Tag Archives: teaching

Physiology Bumper Stickers for Teaching and Learning
Alice R. Villalobos, BS, PhD
Texas Tech University

As teachers we hope students remember and apply all the physiology they learned in our class.  However, many undergraduate students hope simply to get through this semester of physiology and their other courses.  They dread the amount of material and that ‘so many things go on in the body at one time.’  I asked myself what could be integrated into lecture or lab to help students better learn material in class, study more effectively on their own and ideally, improve recall when taking exams.  Around this time, I attended a teaching workshop focused on short activities and simple tools that could be incorporated into lectures to facilitate learning and recall.  One tool was the ‘bumper sticker’. 

Similar to an actual bumper sticker, the teaching bumper sticker is a short memorable phrase or slogan that encapsulates a thought, principle, or concept.  In this case, a bumper sticker helps students learn and remember a concept or principle.  In all areas of life, we use short sayings or one-liners often of unknown derivation that convey a profound or funny, classic or clever, instructional or encouraging thought.  ‘Righty tighty, lefty loosey.’ means turn the screw to right to tighten and left to loosen.  “I before E except after C.” with the addendum, “… and in words, such as protein or weight.”  Could bumper stickers work in a physiology course?  I already borrowed “Water follows sodium; sodium doesn’t follow water.” from my undergraduate professor.  We all develop short phrases while working on lectures, reading physiology papers and books, or on the fly during lecture.  

Recently, I began using bumper stickers in a more organized manner.  I took a sheet of lined paper, wrote ‘Bumper Stickers for A&P-II’ on the top, and made plenty of copies.  On the first day of class I discussed tips to improve learning and study habits.  I explained the bumper sticker was a teaching/learning tool and gave each student a sheet.  I admitted it was an experiment, but my intention was to give them short phrases to refer to and contemplate when studying on their own or spark a memory on an exam.  That very day we started glycolysis.  The first bumper sticker was “You must spend an ATP to make ATP.”  I explained the first step in glycolysis is phosphorylation, using a phosphate from ATP.  Despite some initial skepticism, bumper stickers caught on and helped many students. 

Rather than repeating your explanation verbatim, students must accurately explain concepts to themselves and others in their own words.  When students study with a partner or in groups, they can refer back to the bumper sticker along with lecture notes, diagrams and textbook to explain the respective concept to each other in their own words and peer-correct.  When students are teaching each other, they are truly ‘getting it’.  Granted, it is essential that students use more exact and scientific vocabulary to describe a mechanism or concept, as is true for any discipline.  For most students this won’t happen the very first time they explain the concept.  Learning physiology or any subject is a process; developing the vocabulary is part of that process.  A memorable bumper sticker is a prompt for stimulating discussion – verbal communication in the context of learning a given physiological mechanism and developing the vocabulary of physiology. 

There is no established technique for the initial delivery of a bumper sticker phrase.  However, its two-fold purpose as a teaching/learning tool is to help students understand and remember a concept; thus, the phrase and initial proclamation must be memorable.  Based on my hits and misses, here are several tips.  First, keep it short, ideally 10 words or less.  Second, timing is key.  Similar to a joke, timing is important but varies with topic and teaching style.  Some use the phrase as a teaser to introduce a topic; others use it to summarize key points.  Third, be as direct as possible and capture students’ full attention.  Some write the phrase on the board or slide and make an announcement, “Listen up.  Write this down.”  Fourth, look directly at your students and state the phrase clearly with meaning, effective voice inflection, dramatic tone, appropriate pause, facial expression, hand gesturing, and/or a little physical comedy.  Fifth, use accurate and scientific terms to explain the meaning of the phrase as it applies to the physiological concept.  This is absolutely critical.  Left to interpretation, students might misunderstand the actual physiological concept.

Bumper stickers for better study and testing strategies

*Use common sense at all times, especially on test day.* At times, students forget obvious and intuitive things.  For example, when applying Boyle’s Law to respiration, don’t forget to breathe.  I remind students that lung volume and intrapulmonary pressure will change such that when we inhale air flows in, and when we exhale air flows out.  Physical laws applied to physiological mechanisms explain relationships among different components of a mechanism, e.g., the pressure of a quantity of gas to its volume.  I assure them, they can and will learn the fundamental physics on which Boyle’s law is based, but keep it simple and remember – when you inhale air flows in, when you exhale air flows out. 

