Category Archives: Collaboration

The Capstone Experience: Implementing lessons learned from a pandemic educational environment to create inspirational real-world educational experiences
Historically, physiology undergraduate students across the world have undertaken a laboratory-based, fieldwork or critical review research project, their educational purpose for students to gain research experience. However, decreasing numbers of physiology graduates are going onto careers in research, many are leaving science altogether. It is therefore imperative that we, as educators, better prepare the majority of our students, through their projects, for the diverse range of careers they go onto.

Pre-pandemic opportunities

Over the last twenty years, physiology and the broader global bioscience educator community, recognizing this diversity of graduate career destinations, have been expanding the range of projects available to their students, introducing for example, public engagement, educational development or enterprise projects.  However, the focus and purpose of these projects remained for students to gain research experience. They were traditional research projects but outside of the laboratory. The literature and Accrediting Bodies project criterion still talked about students undertaking “hypothesis-driven research” and “project/research-based assignments”.

Whilst these traditional research projects may have been relevant fifty years ago, they do not enable the majority of current Bioscience graduates to be “work-place ready”. The world is currently going through its fourth industrial revolution (4IR), a world and workplace governed by robotics, artificial intelligence, digitization and automation. Graduate recruiters require graduates with different skillsets, the so-called 4th Industrial Revolution (4IR) skills1.

I recognized that radical change was required, not only in my School of Biomedical Sciences, but across bioscience Higher Education globally. Collectively, bioscience educators needed to rethink the purpose, practices and outcomes of undergraduate research projects in order to better prepare our students for an increasingly challenging 21st Century global workplace.

My solution was to introduce project-based capstone experiences into my program. their purpose to provide students with opportunities for personal and professional development, and to gain real life work experience.

A highly experienced science communicator, I facilitated ethical debates in High Schools.  I realized that this would make an ideal opportunity for my undergraduates – something different as their research project. Starting small, I collaborated with one of my project mentees to co-create and co-deliver an ethics-focused workshop for High School students at the 2005 Leeds Festival of Science2. The capstone experience, as an alternative to traditional research projects, was born.

Over the last sixteen years, I have progressively expanded the range of capstone opportunities in my course. Colleagues within my School of Biomedical Sciences at the University of Leeds (UK), recognizing the benefits of capstones to students, joined me. In partnership with our students, we have created a sector-leading portfolio of traditional research projects offered alongside science or industry-focused capstones, and those with a civic or societal focus in the same course (Figure 1)3. Students select the project that best addresses their individual developmental needs and/or future career intentions. By offering this broad portfolio of sixteen opportunities, it is inclusive, there is something for each and every student to realize their full academic potential and personal goals.

 

Figure 1: Research and capstone project opportunities available to students

My students have wholeheartedly grasped this opportunity, excelling academically.  Their course marks are significantly higher than students undertaking traditional research projects (2020: mean ± SD = 71.4±4.4% vs 68.4±5.8%, p<0.05).  In 2020-21, 27% selected capstones as their first choice of project, a massive cultural shift given we are a research-intensive (R1) Institution where laboratory projects have traditionally been viewed by both students and Faculty as the “gold-standard”.

Our work as a team has resulted in the award of a prestigious national (UK) higher education prize, an Advance HE Collaborative Award for Teaching Excellence.

My work came to the attention of other Bioscience educators. I was invited to run workshops at Institutions across the UK seeking to introduce capstones into their program. I re-wrote one of the two UK Bioscience Accrediting Bodies project accreditation criteria, incorporating my capstone ideas.

And then Covid struck!

With restricted or no access to research facilities, Bioscience educators globally struggled to provide alternatives to traditional research projects.  To support colleagues across the world, in partnership with Sue Jones (York St John University, UK) and Michelle Payne (University of Sunderland, UK), I ran virtual workshops, sharing my capstone ideas and resources.  I created and shared globally, guides for students4 and educators5, and resource repositories6,7. The workshops were attended by over 1000 educators from as far afield as Australia, Africa and America. The resources viewed 12,000 times from over 50 countries.

A year on, we surveyed both students and Faculty globally. All responding institutions had introduced capstone projects into their programs in 2020-21. More importantly, they are here to stay. Recognizing the benefits to their future employability and careers, a massive 94% of students wanted capstones to be provided alongside traditional research projects. Faculty thought the same. All are not only keeping capstones, but more importantly, are broadening their portfolios going forward. Each new format developing different skill sets and attributes, and therefore preparing students for additional career destinations. We have inspired sector-wide curriculum change!

Going forward, we cannot return to our old ways!

As the world opens up and returns to a new “normal”, we cannot go back to our old ways of just offering traditional research projects. We would be massively letting our students and wider Society down. We need to take the best from what we have learnt and achieved, both before and during the pandemic, and continue to develop and evolve our collective capstone provision going forward.

We are at the start of an exciting Global journey.  Capstones across the world are predominantly conservative in nature, for example taught courses, senior seminar series or extended essays. Educators globally have yet to fully realize the transformative (massive uplift in skills and attributes) and translational (preparation for the workplace) potential of capstones.

We need to create capstones that are more representative of the work place for example, multi-disciplinary teams and sub-teams working on the same capstone, and capstones that run over multiple years, with current students taking the previous year’s project outputs and outcomes to the next stage.  The events of the past two years have made Universities realize they need to better address their local and global civic and societal responsibilities and missions, so capstones that facilitate societal engagement. We need to move away from traditional dissertations or reports to more authentic real-world assessments.

Within my School of Biomedical Sciences and the broader University of Leeds, we have started down this journey. Ninety percent of the capstones in my course are now team-based. Students choose their primary assessment method (e.g. academic paper, commercial report, e-portfolio) – the one most suited to their particular capstone format and which best showcases their knowledge, skills and attributes. I have introduced Grand Challenges capstones where students work as to teams to create evidence-driven solutions to global Grand Challenges or UN Sustainable Development Goals (SDG). The intention to develop these into trans-national educational opportunities, where students from the Global North and South work collaboratively on the same SDG or Grand Challenge capstone. We have an Institutional requirement that all undergraduate students, regardless of discipline, must undertake a major research-based assignment in their final year of study. I have been awarded a Leeds Institute of Teaching Excellence to work with Faculty across the University to introduce capstones into their programs and to create pan-university multi-disciplinary capstone opportunities for our students.

I do not do things by halves. My vision is not just limited to Leeds, the UK or the Biosciences, but Global!

I have created a global Community of Practice for stakeholders across the world to work collaboratively together, sharing ideas, expertise and resources, to co-create and introduce inspirational multi-disciplinary, multi-national team-based capstone projects that address globally relevant issues into undergraduate and taught postgraduate degree programs across the world.  I want to make it a truly global and inclusive community, to include all stakeholders- students, alumni, educators, employers, NGOs, social enterprise, Global North or South, all disciplines or sectors….The list is endless.

If you would like to join this Community of Practice and be part of this exciting journey, please email me (d.i.lewis@leeds.ac.uk). Please share this opportunity amongst your colleagues, networks and across your Institution. The broader the membership, the greater the collective benefits for all.

If we pull this off, the benefits for students, other stakeholders and Society will be phenomenal. Our graduates would be truly global graduates, equipped with the skills and attributes to become leaders in whatever field they enter. As Faculty, we would be providing an exceptional educational experience for our students, properly preparing them for the workplace. Universities, through student capstones, would be better able to address their civic and societal responsibilities and missions. Employers would have graduates able to take their businesses forward and to thrive in an increasingly competitive global marketplace. We would be creating solutions to some of the complex problems facing mankind.

