new handheld MP45 is the latest addition to the Biopac Student Lab family. The powerful two-channel system works with BIOPAC’s extensive curriculum library and broad range of transducers. The MP45 connect to the computer via USB to receive power and transmit data. Like all BSL products, the system is intuitive and extremely robust. There are no knobs, dials or switches to confuse students, just a USB cord and two ports to connect transducers and electrodes. Connect the USB cord, launch a BSL Lesson and start recording great data. Attend the workshop and be amazed by the power, flexibility and budget beating price. Workshop 513 Room: computer room Don Shult & Paul Garcia
Online Interactive Laboratory for Anatomy and Physiology Houston Community College
An interactive online laboratory manual for anatomy and physiology has been developed at Houston Community College. The manual includes extensive digital images, animations and interactive exercises for students’ use. Pre-Lab exercises are also included, as well as complete lab exercises and lab reports that students print and bring to lab. The manual has been tested at HCC and preliminary analysis of student lab grades has resulted in a 5 – 7% increase in lab scores.
Session 6 – Wednesday 10:30 am - 12:00 pm Workshop 600 Respiratory Physiology Room: MDL 1 Dr. Michael Levitzky LSU Health Sciences Center General concepts of pulmonary function test and how they are used to diagnose and assess therapeutic interventions for people with respiratory problems will be described. Participants will each perform a forced viatl capacity test and a flow-volume loop using a rolling seal spirometer. The significance of the vital capacity, the forced vital capacity (FVC), the forced expiratory volume in one second (FEV1), the FEV1/FVC, and the inspiratory and expiratory flow-volem curves in people with normal respiratory mechanics and patients with restrictive or obstructive pulmonary diseases will be discussed. Workshop 601
Use of Actual Human Embryos and Fetuses to Teach Growth and Development Room: MDL 3A Repeats at Workshop 801 Richard H. Whitworth, JR., Ph.D. LSU Health and Sciences Center This workshop will consist of live video demonstrations of our valued collection of fetuses and embryos at different stages of prenatal development. This collection consists of specimens embedded in plastic and others which are preserved and maintained in embalming fluid. Important surface anatomy will be pointed out as well as specific structures within the developing thorax, abdomen, and pelvis. A series of specimens possessing common embryological abnormalities will also be highlighted. Following the video demonstration, workshop participants will have the opportunity to view the specimens close-up and ask additional questions of the faculty present.
Workshop 603 Room: MDL 3C Dr. Trevor A. Day
The Hunt for the Repiratory Rhythm Generator A repeat of workshop 404 Mount Royal College
Considerable advances have been made recently toward identifying and characterizing a number of brainstem nuclei potentially responsible for generating the mammalian respiratory rhythm. Despite new research focused on two specific nuclei in the ventral respiratory group (VRG), most undergraduate A&P textbooks still erroneously point to the dorsal respiratory group (DRG) as the site responsible for respiratory rhythmogenesis. This session will provide the participant with an overview of the most up to date information on the brainstem regions involved in mammalian respiratory rhythmogenesis, including what frogs, international politics and cheap champagne have to do with it all. Workshop 604 Room: MDL 3B
If You Only Have One Nerve Left…..I Hope It’s Your Ulnar
Ellen Arnestad and William Perrotti Southern Alberta Institute of Technology and Mohawk Valley Community College It's the end of semester and you've worked hard. Come to our workshop and plan to have some fun, in fact, enough fun to create some excretory accidents! Come to this interactive workshop to find some humor in A&P and scholastic life. Come, and let us put you in stitches without a needle and thread. All good clean humor and stuff you are welcome to take back to your classes. Workshop 605
“Why are my bumps and holes different than your bumps and holes?” A Look at Human Skeletal Variation Room: MDL 4C A repeat of workshop 211 Elizabeth Pennefather – O’Brien Medicine Hat College Have you wondered why sometimes one cranium has a notch where another has a foramen? Why does that sternum have a hole in it? How common are these variations? Both common and uncommon variations in the human skeleton will be reviewed during this workshop. Most variations have an underlying genetic component and the frequencies of these variations change with differing populations. A summary of these variations and their population frequencies will be provided, and we will distinguish between variations and pathologies. Participants are also encouraged to come with examples (pictures or descriptions) of anomalies seen in their skeletal collections. Workshop 606 Room: MDL 4D Ken Saladin
You say ba-NAN-a, I say bah-NAH-na A repeat of workshop 208 Georgia College
How do YOU pronounce "mediastinum," "apoptosis," or "acetylcholine"--as you were taught orally, or as a dictionary says they "should" be pronounced? Is there a difference? Are you sure you've been teaching your students correctly? What defines correct pronunciation, anyway? This interactive workshop will use PowerPoint slides and "clickers" to vote anonymously on the way you think some common anatomical and physiological terms should be pronounced. Differences of opinion revealed by the voting will serve as a springboard for discussion of variations in pronunciation, how we learn pronunciation, oral tradition in A&P, and disparities between common practice and dictionary recommendations.