            *Understand the question, before you answer it.* My PhD advisor shared this pearl of wisdom before my qualifying exam.  I encourage students to calmly, slowly and deliberately read the entire question.  On any multiple choice or essay exam, they must be certain of what is being asked, before answering a question.  Do not stop reading the question until you come to a period, question mark or exclamation point.  Students are concerned about wasting precious time.  Slowing down just a bit to answer correctly is worth the time and decreases the odds of second guessing or having to go back to the question.  I make another pitch for reading the text book.  It is a way to practice reading calmly and deliberately and catching differences in font or formatting, e.g., print style, italics, bold, underline, that may indicate key terms for an exam question. 

Bumper stickers for general principles in physiology

*Enough, but not too much.* Many students think every physiological end point is maintained at a constant value.  I explain that various parameters are regulated such that they gently fluctuate within a narrow range.  Plasma sodium must be ‘enough’; if it drops too low osmolarity decreases.  If sodium is ‘too much’, osmolarity increases; plasma volume increases; blood pressure increases.  If an endpoint falls below range, regulatory mechanisms bring it back up into range; should it increase above normal range, regulatory mechanisms bring it back down into range.  

*It’s not a mathematical equation; it’s a relationship.* Many students confess they are ‘really bad at math’ or ‘hate math’.  CO, MAP, renal clearance, alveolar ventilation rate – all math.  Understanding and passing physiology requires math.  I tell students math describes physiological relationships between different factors that regulate or dictate a given endpoint, similar to interactions and relationships among friends or a team.  Actual equations represent precise relationships, e.g., CO = HR x SV.  In that case, cardiac output will increase and decrease in direct proportion to heart rate and stroke volume.  Then there is Poiseuille’s Equation.  Students are not required to memorize that equation, but they must learn and apply the principles of the equation: F α DP, F α 1/R and F α r4.  I clarify the α symbol means ‘in proportion to’, not equals.  I repeat, ‘It’s not a mathematical equation; it’s a relationship.”  I suggest they view a as a hug, and embrace the dependence of blood flow on the pressure gradient, vascular resistance, and the luminal radius.  The 4 means when radius changes even just a little, flow changes a lot!  I provide a more technical explanation of how blood flow can decrease significantly with gentle vasoconstriction and increase with gentle vasodilation; this showcases the essential regulatory role of vascular smooth muscle.  This particular bumper sticker serves to remind them math is critical to our understanding of physiology and hopefully, ease their anxiety.  More math awaits in respiratory physiology, and they revisit and apply F α DP, F α 1/R and F α r4 to air flow.

*Know what abbreviations mean, and don’t make up abbreviations.* I explain the names of hormones, especially, are rich in information.  These names indicate source, stimulus for release, and mechanism of action.  For example, atrial natriuretic peptide, ANP, is a peptide hormone secreted from atrial tissue when plasma volume increases that increases urine output (-uretic) and sodium (natri-) excretion.  Not too creative, but self-explanatory.  Couple it with “Water follows sodium …”; problem solved.  

Bumper stickers for chronological order or sequence

For many cellular and organ mechanisms, there is a strict chronological order of events.  During the cardiac cycle, there is a distinct chronological order for each of several different phenomena that occur simultaneously and interdependently.  I use bumper stickers to teach a basic concept of cardiac physiology that help students learn the cardiac cycle – the electrical~mechanical relationship.  First, I show the entire Wiggers diagram and explain it tracks the series of interrelated electrical and mechanical events as they occur in the same timeline of one heartbeat.  I assure them we will take one panel at a time and pull it altogether at the end.  I start with the relationship of the ECG to the 4 ventricular phases, using a set of bumper sticker phrases that I write on the board.  We review the electrical events of P (atrial depolarization), QRS (ventricular depolarization) and T (ventricular repolarization) deflections.  Then, I say, “Pay attention.  Write down each phrase.”

*Electrical then mechanical.* I explain emphatically that first an electrical signal is transmitted and received, then the atrial or ventricular muscle responds.  In the cardiac cycle, electrical events P, QRS, and T each precede atrial or ventricular responses.  

*Depolarizeàcontract.  Repolarizeàrelax.* I explain depolarization triggers contraction; repolarization leads to relaxation.  P wave signals atrial contraction; QRS complex signals ventricular contraction; T wave signals ventricular relaxation.

*Depolarizeàcontractàincrease pressure.  Repolarizeàrelaxàdecrease pressure.*  I remind them changes in pressure gradients across the atrioventricular and semilunar valves determine whether valves open or close and consequently, whether blood flows into or out of the ventricle.  Depolarization leads to ventricular contraction and in turn, an increase in pressure; repolarization leads to ventricular relaxation and in turn, a decrease in pressure. 