Figure 1: Research and capstone project opportunities available to students

1.    Gray, A. (2016). The 10 skills you need to thrive in the Fourth Industrial Revolution. World Economic Forum. https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/

2.    Lewis DI (2011) Enhancing student employability through ethics-based outreach activities and OERs. Bioscience Education 18, 7SE https://www.tandfonline.com/doi/full/10.3108/beej.18.7SE

3.    Lewis DI (2020a). Final year or Honours projects: Time for a total re-think? Physiology News 119: 10-11.

4.    Lewis DI (2020b). Choosing the right final year research, honours or capstone project for you. Skills career pathways & what’s involved. https://bit.ly/ChoosingBioCapstone

5.    Lewis DI (2020c). Final year research, honours or capstone projects in the Biosciences. How to Do it Guides. https://bit.ly/BiosciCapstones

6.    Lewis DI (2020d) E-Biopracticals (Collection of simulations & e-learning resources for use in Bioscience practical education. Available at: https://bit.ly/e-BioPracticals

7.    Lewis DI (2020e) Open access data repositories (Collection of large datasets, data analysis & visualization tools).  Available at: https://bit.ly/OADataRep.

 

Dr. Dave Lewis is currently a Senior Lecturer (Associate Prof) in Pharmacology and Bioethics in the School of Biomedical Sciences, University of Leeds, UK. A student education focused colleague, he creates inspirational educational and professional educational interventions designed to promote learner personal and professional development, and prepare them for the workplace.  He is the architect of the introduction of capstone projects into Bioscience programs across the UK and beyond.  He also Chairs the International Union of Basic & Clinical Pharmacology’s Integrative & Organ Systems Pharmacology Initiative, working with Professional and Regulatory Bodies, and NGOs in India, China and across Africa to co-create and co-deliver professional education in research animal sciences and ethics.

In recognition of his exceptional contribution to Bioscience Higher Education globally, he has received multiple prestigious education awards including a UK Advance HE National Teaching Fellowship and its Collaborative Teaching Excellence Award, the (UK) Biochemical Society’s Teaching Excellence Award, the (UK) Physiological Society’s Otto Hutter Teaching Prize, and Fellowship of the British Pharmacological Society & its Zaimis Prize.

Pandemic, Physiology, Physical Therapy, Psychology, Purpose, Professor Fink, Practical Exams, and Proficiency!

Pandemic

To say that the COVID-19 pandemic has affected education would be an understatement.  Physical distancing measures that were introduced across the world to reduce community spread of SARS-CoV-2 (the COVID-19 pathogen), necessitated a cessation or reduction of in-person instruction, and the introduction of what has come to be known as “emergency remote education”(1, 2).  Emergency remote education or teaching (ERE or ERT) is different from remote or online education in that, it is not planned and optional, but rather, a response to an educational emergency (3).

Physiology for Physical Therapy Students

Against the backdrop of the COVID-19 pandemic, as I was trying to keep my primary research program on regenerative and rehabilitative muscle biology moving forward (4), engaging with the scientific community on repurposing FDA-approved drugs for COVID-19 (5, 6), and working on the Biomaterials, Pharmacology, and Muscle Biology courses that I teach each year; I was requested to take on a new responsibility.  The new responsibility was to serve as the course master and sole instructor for a 3-credit, 15-week course on Physiology and Pathophysiology for Professional Year One (PY1) Doctor of Physical Therapy (DPT) students.  I had foreseen taking on this responsibility a couple of years down the road, but COVID-19 contingencies required that I start teaching the course in January 2021.  I had always believed that within the Physical Therapy curriculum, Anatomy, Physiology and Neuroscience, were courses that could only be taught by people who were specialists – i.e. you had to be born for it and should have received a level of training needed to become a master of Shaolin Kung Fu (7).  With less than a year to prepare for my Physiology and Pathophysiology course, and with the acknowledgment that I was not trained in the martial art of Physiology instruction, I looked for inspiration.  The Peter Parker Principle from Spider-Man came to mind – “With great power comes great responsibility” (8).  Unfortunately, I realized that there was no corollary that said “With great responsibility comes great power”.  Self-doubt, anxious thoughts, and frank fear of failure abounded.

Psychology and Purpose

Call it coincidence, grace, or anything in between; at the time when I started preparing to teach Physiology and Pathophysiology, I had been working with a psychological counselor who was helping me process my grief following my father’s passing a couple of months before COVID-19 was declared a pandemic.  In addition to processing my grief, through counseling, I had also started learning more about myself and how to process anxious thoughts, such as the fear of failing in my new superhero role of teaching Physiology and Pathophysiology to Physical Therapy students.  Learning how to effectively use my “wise mind” (an optimal intersection of the “emotional mind” and “reasonable mind”), writing out the possible “worst outcomes” and “likely outcomes”, practicing “self-compassion”, increasing distress tolerance, working on emotional regulation, and most importantly embracing “radical acceptance” of the things I cannot change, helped me work through the anxiety induced by my new teaching responsibility.  This does not mean that my anxiety vanished, it just means that I was more aware of it, acknowledged it, and worked my way through it to get to what I was supposed to do.  I also learned through counseling that purpose drives motivation.  I realized that my anxiety over teaching Physiology was related to the value I placed on the teaching and learning of Physiology in Physical Therapy and other health professions.  Being a Physical Therapist and Physiologist who is committed to promoting movement-centered healthcare, I found motivation in the prospect of training Physical Therapists to serve as health educators with the ultimate goal of improving human movement.  Therefore, the idea of developing a course that would give my students a solid foundation in the Physiology and Pathophysiology of Human Movement began to excite me more than intimidate me.  The aspects of my personality that inspired me to publish a paper on the possible pathophysiological mechanisms underlying COVID-19 complications (5), stirred in me the passion to train the next generation of Physical Therapists, who through their sound knowledge of Physiology would likely go on to transform healthcare and promote healthier societies through movement (9).

The point about purpose being a positive driver of motivation, mentioned above, has been known to educational psychologists for a while.  When students see that the purpose of learning something is bigger than themselves, they are more motivated to learn (10).  So, rather than setting up my course as a generic medical physiology course, I decided to set it up as a Physiology and Pathophysiology of Human Movement course that is customized for human movement experts in training – i.e. Student Physical Therapists.  I set my course up in four modules – Moving the Body (focused on muscle and nerve), Moving Materials Around the Body (focused on the cardiovascular and pulmonary systems), Fueling Movement (focused on cellular respiration and the ATP story), and Decoding the Genetics of Human Movement (focused on how genetic information is transcribed and translated into proteins that make movement possible).