Workshop 607 Room: MDL 5A Peggy Hunter
Action mazes as Interactive Learning Tools A repeat of workshop 113 Camosun College, Victoria, BC, Canada
An Action Maze is an interactive learning tool developed and presented in a web-based format. The student is presented with a situation, and a number of choices or courses of action. On choosing an action, a new situation is presented, again with a series of options. The goal is to use a knowledge base to work through a sequence of decisions and to successfully navigate the maze, hence the term "Action Maze". Action mazes can be used for many purposes, including sequential review of material, case studies, problem-solving, diagnosis, procedural training, and other teaching applications. Some simple action mazes will be presented, including the 'Cardiomaze' , a 28 step maze developed for the review of blood flow through the body. Workshop 608
Using Technology in the Laboratory and Classroom for Anatomy and Physiology Room: MDL 5B A repeat of workshop 415 Don Shult, Paul Garcia, Tom Loesch Houston Community College The integration of technology has been implemented for both the laboratory and lecture sessions for anatomy and physiology classes. Extensive digital images of models and histological specimens are available to students online at the departmental web site. Numerous animations and interactive exercises are also available. Video clips of a variety of anatomical and physiological topics have been done an are available to students as Podcasts. Workshop 609 Room: MDL 5C Mark Nielsen
Helping Students Understand the Brachial Plexus A repeat of workshop 115 University of Utah
A proper understanding of the brachial plexus can be one of the most powerful tools students take from anatomy to diagnose problems in exercise and sports fields, physical therapy, occupational therapy, and medicine. What if you could teach students the plexus thoroughly and simply, in such a way that they would be hard pressed to ever forget the plexus and its distribution in their futures. Come and share in a tried and tested, fun and powerful pedagogical technique that will help you do just that for your students. Workshop 610 Room: MDL 5D Valerie Dean O’Loughlin
A “How-to” Guide for Developing a Publishable Scholarship of Teaching Project A repeat of workshop 207 Indiana University – Bloomington
Have you ever done anything “innovative” in the classroom? Have you ever altered your teaching style, exam format or course format in an attempt to achieve greater student learning? Have you ever wondered if these attempts really worked, and if so, how you could document this success and perhaps publish your results? As a former “Neophyte” of the Scholarship of Teaching, Valerie O’Loughlin will show how she used her anatomy classes in developing her own pedagogical research. She will discuss factors to consider in performing this type of research, such as: developing a clear research hypothesis, reviewing the literature, obtaining Human Subjects approval, and determining which methods of assessment may be used. Participants will work in groups during this session, and should come prepared with a hypothesis they would like to test in their own classrooms. By the end of this session, all participants should have at least
one specific working hypothesis to test in their classrooms, a basic understanding of what assessments can be used to test the hypothesis, and a better idea about how to document their findings. Workshop 611 Room: Computer Room Dr. Wesley Colgan III
New Frontiers in HTML-based Real-Time Laboratory Data Collection ADInstruments
Attendees will have the opportunity to explore distinct advantages integrating traditional laboratory resources into a universal framework. Focusing on the PowerLab and LabTutor, guests will be provided a hands-on short course using today's most popular physiology experiments. Dr. Colgan will lead educators through several example student exercises and demonstrate newly emerging standards in laboratory workflow. A HAPS member panel will be on hand to share their experiences and provide strategies for developing and implementing student experimental design using the latest available instrumentation and teaching methods.