*The AV valve is the fill valve; the semilunar valve is the ejection valve.*  A student thought of this phrase!  She explained, “When the AV valve – tricuspid or mitral – is open during diastole, the ventricle fills with blood from the atrium.  When the semilunar valve – pulmonary or aortic – is open during systole, blood is ejected.”  In that moment I thought my work as a teacher was done; my student is teaching herself and others.  I give her full credit, but use her bumper sticker.  I further explain when the ventricle relaxes and pressure drops below the atrial pressure, the AV valve will open, and blood enters the ventricle; when it contracts ventricular pressure exceeds atrial pressure and the AV valve closes; as it continues to contract, eventually ventricular pressure exceeds aortic pressure, the aortic valves opens, and blood is ejected into the aorta. 

Bumper stickers might not be the right tool for every teacher, student, or topic, or be appropriate for undergraduate versus graduate course.  If you decide to implement this tool, you might not have a bumper sticker for every basic or general physiology concept or mechanism or a set of bumper stickers for every organ system.  You might only use a bumper sticker phrase once or twice in a whole semester.  When used appropriately, they truly can make a difference.  On the other hand – if how you teach is working just fine and your students are getting it – then all I have to say is, “If it ain’t broke, don’t fix it!”

Alice Villalobos received her Bachelors of Science in biology from Loyola Marymount University and her PhD in comparative physiology from the University of Arizona-College of Medicine.  For the past several years, she has taught Anatomy & Physiology-II and Introduction to Human Nutrition in the Department of Biology at Blinn College and guest lectured at Texas A&M University on the topics of brain barrier physiology and heavy metal toxicology.  She recently relocated to Texas Tech University to join the Department of Kinesiology & Sport Management where she teaches Physiological Nutrition for Exercise.

Teaching Physiology with Educational Games
Fernanda Klein Marcondes
Associate Professor of Physiology
Biosciences Department
Piracicaba Dental School (FOP), University of Campinas (UNICAMP)

Educational games may help students to understand Physiology concepts and solve misconceptions. Considering the topics that have been difficult to me during my undergraduate and graduate courses, I’ve developed some educational games, as simulations and noncompetitive activities. The first one was the cardiac cycle puzzle. The puzzle presents figures of phases of the cardiac cycle and a table with five columns: phases of cardiac cycle, atrial state, ventricular state, state of atrioventricular valves, and state of pulmonary and aortic valves. Chips are provided for use to complete the table. Students are requested to discuss which is the correct sequence of figures indicating the phases of cardiac cycle, complete the table with the chips and answer questions in groups. This activity is performed after a short lecture on the characteristics of cardiac cells, pacemaker and plato action potentials and reading in the textbook. It replaces the oral explanation from the professor to teach the physiology of the cardiac cycle.

I also developed an educational game to help students to understand the mechanisms of action potentials in cell membranes. This game is composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na+-K+-ATPase pumps. After a short lecture about resting membrane potential, and textbook reading, there is the game activity. The students must arrange the pieces to demonstrate how the ions move through the membrane in a resting state and during an action potential, linking the ion movements with a graph of the action potential.  In these activities the students learn by doing.

According to their opinions, the educational games make the concepts more concrete, facilitate their understanding, and make the environment in class more relaxed and enjoyable. Our first studies also showed that the educational games increased the scores and reduced the number of wrong answers in learning assessments. We continue to develop and apply new educational games that we can share with interested professors, with pleasure.

Contact: ferklein@unicamp.br

Luchi KCG, Montrezor LH, Marcondes FK. Effect of an educational game on university students´ learning about action potentials. Adv Physiol Educ., 41 (2): 222-230, 2017.

Cardozo LT, Miranda AS, Moura MJCS, Marcondes FK. Effect of a puzzle on the process of students’ learning about cardiac physiology. Adv Physiol Educ., 40(3): 425-431, 2016.

Marcondes FK, Moura MJCS, Sanches A, Costa R, Lima PO, Groppo FC, Amaral MEC, Zeni P, Gaviao KC, Montrezor LH. A puzzle used to teach the cardiac cycle. Adv Physiol Educ., 39(1):27-31, 2015.