Professor Fink

For those of you who have not heard of Professor Steven Fink, you should look him up (11).  A Ph.D.-trained Physiologist and former member of the American Physiological Society (APS), Professor Fink has posted over 200 original educational videos on YouTube, covering Anatomy, Physiology, Pharmacology, and other subjects.  I had found his YouTube videos several years ago, while looking for good resources for my Pharmacology course, and never stopped watching them ever since then.  I would watch his videos while exercising, and listen to them during my commute (and sometimes even during my ablutions!).  There were two topics in Physiology that scared me the most – cellular respiration and genetics.  I had learned these topics just well enough to get me through high school, four years of Physical Therapy School, one year of Post-Professional Physical Therapy training, six years of Ph.D. training in a Physiology laboratory, six years as a Postdoctoral Fellow (also in a Physiology laboratory), and several years as an Assistant Professor in Physical Therapy.  However, despite the “few years” I had spent in academia and my 10+ years being a member of the APS, I never felt that I had gained mastery over the basic physiology of cellular respiration and genetics.  So, when I started preparing to teach Physiology, I decided to up my number of views on Professor Fink’s videos on cellular respiration and genetics.  Furthermore, I reached out to Professor Fink and asked him if he would serve as a teaching mentor for my new course and he very kindly agreed.  I am fortunate to be a teacher-scholar in a department and university, which places a high priority on teaching, and supports training in pedagogy and the scholarship of teaching and learning through consultation with experts within and outside the university.  As part of our mentoring relationship, Professor Fink gave feedback on my syllabus, course content, testing materials and pedagogical strategies.  He also introduced me to “Principles of Anatomy and Physiology, 16th Edition, by Gerard J. Tortora, Bryan H. Derrickson, which proved to be a useful resource (ISBN: 978-1-119-66268-6).  Through all these interactions, Professor Fink demonstrated that a person can be a “celebrity professor” and still be a kind and gentle human being.  Having him as my teaching mentor played a significant role in building my confidence as a physiology teacher.  Research shows that academic mentoring is related to favorable outcomes in various domains, which include behavior, attitudes, health, interpersonal relations, motivation, and career (12).

Practical Exams

As the COVID-19 pandemic rolled on through the Winter, Spring/Summer, and Fall semesters of 2020, it became certain that I would have to teach my Physiology and Pathophysiology course in a virtual environment come January 2021.  I had to figure out a way to make sure that the learning objectives of my course would be met despite the challenges posed by teaching and testing in a virtual environment.  Therefore, I came up with the idea of virtual practical exams for each of the four modules in my course.  These practical exams would be set up as a mock discussion between a Physical Therapist and a referring health professional regarding a patient who had been referred for Physical Therapy.  Students would take the exam individually.  On entering the virtual exam room, the student would introduce themselves as a Student Physical Therapist and then request me (the referring healthcare professional) to provide relevant details regarding the patient, in order to customize assessment, goal setting and treatment for the patient.  With the patient’s condition as the backdrop, I would ask the student questions from the course content that was relevant to the patient’s condition.  A clear and precise rubric for the exam would be provided to the students in keeping with the principles of transparency in learning and teaching (13).

Proficiency

As we went through the course, the virtual practical exams proved to be an opportunity to provide individualized attention and both summative and formative feedback to students (14).  As a teacher, it was rewarding to see my Physical Therapy students talk about cellular respiration and gene expression with more confidence and clarity than I could do during my prior 12+ years as a Ph.D.-trained Physiologist.  It was clear to me that my students had found a sense of purpose in the course content that was bigger than themselves – they believed that what they were learning would translate to better care for their patients and would ultimately help create healthier societies through movement.

In the qualitative feedback received through a formal student evaluation of teaching (SET) survey, one student wrote “Absolutely exceptional professor.  Please continue to do what you are doing for future cohorts.  You must keep the verbal practical examinations for this class.  Testing one’s ability to verbally explain how the body functions and how it is dysfunctional is the perfect way to assess if true learning has occurred.”  Sharing similar sentiments, another student wrote “I really enjoyed the format of this class. The virtual exams in this class forced us to really understand the content in a way that we can talk about it, rather than learning to answer a MC question. I hope future students are able to learn as much as I did from this class.”

Closing Remarks

When I meet students for the first time during a course, I tell them that even though I am their teacher, I am first a student.  I let them know that in order to teach, I first need to learn the content well myself.  Pandemic pedagogy in the time of COVID-19-related emergency remote education has reinforced my belief that, the best way to learn something is to teach it.  Thanks to my Physiology and Pathophysiology of Human Movement course, I learned more about myself, about teaching and learning, and of course about cellular respiration and genetics.  Do I now consider myself a master of Physiology instruction?  No!  Am I a more confident physiology teacher?  Yes!  Has writing this article made me reflect more on what worked well and what needs to be fine-tuned for the next iteration of my Physiology and Pathophysiology course?  Yes!

REFERENCES:

  1. Williamson B, Eynon R, Potter J. Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology. 2020;45(2):107-14.
  2. Bozkurt A, Jung I, Xiao J, Vladimirschi V, Schuwer R, Egorov G, et al. A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education. 2020;15(1):1-126.
  3. Hodges C, Moore S, Lockee B, Trust T, Bond A. The difference between emergency remote teaching and online learning. Educause review. 2020;27:1-12.
  4. Begam M, Roche R, Hass JJ, Basel CA, Blackmer JM, Konja JT, et al. The effects of concentric and eccentric training in murine models of dysferlin-associated muscular dystrophy. Muscle Nerve. 2020.
  5. Roche JA, Roche R. A hypothesized role for dysregulated bradykinin signaling in COVID-19 respiratory complications. FASEB J. 2020;34(6):7265-9.
  6. Joseph R, Renuka R. AN OPEN LETTER TO THE SCIENTIFIC COMMUNITY ON THE POSSIBLE ROLE OF DYSREGULATED BRADYKININ SIGNALING IN COVID-19 RESPIRATORY COMPLICATIONS2020.
  7. Wikipedia contributors. Shaolin Kung Fu – Wikipedia, The Free Encyclopedia 2021 [Available from: https://en.wikipedia.org/w/index.php?title=Shaolin_Kung_Fu&oldid=1026594946.
  8. Wikipedia contributors. With great power comes great responsibility – Wikipedia, The Free Encyclopedia 2021 [Available from: https://en.wikipedia.org/w/index.php?title=With_great_power_comes_great_responsibility&oldid=1028753868.
  9. American Physical Therapy Association (APTA). Transforming Society – American Physical Therapy Association [Available from: https://www.apta.org/transforming-society.
  10. Yeager DS, Henderson MD, Paunesku D, Walton GM, D’Mello S, Spitzer BJ, et al. Boring but important: a self-transcendent purpose for learning fosters academic self-regulation. Journal of personality and social psychology. 2014;107(4):559.
  11. Fink S. ProfessorFink.com [Available from: https://professorfink.com/.
  12. Eby LT, Allen TD, Evans SC, Ng T, Dubois D. Does Mentoring Matter? A Multidisciplinary Meta-Analysis Comparing Mentored and Non-Mentored Individuals. J Vocat Behav. 2008;72(2):254-67.
  13. Winkelmes M. Transparency in Learning and Teaching: Faculty and students benefit directly from a shared focus on learning and teaching processes. NEA Higher Education Advocate. 2013;30(1):6-9.
  14. Alt D. Teachers’ practices in science learning environments and their use of formative and summative assessment tasks. Learning Environments Research. 2018;21(3):387-406.
Joseph A. Roche, BPT, PhD.  Associate Professor.  Physical Therapy Program.  Eugene Applebaum College of Pharmacy and Health Sciences.  

I am an Associate Professor in the Physical Therapy Program at Wayne State University, located in the heart of “Motor City”, Detroit, Michigan.  My research program is focused on developing regenerative and rehabilitative interventions for muscle loss arising from neuromuscular diseases, trauma and aging.  I have a clinical background in Physical Therapy and have received intensive doctoral and postdoctoral research training in muscle physiology/biology.

https://www.researchgate.net/profile/Joseph-Roche-2

https://scholar.google.com/citations?user=-RCFS6oAAAAJ&hl=en


Motivating students to make the most of group projects

Implementation of group projects in class represents an important pedagogical strategy to engage students in active learning. Specifically, it may promote collaborative learning, problem-based learning, evidence-based learning, team-based learning, and peer instruction. Students may benefit from group projects in different ways, including but not limited to: (1) practicing teamwork skills (e.g., communication, collaboration, interdependence, and accountability), and (2) building problem-solving skills (e.g., reasoning, critical-thinking, knowledge applying, trouble shooting, and concept constructing). As such, implementation of group projects has been increasingly observed in higher education across disciplines including nutritional and metabolic physiology [1-4].