Session 7 – Wednesday 1:30 pm – 2:30 pm Workshop 701 Room: MDL 3A William J. Swartz, Ph.D.
A Clinical Tour of a Human Cadaver Repeat of Workshop 501 LSU Health and Sciences Center
This demonstration will provide a first-hand close look at a human cadaveric specimen. Emphasis will be placed on demonstrating the major organs of the body and the clinical implications resulting from their relationships to each other. To acquaint the participants with several common diseases of these organs, examples of common pathological conditions of major thoracic and abdominal organs will be on display. Following the video demonstration, the participants will be able to view the specimens close-up and ask additional questions of the faculty present. Workshop 702 Room: MDL 3B Lisa Bromfield
Groovin on the Hippocampus: Teaching A & P With Music Repeat of Workshop 303 Lord Fairfax Community College
Words introduced into our brains with music have incredible staying power. Many struggling students effortlessly remember song lyrics. This workshop introduces you to the CD, "Annie Phi & the Distal Phalanges present Songs to Learn Anatomy & Physiology By," produced by a team of published songwriters, recording artists, and educators. Set your students neurons firing to the beat of songs like "My Oh Myosin," and "Renin is Runnin." Learn to incorporate these songs into your classroom presentations as well as to engage students in the independent study of the human body using the power of "pedagogical pop." Workshop 703 Results Room: MDL 4A Dr. Marcia Bradley and Ron
An Innovative Online A&P Course with “Wet Lab” that Delivers Better Than Face-to-Face Courses Repeat of Workshop 202 Krempasky Ocean County College
Dr. Marcia Bradley will present information about Ocean County’s Innovative online A&P courses that includes a “wet lab.” Dr. Bradley has been teaching A&P for over 20 years and never thought it was possible to effectively teach it online until she saw the success her colleagues were having with their students. She’s now a believer. OCC teamed with McGraw-Hill and Hands-On Labs, Inc. to pioneer an innovative online delivery mode utilizing WebCT and LabPaqs- one of the first in the United States.
LabPaqs are fully self contained including a 600x microscope and are safe, cost-effective, and environmentally friendly. Workshop 704 Room: MDL 4B Amie Yenser
Using Constructivism in the Classroom to Actively Engage Students In Learning Repeat of Workshop 412 Penn State Hazleton
Constructivism is not a new pedagogical technique. However, in all of my years as a student, I have never had a professor teach in a constructivist manner. In this decade where active learning, hands-on teaching, and student-centered classrooms are emphasized, I found this method to be useful for gaining the student's attention and illustrating certain concepts in A&P. In this workshop, I will explain constructivism and have the audience participate in activities that have been successful in my courses. Workshop 705 Room: MDL 4C John Robertson
At the Intersection of Art, Anatomy and Education Repeat of Workshop 410 Westminster College
Provocative relationships between art and anatomy are represented in the work of some contemporary artists and exhibitions. For example, Damien Hirst incorporates the formal study of anatomy as both subject and object in much of his work. And popular recent human anatomy-based exhibitions (e.g., BodyWorlds and Bodies) present the body, and its study, in a dramatic sculptural context. The meaning and significance of this art will be discussed â&#x20AC;&#x201C; with particular consideration to public perception and education about biology. Efforts to integrate "anatomy art" into a biology course curriculum will also be described and evaluated. Workshop 706 Room: MDL 4D Linda Nichols
Curriculum Alignment with TechPrep Partners Repeat of Workshop 407 Santa Fe Community College