Fernanda Klein Marcondes received her Bachelor’s Degree in Biological Sciences at University of Campinas (UNICAMP), Campinas – SP, Brazil in 1992. She received her Master in Biological Sciences (1993) and PhD in Sciences (1998). In 1995 she began a position at Piracicaba Dental School, UNICAMP, where she is an Associate Professor of Physiology and coordinates studies of the Laboratory of Stress. She coordinates the subjects Biosciences I and II, with integration of Biochemistry, Anatomy, Histology, Physiology and Pharmacology content in the Dentistry course. In order to increase the interest, engagement and learning of students in Physiology classes, she combines lectures with educational games, quizzes, dramatization, discussion of scientific articles and group activities. Recently she started to investigate the perception of students considering the different teaching methodologies and the effects of these methodologies on student learning.

Save the Date: APS Institute on Teaching and Learning (ITL) in 2020!

Save the date!  The Teaching Section of the American Physiological Society (APS) will host its fourth biennial APS Institute on Teaching and Learning (ITL) in 2020.  

What is the ITL? You can learn more about the APS-ITL by watching this short video.


After much anticipation and intense negotiations the APS Meeting Office has completed arrangements to hold the 2020 APS-ITL at the McNamara Alumni Center on the University of Minnesota campus. Details about registration and lodging will be coming in September – we will be staying in Centennial Hall and either single or double dorm rooms will be available; most of the meals will be included with registration. Additional information will be posted on the APS website in November.

For a sneak peek of the venue, take a look at the award-winning McNamara Alumni Center.  The Institute is scheduled from the evening of Monday, June 22, until lunchtime on Friday, June 26. 

We are planning a pre-conference workshop/boot camp for new instructors.

Now that we have the venue, we are organizing the schedule and inviting plenary speakers and concurrent session leaders.  Although we don’t have all the details yet, we can promise an exciting, relevant slate of activities. More details will be forthcoming as they are developed – for now, mark your calendars! We hope that you will join us at the 2020 ITL and help us grow the Physiology Education Community of Practice. 

Beth Beason-Abmayr is a Teaching Professor of BioSciences at Rice University and a Faculty Fellow of the Rice Center for Teaching Excellence. She earned her B.S. in Microbiology from Auburn University and her Ph.D. in Physiology & Biophysics from the University of Alabama at Birmingham. She teaches multiple course-based undergraduate research experiences (CUREs) as well as a student-centered course in comparative animal physiology. She is a co-PI on the Rice REU in Biomolecular Networks, PI of the Rice iGEM team and is a member of the iGEM Executive Judging Committee. As a National Academies Education Mentor in the Life Sciences (2012-2020), Beth is co-chair of the American Physiological Society – Institute of Teaching and Learning (APS-ITL) and is an Associate Editor for Advances in Physiology Education.

The Benefits of Learner-Centered Teaching

Jaclyn E. Welles
Cell & Molecular Physiology PhD Candidate
Pennsylvania State University – College of Medicine

In the US, Students at Still Facing Struggles in the STEMs

Literacy in the World Today:
According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), there are approximately 250 million individuals worldwide, who cannot read, write, or do basic math, despite having been in school for a number of years (5, 8). In fact, UNESCO, is calling this unfortunate situation a “Global Learning Crisis” (7). The fact that a significant number of people are lacking in these fundamental life skills regardless of attending school, shows that part of the problem lies within how students are being taught.

Two Main Styles of Teaching – Learner or Teacher-Centered

Learning and Teaching Styles:
It was due to an early exposure to various education systems that I was able to learn of that there were two main styles of teaching – Learner-centered teaching, and Teacher-centered teaching (2). Even more fascinating, with the different styles of teaching, it has become very clear that there are also various types of learners in any given classroom or lecture setting (2, 6, 10). Surprisingly however, despite the fact that many learners had their own learning “modularity” or learning-style, instructors oftentimes taught their students in a fixed-manner, unwilling or unable to adapt or implement changes to their curriculum. In fact, learner-centered teaching models such as the “VARK/VAK – Visual Learners, Auditory Learners and Kinesthetic Learners”, model by Fleming and Mills created in 1992 (6), was primarily established due to the emerging evidence that learners were versatile in nature.