 

However, not all students favor group projects. The common complaints may arise from time commitments and unequal contributions [2]. Some students may prefer to work alone on assignments in which they can easily take control of the pace and spend less time to earn high scores. This view is true in some sense, but students will miss the benefits of collaborative learning, team-based learning, and peer instruction. In general, it takes more time to accomplish a project as a group than as an individual because time is needed to build an effective team. However, the effects or benefits of group projects on student learning are profound, as mentioned above. To be society or career ready, for instance, students are not evaluated by scores alone but also by soft skills such as teamwork, accountability, adaptability, flexibility, and resilience. In terms of contributions, some students may feel short of chances to express themselves because of dominating group members, while others may complain about free riders who take less responsibility in group projects but earn the same scores [2]. The paradoxes can be addressed by motivating students to actively participate in and make the most of group projects.

 

First, let students enjoy the freedom to select topics of interests for their group projects. Interest can significantly motivate students to make efforts exploring evidence for answers. Nevertheless, the project topics proposed by students are by no means random; instead, the themes should fit in with the course content and learning objectives. In order for a project to overarch the interests of a group of students, the instructor may facilitate setting up the groups based on student interests. In addition, the instructor’s guidance is critical for the project initiation, where adjustments are necessary to customize the project question or theme such that it takes into account every member’s interests and learning objectives.

 

Secondly, balance group size to fulfill key roles. Group size affects group dynamics and the performance. Group oversizing increases the difficulty of engaging each member in the discussion or activities within limited time, which results in free riding and unequal contributions. A group size of 3-5 students is considered reasonable; a group size of 2 students may still work, but it lacks the typical group dynamics of assigning and rotating roles. In a 5-student group, the roles can be assigned as a facilitator (to moderate group discussion), a challenger (to raise counter-arguments and alternative explanations), a recorder (to take notes of group discussion), a reporter (to summarize and report the outcome of group discussion), and a timekeeper (to keep the group on track of time and deadlines). For a smaller group, the facilitator may take an additional role of “timekeeper”, and the challenger or recorder may take an additional role of “reporter”. More importantly, role rotation motivates students to play different roles in a group, which can prevent students from dominating in a group discussion or project and eliminate free riding. Role rotation motivates students to put themselves in others’ shoes, which promotes mutual understanding and trust that foster stronger teamwork. To this end, the instructor may direct students to divide a group project into sub-sections such that the key roles can be played by each member of the group via role rotation.

 

Third, have individual contributions weighed for group project grading. It is common that all members earn the same score for a group project. However, having individual contributions weighed for group project grading will motivate students to maximize their talents and potential in solving problems and executing the project. Practically, let students acknowledge or sign their contributions when they submit the assignment, and accordingly, grading rubrics can be designed such that both individual and collective merits of a group assignment are weighted. For instance, an oral presentation can be easily assessed by the relevance, depth, innovation, readiness, and communication skills for each individual portion, and by the overall hypothesis, rationale, logical flow, presentation transitions, and convincingness for the collective merits. This practice may increase the workload on the instructor and teaching assistants, but it significantly boosts the motivation of students to do the best they can for a group project.

 

Lastly, effectively apply anonymous peer evaluation. Group projects demand a variety of outside class efforts and activities, and a generic evaluation or rating of peer contributions would not suffice. Instead, the anonymous peer rating should be specified in detail such as the responsiveness, promptness, the amount of literature contributed, and the performance in discussion, presenting and challenging different viewpoints, and setting and achieving goals. The itemized rating or guide can keep the peer evaluators on track and evaluation straightforward. In addition, it is critical to provide timely evaluation so that students know how they are doing and what to improve, and so they may take prompt actions to improve later group work. If a group project consists of multiple subsections, an anonymous peer evaluation can be installed for each subsection with the average being taken as the final rating. If there is no subsection in a group project, an anonymous peer evaluation can be installed in halfway and at the conclusion of the project, with the average being taken as the final rating. Timely and multiple peer evaluations motivate students to reflect and find effective ways to work together as a group. By contrast, using a single peer evaluation for the group project only tells students about their performance but does not produce the motivation or opportunities to identify and fix issues for improvement.

 

In summary, implementation of group projects in class may benefit student learning in many ways [1-4]. Here I described some practical strategies that motivate students to fully participate and make the most of group projects. These practices may also address concerns raised by students and instructors about unequal contributions or free riding [2].

 

References and further reading

[1] Benishek LE and Lazzara EH. Teams in a New Era: Some Considerations and Implications. Front. Psychol. 2019, 10, 1006. doi: 10.3389/fpsyg.2019.01006

[2] Chang Y, Brickman P. When Group Work Doesn’t Work: Insights from Students. CBE Life Sci Educ. 2018, 17(3), ar42. doi: 10.1187/cbe.17-09-0199.

[3] Rathner JA, Byrne G. The use of team-based, guided inquiry learning to overcome educational disadvantages in learning human physiology: a structural equation model. Adv Physiol Educ. 2014, 38(3), 221-8. doi: 10.1152/advan.00131.2013.

[4] Schmutz JB, Meier LL, Manser T. How effective is teamwork really? The relationship between teamwork and performance in healthcare teams: a systematic review and meta-analysis. BMJ Open 2019, 9, e028280. doi:10.1136/bmjopen-2018-028280

Dr. Zhiyong Cheng received his PhD in Analytical Biochemistry from Peking University, after which he conducted postdoctoral research at the University of Michigan (Ann Arbor) and Harvard Medical School. Dr. Cheng is now an Assistant Professor of Nutritional Science at the University of Florida. He has taught several undergraduate- and graduate-level courses (lectures and lab) in human nutrition and metabolism (including metabolic physiology). As the principal investigator in a research lab studying metabolic diseases (obesity and type 2 diabetes), Dr. Cheng has been actively developing and implementing new pedagogical approaches to build students’ critical thinking and problem-solving skills.
Physiology Education Manuscripts in Demand

Advances in Physiology Education is one of the family of journals published by the American Physiological Society (https://journals.physiology.org/journal/advances).  Submissions of manuscripts to Advances cost nothing and accepted papers are available with free access from their initial posting online.  Annually a printed copy of the journal with all 4 issues is available to those who request it.  Publications in Advances are contributed from the global community of physiology educators and carefully peer-reviewed by expert colleagues.  Of all the APS family of journals, 7 out of the 10 most accessed articles (full-text accesses) during 2019 were published in Advances. The top three accessed Advances articles are briefly described below.

Number 1 Most Accessed 2019:

“Applying learning theories and instructional design models for effective instruction” by Mohammed K. Khalil and Ihsan A. Elkhider from the University of South Carolina School of Medicine in Greenville, South Carolina, USA published on April 11, 2016 (Adv Physiol Educ 40:147-156, 2016).  In this article from the Best Practices series, the major learning theories are discussed and selected examples of instructional design models are explained.  The objective of the article is to present the science of learning and instruction as the theoretical evidence for the design and delivery of instructional materials in the classroom and laboratory.  As of June 2020, this article has been downloaded 81,467 times!