Community College Health Sciences Programs have made critical Tech-Prep articulations with high school partners. Tech-Prep is a way to start a college technical major in high school. Articulating the curriculum at the two levels is problematic so itâ&#x20AC;&#x2122;s important for secondary and post-secondary areas to collaborate. How can these areas effectively cooperate to promote student success while not diluting the curriculum or comprising program quality? Santa Fe has worked with high school partners for 20 years with award winning success (locally, state-wide). Still low pass rates on these exams are common, especially anatomy/physiology. This presentation looks at some methods we have used to promote teacher preparedness and student success. Workshop 707 Getting Started in Plastination of Anatomical Specimens Room: MDL 5A Repeat of Workshop 102 Anthony J. Weinhaus, Ph.D. University of Minnesota Information will be presented to describe the plastination process and the equipment, materials, and facilities necessary to successfully prepare anatomical specimens by the plastination process. The presentation will describe, and approximate costs of, lab equipment, pumps, freezers, vacuum chambers, etc. as well as, materials such as acetone, polymers, cross-linkers, and catalysts involved in the process. Information will also be given addressing the need for a ventilation hood, trap, institutional approval, and disposal of waste acetone derived from the process. Various plastinated specimens will be presented for examination, as will information about the International Society for Plastination and links to instructional DVDs.
Workshop 708 Room: MDL 5B Ms. Shemena M. Wiggins
What is Functional Human Anatomy and Physiology : Strengthening Bodies In Motion Repeat of Workshop 411 North Carolina A & T State University
This presentation will include a lecture on interactive functional Anatomy and Physiology describing the musculoskeletal system as it relates to biomechanics. As the presenter, I will provide illustration of the skeletal-muscular systems, and the supporting structures of joints. The terms Biomechanics, statics, dynamics, kinematics and kinetics, will be defined and explained as they relate to human movement and physiological function of the human body. I will also distinguish between different types of approaches for analyzing human movement. Participants will be able to formulate and answer questions for qualitative analysis of human movement. Furthermore, the workshop will include interactive exercises with step by step instructions. The attended audience should include: Anatomists, coaches, strength and conditioning specialists, personal trainers, nurses, physical educators, physical therapists, physicians, athletic trainers, massage therapists, and others in health related fields. Workshop 709 CNS, APN, LPN, ADN, WTH? Secrets of Nursing Revealed Room: MDL 5D Repeat of Workshop 201 Patricia S. Bowne, Julie Millenbruch Alverno College Most of us teach lots of nursing students, but do we know very much about where they will be going with the material we give them, and how they will be expected to use it? This presentation will provide a brief overview of nursing careers from the inside and some discussion of how the content we teach can be more directly related to nursing diagnoses and nurse-sensitive outcomes. Pat Bowne teaches Anatomy and Physiology and Pathophysiology at Alverno College. Julie Millenbruch is director of the graduate program in Nursing. They team-teach graduate pathophysiology. Workshop 710 Room: MDL 6B Mandy Ramsum
Creating Lessons with the Biopac Student Lab System Repeat of Workshop 105 BIOPAC Systems, Inc.
This workshop is aimed at current Biopac Student Lab users, or those instructors who want to see the full extent of the Biopac Student Lab's capabilities. Learn how to use the power of the BSL PRO software to create your own lessons and for independent projects. No programming required just simple pull down menu selections. The PRO software allows you to perform exciting lessons on human and animal subjects. We have a wide range of PRO lessons that are downloadable from our web site, which include the lesson software and the lesson instructions. Everything you need to run the lesson. Attend the workshop to receive your FREE multi-media CD presentation. Workshop 711 Room: MDL 6C Edward Westen
Using Hemoglobin as a Model for Introducing Students to Protein Function Repeat of Workshop 507 Wartburg College
The overwhelming majority of molecules that are discussed in a typical A&P course are proteins. As such spending some time in class introducing students to protein structure and function seems like a good idea. This workshop will discuss: the amino acids, prosthetic groups, allostery, evolution of protein function, and protein kinetics all using hemoglobin as a model protein. It may serve as a refresher on proteins and/or hemoglobin for some but will hopefully also stimulate participants to reconsider whether and how they approach the subject of protein function in their own A&P courses.