VARK Model of Learners Consists of Four Main Types of Learners: Visual, Auditory, Reading and Writing, and Tactile/Kinesthetic (touch)

What We Can Do to Improve Learning:
The fundamental truth is that when a student is unable to get what they need to learn efficiently, factors such as “learning curves” – which may actually be skewing the evidence that students are struggling to learn the content, need to be implemented (1, 3). Instead of masking student learning difficulties with curves and extra-credit, we can take a few simple steps during lesson-planning, or prior to teaching new content, to gauge what methods will result in the best natural overall retention and comprehension by students (4, 9). Some of methods with evidence include (2, 9):

  • Concept Maps – Students Breakdown the Structure or Organization of a Concept
  • Concept Inventories – Short Answer Questions Specific to a Concept
  • Self-Assessments – Short Answer/Multiple Choice Questions
  • Inquiry-Based Projects – Students Investigate Concept in a Hands-On Project

All in all, by combining both previously established teaching methodologies with some of these newer, simple methods of gauging your students’ baseline knowledge and making the necessary adjustments to teaching methods to fit the needs of a given student population or class, you may find that a significant portion of the difficulties that can occur with students and learning such as – poor comprehension, retention, and engagement, can be eliminated (4, 9) .

Jaclyn Welles is a PhD student in Cellular and Molecular Physiology at the Pennsylvania State University – College of Medicine. She has received many awards and accolades on her work so far promoting outreach in science and education, including the 2019 Student Educator Award from PSCoM.

Her thesis work in the lab of Scot Kimball, focuses on liver physiology and nutrition; mainly how nutrients in our diet, can play a role in influencing mRNA translation in the liver. 

An inventory of meaningful lives of discovery

by Jessica M. Ibarra

I always had this curiosity about life. Since the very beginning, always wanting to understand how animals’ breathe, how they live, how they move. All that was living was very interesting. – Dr. Ibarra

“I always had this curiosity about life and I wanted to become a doctor, but my parent told me it was not a good idea,” Lise Bankir explained in her interview for the Living History Project of the American Physiological Society (APS).  The video interview (video length: 37.14 min.) is part of a rich collection over 100 senior members of the APS who have made outstanding contributions to the science of physiology and the profession. 

The archive gives us great insight into how these scientists chose their fields of study.  As Dr. Bankir, an accomplished renal physiologist, explain how she ended up “studying the consequences of vasopressin on the kidney.”  She describes her work in a 1984 paper realizing “high protein was deleterious for the kidney, because it induces hyperfiltration,” which of course now we accept that high protein accelerates the progression of kidney disease. Later she describes her Aha! moment, linking a high protein diet to urea concentration, while on holiday. 

“It came to my mind that this adverse effect of high protein diet was due to the fact that the kidney not only to excrete urea (which is the end product of proteins), but also to concentrate urea in the urine.  Because the plasma level of urea is already really low and the daily load of urea that humans excrete need that urea be concentrated about 100-fold (in the urine with respect to plasma).” 

Other interviews highlight how far ahead of their time other scientists were.  As is the case when it comes to being way ahead of teaching innovations and active learning in physiology with  Dr. Beverly Bishop.  In her video interview, you can take inspiration from her 50 years of teaching neurophysiology to physical therapy and dental students at SUNY in New York (video length: 1 hr. 06.09 min.).  Learn about how she met her husband, how she started her career, and her time in Scotland.  Dr. Bishop believed students could learn better with experimental laboratory activities and years ahead of YouTube, she developed a series of “Illustrated Lectures in Neurophysiology” available through APS to help faculty worldwide.

She was even way ahead of others in the field of neurophysiology.  Dr. Bishop explains, “everyone knows that they (expiratory muscles) are not very active when you are sitting around breathing quietly, and yet the minute you have to increase ventilation (for whatever reason), the abdominal muscles have to play a part to have active expiration.  So, the question I had to answer was, “How are those muscles smart enough to know enough to turn on?” Her work led to ground breaking work in neural control of the respiratory muscles, neural plasticity, jaw movements, and masticatory muscle activity.

Another interview shed light on a successful career of discovery and their implications to understanding disease, as is the case with the video interview of Dr. Judith S. Bond. She describes the discovery of meprins proteases as her most significant contribution to science (video length: 37.38 min.), “and as you know, both in terms of kidney disease and intestinal disease, we have found very specific functions of the protease.  And uh, one of the functions, in terms of the intestinal disease relates to uh inflammatory bowel disease.  One of the subunits, meprin, alpha subunit, is a candidate gene for IBD and particularly ulcerative colitis. And so that opens up a window to – that might have significance to the treatment of ulcerative colitis.”