Number 2 Most Accessed 2019:

“Measuring osmosis and hemolysis of red blood cells” by Lauren K. Goodhead and Frances M. MacMillan from the School of Physiology, Pharmacology, and Neuroscience of the University of Bristol, Bristol, UK published on May 19, 2017 (Adv Physiol Educ 41: 298-305, 2017).  This article from the Sourcebook of Laboratory Activities in Physiology series, describes classroom laboratory experiments to help students visualize and appreciate osmosis (the movement of water and small molecules across selectively permeable membranes of mammalian cells).  Animal blood is bathed in solutions with differing osmolarities and tonicities to explore the concept of water movement by osmosis and the resultant hemolysis.  As of June 2020, this article has been downloaded 71,180 times.

Number 4 Most Accessed 2019:

“Attention span during lectures: 8 seconds, 10 minutes, or more?” by Neil A. Bradbury of the Department of Physiology and Biophysics of Chicago Medical School, Rosalind Franklin University of Medicine and Science, North Chicago, Illinois, USA published on November 8, 2016 (Adv Physiol Educ 40:509-513, 2016).  This article presents a Personal View by reviewing the literature on the “common knowledge” and “consensus” that there is a decline in students’ attention 10-15 min into lectures.  The author believes that the most consistent finding from his literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself.  Thus, it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students.  As of June 2020, this article has been downloaded 39,910 times. 

The other four Advances articles in the top 10 most accessed in 2019 included an APS Refresher Course Report on “Smooth muscle contraction and relaxation” by R. Clinton Webb, a Best Practices series article on “Learning theories 101: application to everyday teaching and scholarship” by Denise Kay and Jonathan Kibble, an editorial on “The ‘African gene’ theory: it is time to stop teaching and promoting slavery hypertension hypothesis” by Heidi L. Lujan and Stephen E. DiCarlo, and a Staying Current review on “Recent advances in thermoregulation” by Etain A. Tansey and Christopher D. Johnson.  These articles ranged from >20,000 to almost 30,000 downloads. 

This short article shows the variety of offerings in Advances in Physiology Education and documents the global demand for these contributions to the literature.

Editor-in-Chief, Advances in Physiology Education

Barb Goodman received her PhD in Physiology from the University of Minnesota and is currently a Professor in the Basic Biomedical Sciences Division of the Sanford School of Medicine at the University of South Dakota. Her research focuses on improving student learning through innovative and active pedagogy.

 

Physiology Educators Community of Practice (PECOP) Webinar Series

The American Physiological Society (APS) is pleased to announce a new webinar series focused on our educator community. The monthly series includes live webinars focused on education best practices, synchronous and/or asynchronous teaching, establishing inclusive classrooms and publishing. Educator town halls will also be featured as we strive to support and engage the educator community throughout the year.

Starting this month, take advantage of the educator webinar series by visiting the events webpage on the APS website. Register for each webinar, learn about speakers and their talks today!

What to do on the First Day of Class: Insights From Physiology Educators?
July 23, 2020
12 p.m. EDT

Join in the discussion about how to greet students on the first day of class and set the tone for the rest of the course.

Speakers:

  • Barbara E. Goodman, PhD from the Sandford School of Medicine, University of South Dakota (Vermillion)
  • Dee Silverthorn, PhD from the University of Texas at Austin

A successful semester: Applying resilient and inclusive pedagogy to mitigate faculty and student stress
August 20, 2020
2 p.m. EDT

As we head into an uncertain academic year, spend an hour with us to consider strategies which will help you and your students navigate our changing academic, professional, and personal lives. Participants will work through pragmatic and concrete strategies they can transition into their own work to promote student learning and minimize stress.

Speakers:

  • Josef Brandauer, PhD from Gettysburg College (Penn.)
  • Katie Johnson, PhD from Trail Build, LLC (East Troy, Wisc.)

Writing & Reviewing for Advances
September 17, 2020
12 p.m. EDT

This session will be a chance to encourage all who have adapted their teaching during the COVID-19 pandemic to share their work. This topic also ties in to the Teaching Section featured topic for EB 2021.

Speaker:

  • Doug Everett, PhD from National Jewish Health (Denver, Colo.)

A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
October 22, 2020
12 p.m. EST

This topic is relevant to building trust, which goes hand-in-hand with inclusion and diversity. Trust is essential for the different modalities of teaching which educators and students will experience in the fall.

 

Educators Town Hall
November 19, 2020
12 p.m. EST

A chance to talk about what happened during the fall semester and also plan for the upcoming year

Emerged Idea Led to a Unique Experience in Elephant’s City
Suzan A. Kamel-ElSayed, VMD, MVSc, PhD
Associate Professor, Department of Foundational Medical Studies
Oakland University

In May 2019, the physiology faculty at the Oakland University William Beaumont School of Medicine Department of Foundational Medical Studies received an email from Dr. Rajeshwari, a faculty member in JSS in a Medical College in India.

While Dr. Rajeshwari was visiting her daughter in Michigan, she requested a departmental visit to meet with the physiology faculty. Responding to her inquiry, I set up a meeting with her and my colleagues where Dr. Rajeshwari expressed her willingness to invite the three of us to present in the 6th Annual National Conference of the Association of Physiologists of India that was held from Sept. 11-14, 2019, in Mysuru, Karnataka, India.

The conference theme was: “Fathoming Physiology: An Insight.” My colleague then suggested a symposium titled “Physiology of Virtue,” where I could present the physiology of fasting since I fast every year during the month of Ramadan for my religion of Islam. To be honest, I was surprised and scared at my colleague’s suggestion. Although I fast every year due to the Quranic decree upon all believers, I was not very knowledgeable of what fasting does to one’s body. In addition, I faced the challenge of what I would present since I did not have any of my own research or data related to the field of fasting. Another concern was the cultural aspect in talking about Ramadan in India and how it would be received by the audience. However, willing to face these challenges, I agreed and admired my colleague’s suggestion and went forward in planning for the conference.

After Dr. Rajeshwari sent the formal invitation with the request for us to provide an abstract for the presentation, I started reading literature related to fasting in general. Reading several research articles and reviews, I was lost in where to begin and what to include. I began to ponder many questions: How will I present fasting as a virtue? Should I bring in religious connections? Will I be able to express spiritual aspects from a Muslim’s perspective? I decided that the aim of my presentation would be to describe how a healthy human body adapts to fasting, and the outcomes that practicing fasting has on an individual level and on the society as a whole. In addition, I found that focusing on the month of Ramadan and etiquettes of fasting required from Muslims had many physiological benefits and allowed me to have a real-world example in which fasting is present in the world.

Visiting India and engaging with physiologists from all over India was a really rich experience. The hospitality, generosity and accommodation that were provided was wonderful and much appreciated. The conference’s opening ceremony included a speech from the University Chancellor who is a religious Hindu Monk, along with Vice Chancellors, the organizing chair, and the secretary. In addition, a keynote speech on the physiological and clinical perspectives of stem cell research was presented by an Indian researcher in New Zealand. I was also able to attend the pre-conference workshops “Behavioral and Cognitive Assessment in Rodents” and “Exercise Physiology Testing in the Lab and Field” free of charge.