Workshop 712 Room: Computer Room Patricia Brady Wilhelm
In The Lab 24/7, Virtually Possible Community College of Rhode Island
This workshop is a hands-on opportunity to explore Practice Anatomy Lab (PAL) 2.0 and to discuss strategies for the use of this software to enhance student learning. PAL 2.0 enables students to access multiple types of lab content (models, cadaver, cat, fetal pig, and histology) outside of the traditional laboratory setting. In addition to exploring the content, I will demonstrate how to customize content and how to upload and use this software within a course management environment (WebCT, Blackboard, CourseCompass). I will also share ideas for motivating students to use this software and its use for on-line assessment of student learning. Workshop 713 Room MDL 6A Don Shult & Paul Garcia
Use of Technology in Teaching A & P Repeat of Workshop 111 Houston Community College
An interactive online laboratory manual for anatomy and physiology has been developed at Houston Community College. The manual includes extensive digital images, animations and interactive exercises for students' use. Pre-Lab exercises are also included, as well as complete lab exercises and lab reports that students print and bring to lab. The manual has been tested at HCC and preliminary analysis of student lab grades has resulted in a 5 - 7% increase in lab scores.
Session 8 â&#x20AC;&#x201C; Wednesday 2:45pm â&#x20AC;&#x201C; 3:45 pm Workshop 801
Use of Actual Human Embryos and Fetuses to Teach Growth and Development Room: MDL 3A Repeat of Workshop 601 Richard H. Whitworth, Jr., Ph.D. LSU Health and Sciences Center This workshop will consist of live video demonstrations of our valued collection of fetuses and embryos at different stages of prenatal development. This collection consists of specimens embedded in plastic and others which are preserved and maintained in embalming fluid. Important surface anatomy will be pointed out as well as specific structures within the developing thorax, abdomen, and pelvis. A series of specimens possessing common embryological abnormalities will also be highlighted. Following the video demonstration, workshop participants will have the opportunity to view the specimens close-up and ask additional questions of the faculty present. Workshop 802 Room: MDL 3B Michael Harman
Service Learning: A Win - Win - Win Situation Repeat of Workshop 101 Lone Star College-North Harris
Service Learning is community service that meets academic objectives. It allows students to spend time with patients and professionals from their chosen field. It allows a limited preview into their careers. It builds their resumes and gives them connections to future employers. Studies have shown that students who do Service Learning (community service) in college and high school are more likely to do volunteer work again, after graduation. I will cover what Service Learning is, who benefits, who does what, and how to get started. This will greatly benefit your students.