Or perhaps you may want to know about the life and research of Dr. Bodil Schmidt-Nielsen, the first woman president of the APS (video length: 1 hr. 18.07 min.) and daughter of August and Marie Krogh.  In her interview, she describes her transition from dentistry to field work to study water balance on desert animals and how she took her family in a van to the Arizona desert and while pregnant developed a desert laboratory and measured water loss in kangaroo rats.  Dr. Schmidt-Nielsen was attracted to the early discoveries she made in desert animals, namely that these animals had specific adaptations to reduce their expenditure of water to an absolute minimum to survive. 

The Living History Project managed to secure video interviews with so many outstanding contributors to physiology including John B. West, Francois Abboud, Charles TiptonBarbara Horwitz, Lois Jane Heller, and L. Gabriel Navar to name a few.  For years to come, the archive provides the opportunity to learn from their collective wisdom, discoveries, family influences, career paths, and entries into science. 

As the 15th anniversary of the project approaches, we celebrate the life, contributions, dedication, ingenuity, and passion for science shared by this distinguished group of physiologists.  It is my hope you find inspiration, renewed interest, and feed your curiosity for science by taking the time to watch a few of these video interviews. 

Dr. Jessica M. Ibarra is an Assistant Professor of Physiology at Dell Medical School in the Department of Medical Education of The University of Texas at Austin.  She teaches physiology to first year medical students.  She earned her B.S. in Biology from the University of Texas at San Antonio.  Subsequently, she pursued her Ph.D. studies at the University of Texas Health Science Center in San Antonio where she also completed a postdoctoral fellowship.  Her research studies explored cardiac extracellular matrix remodeling and inflammatory factors involved in chronic diseases such as arthritis and diabetes.  When she is not teaching, she inspires students to be curious about science during Physiology Understanding Week in the hopes of inspiring the next generation of scientists and physicians. Dr. Ibarra is a native of San Antonio and is married to Armando Ibarra.  Together they are the proud parents of three adult children – Ryan, Brianna, and Christian Ibarra.

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.
Teaching High Level Learning Goals in Science Classes: A Lesson from Librarians

Bloom’s Taxonomy provides a way to classify learning outcomes into lower order and higher order goals. On the lower end of the spectrum we ask students to remember, understand, and apply by doing tasks such as define, list, explain, and interpret. On the higher end of the spectrum, we want students to analyze, evaluate, and ultimately create by doing tasks such as organize, compare, critique, and design (1). As educators, we all want to push our students toward the highest levels of Bloom’s Taxonomy, but how do you teach someone to create? It feels like a daunting task. I don’t think anyone ever attempted to directly teach me these higher-level skills, but instead I somehow learned them in graduate school by trial and error (in the form of a lot of red writing on drafts that I submitted to my thesis advisor). This is why I was so excited to discover the synthesis matrix. A synthesis matrix is a table that is set up to extract relevant information from sources, which can include non-scholarly, scholarly, and even student generated data. It provides a way to organize research that allows for easy comparison of the key information from many sources (3, 4, 5). I first learned about the synthesis matrix when I was teaching First Year Seminar (FYS) at Dickinson College. Learning outcomes for FYS include the ability to critically analyze information from multiple perspectives and use that information to create clear academic writing (2). Using class time to teach these skills was very different from what I typically do in my biology classes where it is a struggle just to keep up with the vast amount of content. Therefore, it is an understatement to say that I was out of my element teaching FYS. Fortunately, each FYS class at Dickinson is assigned to librarians. I was fortunate to have Dickinson librarians Nick Lonergan and Jessica Howard help design assignments and teach methods that help students achieve the FYS learning goals. Nick and Jessica designed a synthesis matrix assignment to help students find relevant non-scholarly and scholarly sources and extract information from the sources to help them compare viewpoints on different concepts found in each reference. In this case, the synthesis matrix was used as a homework assignment to prepare students to organize and synthesize information from multiple references in future writing assignments. The power of the synthesis matrix immediately hit me as I realized that this is what experts do in their heads. Many years of reading and analyzing both the work of others and our own research leads to the formation of a mental synthesis matrix that we can pull from as needed in our respective fields. I think my life would have been a lot easier if I knew about the concept of a paper synthesis matrix in graduate school. Since my discovery of the synthesis matrix in FYS, I have used it in different ways in all of the biology classes I teach at Dickinson College including Introductory Biology (Biology 132), Physiology (Biology 333), and Molecular Pathophysiology, which is a research and writing intensive class (Biology 433). Some ways I have used it include:

 

  • Homework assignment: On the simplest level, the synthesis matrix can be used to assess student ability to find appropriate references and extract relevant information from those references. An example of this is described above for FYS and I can easily see this working well in Introductory Biology classes. I have also done this in Molecular Pathophysiology (Biology 433) as a homework assignment prior to assigning a literature review writing assignment.