For my presentation, I included the definition, origin and types of fasting. In addition, I focused on the spiritual and physical changes that occur during Ramadan Intermittent Fasting (RIF). Under two different subtitles, I was able to summarize my findings. In the first subtitle, “Body Changes During RIF,” I listed all the changes that can happen when fasting during Ramadan. These changes include: activation of stress induced pathways, autophagy, metabolic and hormonal changes, energy consumption and body weight, changes in adipose tissue, changes in the fluid homeostasis and changes in cognitive function and circadian rhythm. In the second subtitle, “Spiritual Changes During RIF,” I presented some examples of spiritual changes and what a worshipper can do. These include development of character, compassion, adaptability, clarity of mind, healthy lifestyle and self-reflection. To conclude my presentation, I spoke of the impacts RIF has on the individual, society, and the global community.

In conclusion, not only was this the first time I visited India, but it was also the first time for me to present a talk about a topic that I did not do personal research on. Presenting in Mysuru not only gave me a chance to share my knowledge, but it allowed me to gain personal insight on historical aspects of the city. It was a unique and rich experience that allows me to not hesitate to accept similar opportunities. I encourage that we, as physiology educators, should approach presenting unfamiliar topics to broaden our horizons and enhance our critical thinking while updating ourselves on research topics in the field of physiology and its real-world application.  Physiology education is really valued globally!

Suzan Kamel-ElSayed, VMD, MVSc, PhD, received her bachelor of Veterinary Medicine and Masters of Veterinary Medical Sciences from Assiut University, Egypt. She earned her PhD from Biomedical Sciences Department at School of Medicine in Creighton University, USA. She considers herself a classroom veteran who has taught physiology for more than two decades. She has taught physiology to dental, dental hygiene, medical, nursing, pharmacy and veterinary students in multiple countries including Egypt, Libya and USA. Suzan’s research interests are in bone biology and medical education. She has published several peer reviewed manuscripts and online physiology chapters. Currently, she is an Associate Professor in Department of Foundational Medical Studies in Oakland University William Beaumont School of Medicine (OUWB) where she teaches physiology to medical students in organ system courses. Suzan is a co-director of the Cardiovascular Organ System for first year medical students. Suzan also is a volunteer physiology teacher in the summer programs, Future Physicians Summer Enrichment Program (FPSP) and Detroit Area Pre-College Engineering Program (DAPCEP) Medical Explorers that are offered for middle and high school students. She has completed a Medical Education Certificate (MEC) and Essential Skills in Medical Education (ESME) program through the Association for Medical Education in Europe (AMEE) and Team-Based Learning Collaborative (TBLC) Trainer- Consultant Certification. She is also a member in the OUWB Team-Based Learning (TBL) oversight team. Suzan is an active member in several professional organizations including the American Physiological Society (APS); Michigan Physiological Society (MPS); International Association of Medical Science Educators (IAMSE); Association of American Medical Colleges (AAMC); Team Based Learning Collaborative (TBLC); Egyptian Society of Physiological Sciences and its Application; Egyptian Society of Physiology and American Association of Bone and Mineral Research (ASBMR).

Synergy – From conference to classroom – The value of attending and doing project-based learning

Monica J. McCullough, PhD
Western Michigan University, Department of Biological Sciences

After attending the 2018 APS – ITL conference for the first time, I walked away with so many actionable ideas to implement in my large classes. One valuable experience was practicing active learning techniques as part of a session. “Doing” helps many to learn much more than “hearing” about best practices. I not only learned much from the active sessions offered at APS-ITL but transferred that experience into my own classroom upon returning.

I decided to try a semester-long project for my Intro to Bio for majors, modifying a project  I learned about from Dr. Beth Beason-Abmayr (http://advan.physiology.org/content/41/2/239) from Rice University.  Dr. Beason-Abmayr introduced ‘The Fictitious Animal Project’ during her session at APS-ITL as one she uses in her Vertebrate Physiology for non-bio majors, averaging around 30 students per semester.  During her session at APS-ITL, we divided into groups, ranging from 2-10, and mimicked the project. I instantly saw the value of this activity and had to add it to my teaching repertoire.  Dr. Beason-Abmayr’s project was to create a fictitious animal that had certain physiological characteristics. Students had categories, such as cardiovascular system, respiratory system, that were randomly selected and answer sets of questions that students would answer about the integration of them, including benefits and trade-offs for the fictitious animal.   They completed scheduled homework sets after topics were discussed in class. The students worked in groups and would present their creations to the class with drawings of their animals. What really piqued my interest was that since students had to create an animal that does not exist in nature, they couldn’t just Google it to create this project, and the potential to bring out their ingenuity to the design. 

Since I was going to teach biological form and function the upcoming Fall, and mind you for the first time, I thought I’d start with this semester-long project for 290 students, which were primarily freshmen. A major component that I wanted to maintain was the student presentations, as this is an important skill for these budding scientists. Obviously, the logistics to maintain this was the first decision, and when factoring in around 75 groups (averaging 4 students per group), I decided that the group presentations would span a total of 4 days at the end of the semester, in a gallery-style presentation. Presenters would line the room with their visual aid and the rest of the class would visit each group with designated rubrics. (Presentation Rubric) Additionally, the individual group members would submit a peer evaluation of their group mates at the end of the day of their presentation. (Group Peer Evaluation). My next modification was to adapt the category options so that the students would create a species that yielded both plant and animal components, as we would be learning about both. There were 5 overall anatomical/physiological categories, including size, circulation, sensory environmental interaction, structure and motility.  These too would be randomized with the use of Google by “rolling the dice” to assign each characteristic. (Project directions)  I continued with Dr. Beason-Abmayr’s project checkpoint of homework sets throughout the semester where students work on a subset of the categories and continue to build their species, as we learn about the topics in class. Each group submitted electronically to Dropbox, and allow time for feedback with rubrics. (HW set 1 rubric example) To end, there was a final wrap-around short answer portion on the final exam where students described each category and how it was incorporated with their own species. This allowed me to check for individual understanding of the project as we all know some group projects allow for ‘moochers’ to do and understand little.   

For me, this project is a keeper. It helped reinforce the essential concepts during the semester and practice soft skills needed to excel in the workforce. It was exciting to see how some students really embraced the project, including creating a costume of their species, 3-D print outs, live plants they’ve modified and sculptures. While difficult, there were also some group conflicts that did occur, yet, these emerging adults were able to work through their differences. A key factor to this was each group developing their own contract at the very beginning of the semester and was open for adjustments for the duration of the semester. (Team Contract)  The big take-away for me is, it is worth the risk to try something new in the classroom, no matter how large or small the size. This project helped student gains with the material, and practice throughout the semester. As an educator, I feel it is pivotal to find ways that help our students feel confident with the material and keep them curious and innovative. Just as at the top presentations at our conference, doing science makes concepts stick much more than just hearing about it.  

Monica J. McCullough, PhD joined as a Faculty Specialist in the Department of Biological Sciences and Western Michigan University in 2016, prior to which she was faculty at Adrian College. She currently teaches large introductory courses, including Anatomy, Physiology and Biological Form and Function. Dr. McCullough received her BS and PhD from Western Michigan University and studied regulation of neurotrophic factors. Dr. McCullough has 4 young children and has found a great interest in doing science demo’s in her elementary children’s’ classrooms.

How to motivate students to come prepared for class?