Workshop 803 Room: MDL 3C Jorge D. Cortese
Drifting Online: Progressively Transforming you’re A & P Class into Hybrid or Online Formats Repeat of Workshop 305 Durham Technical Community College
Using examples from Anatomy & Physiology, I describe how to incorporate distance learning elements into a traditional class, thus converting it progressively into several targeted hybrid formats or a purely online course. Another aspect of flexible design is using student feedback and gradual hybridization within the time frame of a semester, which creates a growing interactive online class component that encourages active learning and high retention. This process facilitates the transformation of traditional science classes into hybrid forms that evolve by iteration into pure distance learning offerings, while maintaining successful levels of overall assessment measures such as student learning outcomes. Workshop 804 Room: MDL 3B Paul A. Gardner
Teaching Magnificence: Artistic Anatomy – How and Why Repeat of Workshop 402 Snow College
Artists have studied human anatomy for centuries and for good reasons. The human form is a common, magnificent subject in art. However, it can be daunting, especially to young artists. Learning the details of the form can help them conquer the difficult task of working with it. By teaching it we, as anatomists, can discover a fun, exciting field that can bring new rewards. This workshop is to explain the basics of artistic anatomy and make suggestions of how to establish a course in this specialty. Workshop 805 Room: MDL 4B Don Shult, Paul Garcia
Online Interactive Laboratory for Anatomy and Physiology Repeat of Workshop 111 Houston Community College
An interactive online laboratory manual for anatomy and physiology has been developed at Houston Community College. The manual includes extensive digital images, animations and interactive exercises for students' use. Pre-Lab exercises are also included, as well as complete lab exercises and lab reports that students print and bring to lab. The manual has been tested at HCC and preliminary analysis of student lab grades has resulted in a 5 - 7% increase in lab scores. Workshop 806 Room: MDL 4C Dr. Mary Gahbauer
Aligning Expectations to Avoid Blind Dates Repeat of Workshop 308 Otterbein College
How can ‘first day enthusiasm’ erode into ‘fifth week lethargy’, leaving the instructor laboring alone in a disengaged class? Both instructors and students bring personal expectations to class – aside from what is on the syllabus – of how the class should proceed. Mismatched expectations lead to disappointment on both sides of the teaching and learning transaction, a situation not unlike a ‘blind date’. I will discuss information gained over four years from anatomy and physiology student free-writing on their expectations of the course, the instructor, and themselves. Expectations are compared with opinions on course outcome, and the implications for pedagogy examined.
Workshop 807 Room: MDL 4D Samuel J. Zeakes, Ph.D.
Frustrations of Teaching A & P: Sharing Ways to Resolve Them Repeat of Workshop 213 Radford University
New approaches to teaching A & P are always welcome. However, these approaches may not address the challenges and frustrations that faculty face on a regular basis. Following a brief overview, teams will be formed to address these concerns. Following a time of discussion, teams will present their methods for resolving these challenges and frustrations to the entire group. Whether you teach at a university, college or community college, you will have an opportunity to interact with others having similar concerns. The goal of this workshop is to share ways to remedy situations that challenge us on a daily basis. Workshop 808 Room: MDL 5A Brian Shmaefsky, Ph.D.
Developing Case Studies for A&P; A “Minds-on Workshop” Repeat of Workshop 205 Lone Star College – Kingwood
Anatomy and physiology coursework is not merely an exercise in memorization. Students must be able to apply their A&P knowledge in a variety of clinical and research workforce environments. Educational research shows that case studies instill life long critical thinking skills related to the course content. In effect, it is an effective form of application instruction. This workshop will guide participants through the theory and the effective implementation of case study teaching. Participants will then be guided through developing a case study that they can take back to the classroom. Ample examples and resources will be provided. Workshop 809 Room: MDL 5B Jon Jackson
Osirix Repeat of Workshop 312 University of North Dakota School of Medicine
When running a free open-source program called Osirix, any old Apple desktop can be transformed into the equivalent of a high-end radiology imaging workstation in the gross anatomy lab. Together with an LCD projector and some radiology images stripped of patient information, we now have the necessary tools for teaching lots of clinically relevant anatomy using real human specimens, whether or not the cadavers are unwrapped at all. This session will explore some of the options, detail our experience using this system in undergraduate human anatomy labs, and provide an opportunity to share some images. Bring a thumb drive…. Workshop 810
Capturing Beautiful Cadaver Images for your PowerPoint Presentations Room: MDL 5C Repeat of Workshop 509 Nate Mortensen, Shawn Miller, Mark Nielsen University of Utah What if you could easily capture beautiful cadaver images to use in your PowerPoint lecture presentations. How about capturing cadaver images to show your students to prepare them for anatomy lab.This presentation will demonstrate how easily this can be accomplished and show numerous examples of how cadaver images can be incorporated into your course presentations to clarify anatomy for your students.