 

  • Classroom Activity: In Physiology (Biology 333), I have lab groups (6 groups of 4 students each) find a primary publication on a topic related to an upcoming lab project and analyze it for specific information related to research methods and results. In order to avoid overlap and make sure they found the right type of paper, I have the students email the paper they found for approval. If two groups found the same paper or if it is not the right type of source (for example, some students will try to use a review), I will ask them to find another paper. In lab I draw a synthesis matrix on the board and distribute blank handouts of the same synthesis matrix. We then go around the room and as students report their findings, I fill in the synthesis matrix. When it is done, I demonstrate how to use the matrix to synthesize the results of multiple references to come to overarching conclusions and design new experiments. We use this to guide the design of a class research project and in future writing assignments.

 

  • Model Creation: The most complex way I have used the synthesis matrix is in Molecular Pathophysiology (Biology 433). As a research based Writing in the Discipline (WID) class, we focus all of our attention on analyzing primary literature and doing novel experiments in lab. Throughout the semester, I encourage students to draw their own textbook style models of what data show. This can be done by synthesizing results from a single primary publication (if the authors did not already generate a model), multiple primary publications (as seen in review articles), and even by incorporating student lab results with published results. The synthesis matrix can be set up to accommodate all of these approaches. For example, instead of labeling columns by reference #, columns can be labeled by figure # for a single primary publication. Similarly, a column for class lab results can be added to incorporate class results (Figure 1). This is my favorite way of using the matrix. It is so powerful for students to see how one small experiment they did fits in with the big picture of what others have published.

Of all the teaching methods I have tried over the years, the synthesis matrix is the closest I have come to teaching students how to think like an expert. It has also allowed me to do a better job of breaking the research and writing process down into component parts. If you tell a college senior to write a one page introduction section of a scientific paper with 5 references, many of them think they can produce one page of writing in a couple of hours (I know I thought that as a senior in college!). However, if you force them to do a synthesis matrix that includes analysis of the relevant information in 5 primary papers prior to writing about them, they quickly realize how much work is involved.

 

Ultimately, the most important lesson I learned though all of this is that teaching in science classes can benefit greatly from methods used in classes outside of our discipline. If you Google “synthesis matrix”, it is a commonly used method promoted on Library, Academic Coaching, and Writing Center websites at many colleges and universities (3, 4, 5). However, I never heard of it until librarians introduced me to it while teaching FYS. Interacting with scholars outside of my discipline has helped me to integrate the teaching of higher level learning goals alongside lower level learning goals related to content in my classes.

 

References

  1. Vanderbilt University, Center for Teaching, Bloom’s Taxonomy. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. 2018 Vanderbilt University, Accessed December 28, 2018.
  2. Dickinson, First-Year Seminar. https://www.dickinson.edu/homepage/99/first_year_seminars . Accessed December 28, 2018.
  3. Ashford University, Synthesis Matrix. https://writingcenter.ashford.edu/synthesis-matrix . 2017 Bridgepoint Education. Accessed December 28, 2018.
  4. Johns Hopkins Sheridan Libraries, Write a Literature Review. http://guides.library.jhu.edu/lit-review/synthesize . 2017 Johns Hopkins Sheridan Libraries. Accessed December 28, 2018.
  5. Academic Coaching and Writing, A Synthesis Matrix as a Tool for Analyzing and Synthesizing Prior Research. https://academiccoachingandwriting.org/dissertation-doctor/dissertation-doctor-blog/iii-a-synthesis-matrix-as-a-tool-for-analyzing-and-synthesizing-prior-resea . 2018 Academic Coaching and Writing LLC. Accessed December 28, 2018.