The flipped classroom is a teaching method where the first exposure to the subject occurs in an individual learning space and time and the application of content is practiced in an interactive guided group space. Freeing up class time by shifting traditional lecture outside of class allows the instructor more time for student-centered activities and formative assessments which are beneficial to students. The flipped teaching model has been shown to benefit students as it allows self-pacing, encourages students to become independent learners, and assists them to remain engaged in the classroom. In addition, students can access content anytime and from anywhere. Furthermore, collaborative learning and peer tutoring can be integrated due to freed-up class time with this student-centered approach. Given these benefits, the flipped teaching method has been shown to improve student performance compared to traditional lecture-based teaching. Compared to the flipped classroom, the traditional didactic lecture is considered a passive type of delivery where students may be hesitant to ask questions and may omit key points while trying to write or type notes.

There are two key components in the flipped teaching model: pre-class preparation by students and in-class student-centered activities. Both steps involve formative assessments to hold students accountable. The importance of the pre-class assessment is mainly to encourage students to complete their assignments and therefore, they are better prepared for the in-class application of knowledge. In-class activities involve application of knowledge in a collaborative space with the guidance of the instructor. Although the flipped teaching method is highly structured, students still come to class unprepared.

Retrieval practice is yet another powerful learning tool where learners are expected to recall information after being exposed to the content. Recalling information from memory strengthens information and forgetting is less likely to occur. Retrieval of information strengthens skills through long-term meaningful learning. Repeated retrieval through exercises involving inquiry of information is shown to improve learning.

The use of retrieval strategy in pre-class assessments is expected to increase the chance of students completing their pre-class assignment, which is often a challenge. Students attending class without having any exposure to the pre-class assignment in the flipped classroom will drastically affect their performance in the classroom. In my flipped classroom, a quiz consisting of lower level of Bloom’s taxonomy questions is given over the pre-class assignment where the students are not expected to utilize any resources or notes but to answer questions from their own knowledge. Once this exercise is completed, a review of the quiz and the active learning portion of the class occurs. I use a modified team-based learning activity where the groups begin answering higher order application questions. Again, no resources are accessible during this activity to promote their preparation beforehand. Since it is a group activity, if one student is not prepared, other students may fill this gap. The group typically engages every student and there is a rich conversation of the topic being discussed in class. The classroom becomes a perfect place for collaborative learning and peer tutoring. For rapid feedback to the students, the group answers to application questions are discussed with the instructor prior to the end of the class session.

Student preparation has improved since the incorporation of the flipped teaching model along with retrieval exercises in my teaching, but there are always some students who are not motivated to come prepared to class. It is possible that there are other constraints students may have that we will not be able to fix but will continue to be searching for and developing newer strategies for helping these students maximize their learning.

Dr. Gopalan received her PhD in Physiology from the University of Glasgow, Scotland. After completing two years of postdoctoral training at Michigan State University, she began her teaching endeavor at Maryville University where she taught Advanced Physiology and Pathophysiology courses in the Physical Therapy and Occupational Therapy programs as well as the two-semester sequence of Human Anatomy and Physiology (A&P) courses to Nursing students. She later joined St. Louis Community College where she continued to teach A&P courses. Dr. Gopalan also taught at St. Louis College of Pharmacy prior to her current faculty position at Southern Illinois University Edwardsville where she teaches Advanced Human Physiology and Pathophysiology for the doctoral degrees in the Nurse Anesthetist and Nurse Practitioner programs. Besides teaching, she has an active research agenda in teaching as well as in the endocrine physiology field she was trained in.
Sound Off! What is YOUR PECOP Wish List? 

2014 was a notable year for physiology education:  APS launched both the Institute on Teaching and Learning (ITL) (1) and the Physiology Educators Community of Practice (PECOP) (2, 3, 4, 5). Since then, the ITL has become a regular, recurring meeting (2016 and 2018), attracting a growing attendance.

 

 

 

Similarly, PECOP has grown in both depth and breadth: 

  • supporting more than two dozen PECOP Fellows and Thought Leaders to attend the 2014 ITL and develop a strong foundational network;  
  • holding regular networking sessions at the ITL and Experimental Biology; 
  • engaging the PECOP community in writing more than 70 blog entries on a range of education topics in the Life Science Teaching Resource Community (LifeSciTRC); 
  • promoting research collaborations among PECOP participants; and 
  • engaging physiology educators in leadership roles (6, 7) such as:
    • PECOP Blog Coordinator – Barbara Goodman, Sanford School of Medicine of The University of South Dakota;
    • PhUn Week Blog Coordinator – Patricia Halpin, University of New Hampshire at Manchester;
    • LifeSciTRC Community Review Editor – Lynn Diener, Mount Mary University;
    • ITL Program Committees led by Barbara Goodman and Thomas Pressley, Texas Tech Univ. Health Sciences Center School of Medicine. 

PECOP was supported initially by a one-year planning grant from the National Science Foundation Research Collaboration Network-Undergraduate Biology Education (RCN-UBE) Incubator program (Grant No. 1346220). In 2018, APS plans to submit a proposal for a five-year RCN-UBE grant to grow the PECOP network and activities. This growth will be guided and driven by the PECOP network of educators so we need to hear from YOU about what the PECOP community should do in the coming years. We have gathered three major ideas from previous PECOP networking sessions and ITL meeting discussions: 

  1. Help new educators get a good start.  

At the 2014 ITL, we pilot tested a new APS Professional Skills Training program, “Becoming an Effective Teacher.” Results were excellent and, using our new Schoology LMS for online professional development, APS staff can adapt these excellent materials for online use. However, this would be a community-driven program that needs experienced educators to share their expertise and guide new educators onto the “evidence-based teaching” path.  

          2. Help experienced educators use “evidence-based teaching” more effectively.  

Many of the ITL sessions and articles in both the PECOP blog and Advances in Physiology Education focus on using teaching methods that have strong evidence of their broad effectiveness. Other articles describe studies that compare methods or assess the effectiveness of methods in new teaching scenarios (diverse students, institutions, and courses). How can the PECOP community help colleagues who seek to increase the “evidence-base” of their teaching? The PECOP Fellows program helped a number of educators start on this path. Should we continue this program? 

          3. Help educators participate in scholarship of teaching and learning (SOTL). 

While we are often adept at designing (or helping students design) experiments at the bench, we are often genuinely perplexed when designing an experimental study involving the uber-tricky subject, the classroom student. Students differ widely so what can serve as the “control” group for my class? How many subjects do I need? What IS the unit of study? The student? The class? The course? What should I measure? Is that measure reliable? Is it valid? And what are the appropriate statistical tests to use? A good way to being engaging in SOTL is the same way we learned about bench research…we collaborated with and learned from someone with greater expertise. Our PECOP community has already fostered research collaborations among members. How can we grow the number of research collaborations in our community? 

 

What are YOUR ideas? 

These are just THREE of the many goals we could set for PECOP. Now share YOUR thoughts! How should PECOP support the growth and development of the physiology education community in the coming years?  

 

Reply to the discussion below or send your comments (by December 15) directly to me. Join us as we grow the PECOP community and support physiology educators! 

Marsha Matyas is a biologist, educator, and science education researcher. For nearly 30 years, she has worked at scientific professional associations (AAAS and now APS) to promote excellence in science education at all levels and to increase diversity within the scientific community. Marsha’s research focuses on factors that promote science career interest and success, especially among women and underrepresented minorities. At the APS, Marsha directs the Education Office and programs, which span from pre-Kindergarten to professional development and continuing education for Ph.D. and M.D. scientists.

 

References:

  1. What is the American Physiological Society’s ITL and who are the members of PECOP?

Barbara E. Goodman, Marsha Lakes Matyas, Advances in Physiology Education Jun 2016, 40 (2) 239-242; DOI:10.1152/advan.00045.2016. 