Workshop 812 The Foot Bone is Connected to the Leg Bone Room: MDL 6C Repeat of Workshop 309 Dr. Ruth Peterson, DPM, RN Hennepin Technical College How much time do you spend with your students covering the surface markings of the foot and leg? Is it a little more detailed than the familiar 'foot bone connected to the leg bone' song? Are you looking for a more interesting way of presenting this material? This workshop, which will be conducted by a podiatrist, will focus on locating surface anatomy of the lower extremity by palpation methods. Workshop 813 Room: Computer Room Roy S. Meyers
Teaching Renal Physiology With The Web â&#x20AC;&#x201C; HUMAN Application Skidmore College â&#x20AC;&#x201C; Biology Department
Looking for a way to expand your toolkit for teaching renal physiology? Web-HUMAN, the no-fee internetaccessible resource [ http://placid.skidmore.edu/human ], has full capability to allow instructors/students to simulate experiments in body compartment fluid volume shifts [e.g. drinking 1 L of isotonic saline, drinking 1 L of pure water, losing 0.5 L of whole blood] and the renal handling of a variety of situations including the 3 fluid shift experiments above plus the induction of various kidney pathologies including Goldblatt kidney (renal artery stenosis) and reduction in functional renal mass (nephrosis, etc.). All renal variables are fully accessible (e.g. GFR, FF, RBF) as are plasma and excreted urine values (e.g. Na, K, H20) and hormonal values (ADH, aldosterone, renin).
LSUHSC Medical Education Bldg (MEB) 3rd Floor
Nursing School Entrance
Atrium Coffee and Lunch Seating
Stairs
Elevators
MEB Room 4 Coffee and Lunch pick-up Cafteria Coffee and Lunch Seating
Elevators
MENâ&#x20AC;&#x2122;S ROOM
Stairs
Save th e Date - i n 2009 HAPS will be i n Bal ti mo re!
May 23 - 28, 2009 HAPS 2009 will be held at the Renaissance Hotel in Baltimore's Inner Harbor The theme for the conference is "Control Yourself - Neuro- and Endocrine Physiology" Workshops will be hosted by the Community College of Baltimore County Thursday's day trip will be to Washington, D.C., where folks may visit the many museums and memorials around the Mall.
HAPS Committees and 2007 - 2008 Committee Chairs Animal Use Don Kelly
Grants & Scholarships Committee Richard Faircloth
The AU Committee is charged with developing, reviewing, and recommending policies and position statements on the use of animals in college-level A&P instruction.
Annual Conference Committee Izak Paul The AC Committee actively encourages HAPS members to consider hosting an Annual Conference. The committee provides advice to members who are exploring the possibility of hosting a conference.
Cadaver Use Committee Wanda Hargroder The CU Committee develops guidelines for the use of cadavers in anatomy instruction. They have been developing a number of policies and procedures related to this topic.
Curriculum & Instruction Carol Veil The C&I Committee gathers data and provides input on matters related to A&P curricula and instruction. They are creating a series of student learning outcomes for the A&P I and II content modules in the HAPS Course Guidelines.
Executive Committee Margaret Weck The Executive Committee is comprised of the top administrators of HAPS, setting policies and governance of the Society.
The G&S Committee administers the HAPS Grants and Scholarship Program, encouraging HAPS members and their students to apply for grants and awards offered by the Society.
HAPS-EDucator Committee Marsha Sousa The HAPS-ED Committee creates a quarterly publication for the Society. They solicit articles, advertisements, announcements, and items of interest within the Society to be included in the HAPS-EDucator.
HAPS Institute Committee Kevin Patton The HAPS-I Committee organizes short graduate courses and other continuing professional education opportunities for HAPS members.
Marketing Committee Javni Mody The Marketing Committee creates and sustains relationships between HAPS and scientific and publishing exhibitors (who provide sponsorship of events and activities at the HAPS Conferences as well as advertisements in the HAPSEDucator).
Regional Conference Committee Membership Committee Jon Jackson & Valerie Oâ&#x20AC;&#x2122;Loughlin
The Membership Committee works to increase HAPS general membership by maintaining ties with current members, creating awareness of HAPS value to new members, and introducing HAPS to potential members.
Nominating Committee Kevin Petti The Nominating Committee assembles a list of qualified candidates for election to the HAPS Board of Directors.
Ewa Gorski The RC Committee promotes oneand two-day conferences for HAPS members (and potential members) in localized areas. The Committee is updating a Regional Conference Guide to be used in the design and setup of future regional conferences.
Safety Committee Rema Suniga The Safety Committee promotes laboratory safety awareness in A&P instruction. They have been developing Guidelines and Policy Statements on various topics.
Testing Committee Chris Farrell & Eric Sun
Partner Associations Committee Betsy Ott The PA Committee works to expand HAPS visibility in the professional community through collaborative efforts with other educational and anatomical organizations.
Presidents-Emeriti Advisory Board Ric Martini The P-E Advisory Board, comprised of past presidents of HAPS, provides advice and a historical perspective to the Board of Directors upon request.
The Testing Committee develops, maintains, and manages the standardized HAPS comprehensive exam. The Committee is gathering data on the examâ&#x20AC;&#x2122;s use and success. The Committee is also working on developing an on-line exam and aligning the exam to the student learning outcomes established by the Curriculum and Instruction Committee.
Web & Technology Committee Steering Committee Tom Lehman The W&T Committee maintains the HAPS website, gathering information and providing resources for members and potential members alike. The Steering Committee integrates the various committees of HAPS and enhances collaboration and exposure of the various elements within the Society.
HAPS CONFERENCE COORDINATORS Bob Anthony
Virginia Rivers
Gary Johnson
Karen LaFleur
River Grove, IL
Reno, NV
Madison, WI
Greenville, SC
1987-1988
1989
1990
1991
Shirley Mulcahy
Wayne Carley
Pamela Langley
Kevin Patton
San Diego, CA
Beaumont, TX
Portsmouth, NH
St. Louis, MO
1992
1993
1994
1995
John Martin
Henry Ruschin
Theresa Page
Bob Smoes
Portland, OR
Toronto, Canada
Fort Worth, TX
Baltimore, MD
1996
1997
1998
1999
Nishi Bryska
Frederic Martini
Philip Tate
Lakshmi Atchison
Charlotte, NC
Maui, HI
Phoenix, AZ
Philadelphia, PA
2000
2001
2002
2003
Izak Paul
Margaret Weck
Mary Lou Percy
Kevin Petti
Calgary, Canada
St. Louis, MO
Austin, TX
San Diego, CA
2004
2005
2006
2007
Judith Venuti New Orleans, LA 2008
You will never know the challenge until you follow in their footsteps.
HAPS PRESIDENTS 1989 â&#x20AC;&#x201C; 2008 Richard Steadman
Richard Welton
Virgina Rivers
Gary Johnson
1989-1990
1990-1991
1991-1992
1992-1993
Sandra Grabowski
Wayne Carley
Robert Anthony
Karen LaFleur
1993-1994
1994-1995
1995-1996
1996-1997
Kevin Patton
Steve Trautwein
Christine Martin
Henry Ruschin
1997-1998
1998-1999
1999-2000
2000-2001
William Perrotti
Michael Glasgow
Philip Tate
Sandy Lewis
2001-2002
2002-2003
2003-2004
2004-2005
Fredrec Martini
Joseph Griswold
Margaret Weck
Kevin Petti
2005-2006
2006-2007
2007-2008
2008-2009
Without your leadership, dedication, and service, HAPS would not be the organization it is today.
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