  1. Harnessing the power of an online teaching community: connect, share, and collaborate

Marsha Lakes Matyas, Dee U. Silverthorn, Advances in Physiology Education Dec 2015, 39 (4) 272-277; DOI: 10.1152/advan.00093.2015. 

  1. How do the Institutes on Teaching and Learning (ITLs) nurture the members of the Physiology Educators Community of Practice (PECOP)?

Barbara E. Goodman, Advances in Physiology Education Sep 2017, 41 (3) 354-356; DOI:10.1152/advan.00050.2017. 

  1. The pipeline of physiology courses in community colleges: to university, medical school, and beyond

Jenny McFarland, Pamela Pape-Lindstrom, Advances in Physiology Education Dec 2016, 40 (4) 473-476; DOI:10.1152/advan.00141.2016.  

  1.  The Physiology Education Community of Practice (PECOP) wants YOU!

Goodman, B. (2014, November 1).  Retrieved from: http://www.lifescitrc.org/resource.cfm?submissionID=11213. 

  1. Lurk or lead? The benefits of community participation

Marsha Lakes Matyas, Advances in Physiology Education Mar 2017, 41 (1) 145-148; DOI:10.1152/advan.00200.2016. 

  1. Educational leadership: benefits of stepping outside the classroom

Thomas A. Pressley, Advances in Physiology Education Sep 2017, 41 (3) 454-456; DOI:10.1152/advan.00083.2017. 

Making the most of being a new instructor: Learning that collaborative learning is my silver bullet

When starting my first semester as an associate instructor in graduate school, I felt nervous and anxious, but also excited and privileged. I went to graduate school with the intention of not only performing experiments and learning about physiology and behavior, but also with the strong desire to learn how to teach and mentor students at all stages of their undergraduate careers. Many of my colleagues had very similar reactions to the first few weeks of teaching. I spoke to a few of them about these feelings recently. Here is what they had to say:

“The first week always felt a bit awkward. Students are still getting comfortable with your presence and getting to know you.”

“I felt curious about a new system, nervous about giving the students what they needed out of the class, and excited to lead a class for the first time.”

“I remember not feeling prepared and incredibly nervous! I wish I had known what I know about teaching now, but the nerves haven’t gone away either…I think I’m now able to better apply “what works” as far as classroom techniques.”

In thinking about all of these ideas, what particularly resonated with me was the notion that the nerves haven’t quite gone away, but I too have learned that there are techniques I can now implement in my classroom, helping to hide some of those feelings. I began my graduate career helping to teach an Integrative Human Physiology course, where I was able to teach teams of students in a case-based classroom. In this course, students engaged in collaborative learning (team-based learning) in every class period (something I had not witnessed myself during my education thus far). Collaborative learning is a technique in which students engage in problem solving with their peers, using the different skills and expertise of the group, as well as resources and tools that are available to them [1,2].  Students in this course were put into teams, and members of each team were responsible for their own learning and for assisting in the learning of their teammates. In this kind of classroom environment, the team’s culture and how they interacted with each other were key elements of their success. While a graduate student instructor for this course, I met with the teams regularly to facilitate a discussion, of not only the course material, but also their strategies for working collectively and how to approach their assignments as a team.

What I feel to be the most important part of teaching physiology is that we have to be able to adapt to the changing environment and have the courage to try new techniques. Students learn at their own pace, and each student learns in a slightly different way, therefore it is important to have flexibility in how we teach [1]. What I hadn’t realized until spending time using collaborative learning in my own classroom is that it can be adapted for so many disparate situations. I’ve found that it will work for a diverse range of students, and that with careful thought and planning (though sometimes on the fly), it can work well in a host of teaching situations and for a number of different types of learning styles.

 

A few examples for an introductory course:

  1. Taboo

    1. This game is similar to the actual game, “Taboo,” in which the goal is for students to get their teammates to guess the word at the top of the card. He or she can say any word to try to make the teammates guess, except for the words written below it on the card. The game can be played by a small team of about 3-5 students. It is important to emphasize that teams should discuss the cards after playing them, so they can master the connections.
    2. You can make these cards beforehand, so students can immediately start playing, or you can have the teams make their own cards, which will also help them think of the connections between the words before starting.
  2. Affinity Map

    1. This game has to do with making connections between key words. In many introductory classes, students must master lots of vocabulary, but “mastering” should mean more than just memorizing. This activity gives students the opportunity to discuss how these important terms create an understanding of a concept.
    2. This can be used for many different concepts, but here is an example for the properties of water: Each student in a group receives 3 or 4 post-it notes. Ask each student to write down one property of water. They might draw the molecular symbol, write a fact about the universal solvent, discuss how much of our body is composed of water, hydrogen bonds, etc. It doesn’t really matter what they write, and some will write similar things, but that’s okay. After they have all finished, students will go up to the board and place their post-it notes on the board where everyone can read them. Then the group, together (and out loud), will organize their statements about water, putting them into groups (affinities). They should categorize the affinities, noting what is the same and what is missing and can label the affinities. Some may feel like adding additional post-its to make more connections, and that is okay too.

 And one for the more advanced course:

  1. Case Study

    1. This can be used throughout a semester to help students synthesize many physiological concepts in a single activity with their team. It helps to stimulate discussions about many different concepts rather than a focused discussion on just one concept they may have learned.
    2. Provide a case study to each team of students (they can be all the same or different). Allow the students to work in their teams to analyze and synthesize their case. You can have them write important aspects of the case either on paper or on a large white board (if available). Once students have completed their case study, have teams share their analysis with the whole classroom, providing the opportunity for questions and discussion. You can also have teams make their own case studies for other teams in the class. When students take the time to create their own case studies, they often learn even more!

Throughout all of these activities, I always walk around to make sure students are both on task and making connections.

 

Moving Forward

As I continue in my graduate career and beyond, what is most important is that I try to be flexible enough to see the possibilities that there are in every new classroom. Each classroom that I am in is a little different than the next, so understanding that collaborative learning can help students with a range of concepts, and having the courage to adapt collaborative learning in a way that will work for my classroom has been very helpful (and will continue to be useful). It is almost as if each classroom has its own personality that might change from day to day, so knowing that I have a set of key techniques that I can fine-tune for each classroom is helpful as I continue in my teaching career and can hopefully be helpful in yours!

 

References

[1]       J. Bransford, A. Brown, R. Cocking, How People Learn: Brain, Mind, Experience, and School, National Academy of Sciences, Washington, D.C., 2000.

[2]       D.B. Luckie, J.J. Maleszewski, S.D. Loznak, M. Krha, Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of “Teams and Streams”., Adv. Physiol. Educ. 28 (2004) 199–209. doi:10.1152/advan.00025.2004.

 

Kristyn Sylvia received her B.S. in Biology from Stonehill College, and is currently a PhD candidate in the Department of Biology at Indiana University (IU) and a NIH Common Themes in Reproductive Diversity fellow where she studies how the neuroendocrine system interacts with the reproductive and immune systems early in life in Siberian hamsters. She worked as a clinical research associate in Boston, MA, before coming to IU. She is also a graduate student instructor in Biology, where she has taught a number of courses, including Human Integrative Physiology, and she serves on the Animal Behavior Undergraduate Curriculum Committee, where she collects and analyzes data on the major and addresses potential changes to the curriculum as it grows. She also serves on the APS Teaching of Physiology Section Trainee Committee.