 

Tiffany Frey is an Assistant Professor of Biology at Dickinson College in Carlisle, PA. She received her Ph.D. in Molecular Medicine from Johns Hopkins University School of Medicine and also has a certificate in Adult Learning from Johns Hopkins University School of Education. She teaches Introductory Biology, Physiology, and Molecular Pathophysiology at Dickinson College. Her research interests are focused on understanding the cellular and molecular basis of autoinflammatory disease and incorporating and assessing the effects of scholarly teaching methods in her courses. Outside of work, she enjoys spending time with her family (husband, 2 children, and dog Charlie), reading, participating in exercise classes, and running in local races.
Graduate Student Ambassadors: An APS Effort to Increase Involvement in Professional Societies

The Graduate Student Ambassador (GSA) program was organized by the American Physiological Society’s (APS) Trainee Advisory Committee in 2015. The goal of the program is to train graduate students to act as liaisons between APS and local undergraduate and graduate students. GSAs visit schools in their local area to share their experiences as graduate students, discuss physiology careers and the benefits of an APS membership, and encourage students to consider becoming a member of APS. The program has a unique, symbiotic relationship in that GSAs learn valuable outreach, public speaking, and leadership skills, while APS receives promotion of their awards, programs, and memberships. One particular goal of the GSA program is to recruit and retain individuals from under-represented communities. This is the aim that attracted me to the program.

 

As a first-generation college student, I was raised in a very low socioeconomic background. My exposure to careers was limited and like countless other young girls, I grew up with a short supply of role models who looked like me. While most of my public school teachers were female, the science labs and principal’s offices were considered masculine domains. In my mind, a scientist was that image we all remember of the mad chemist brewing his potions in a lab, hair all in disarray. Although I got the messy hair right, I couldn’t picture myself as this version of a scientist. I didn’t know anything about college because nobody in my life had ever been to one. I certainly didn’t know what a Ph.D. was at the time. By luck and happenstance, I wound up at the University of Kentucky for my undergraduate studies as a nontraditional student following community college. UK is a Research 1 institution, so I was exposed to the scientific method from the start. However, looking back, I’ve always wondered what if I had attended a different university? Would I have ever found my niche in research? And, thus, is the goal of the GSA program: to expose students to careers in research and promulgate the ways in which APS can assist them in these pursuits.

 

When I first got wind of the new GSA program, I was quick to apply. From the beginning, I was excited by the prospect of sharing my experiences as a graduate student with undergraduates. I knew I wanted to visit less research-intensive universities and try to reach under-represented students, first-generation college students, and students from low socioeconomic backgrounds. I recognized the need for diversity in STEM and wanted to contribute to efforts being made to increase it. According to the National Science Foundation, while blacks and Hispanics constitute 36% of the US resident population ages 18-24, they only represent 17% of enrolled graduate students. There is even less representation at the level of doctorate holders (Figure 3). Ethnic and cultural representations in science do not match their share in the US population. However, it is absolutely essential to the growth of STEM to sample from all groups of people.

 

Science is meant to be an objective process, but much of science has been shaped by individuals of a similar background. This not only halts progress but can actually hurt it. For example, the standard medical treatment for breast cancer used to be radical mastectomies. It wasn’t until female voices were welcomed that alternative treatments were implemented—treatments that allowed women to keep their breasts and have been shown to be just as, if not more, effective. Progress was made because of a different perspective. The same is true of drug development, our understanding of sex differences in cardiovascular disease, even air-bag design which was initially tailored to a man’s height and thus not as effective for women. A diverse and inclusive program can promote widely applicable and lifelong learning so that historically under-represented groups can contribute to future breakthroughs with a new perspective. If fields are not diverse and inclusive, we are not cultivating potential but instead losing talent.

 

Berea College, the first coeducational and interracial college in the south, is an example of an ongoing effort to increase inclusion. This school, located in Berea, Kentucky, is a 4-year university that offers a tuition-free education to every single student. They enroll academically promising, economically challenged students from every state in the U.S. and 60 other countries. Over one third of their student population are of color, 8% are international, and 70% are from the Appalachian region and Kentucky. They are inclusive regardless of sexual orientation, gender identity, disability, race, citizenship status, etc. Despite not being a research intensive university, they have an excellent science program with a newly built Natural Sciences and Health building featuring state-of-the-art teaching laboratory equipment. They also encourage students to participate in the Kentucky Biomedical Research Infrastructure Network, a program designed to support undergraduate students in biomedical research, promote collaboration, and improve access to biomedical facilities.

 

I wanted to visit Berea to share my experiences as a graduate student, discuss the different career paths within physiology, and provide interested students with information about beneficial awards and programs offered through APS. Many of the students I spoke with didn’t know much about graduate school or obtaining a Ph.D. They seemed intrigued by my experience as a teaching assistant to fund my program. Berea College offers a unique work program at their school where students work as part of their tuition-free enrollment. Some act as teaching assistants in their courses, giving these students the experience they need to enter a funded graduate program with a teaching component. A lot of the students didn’t realize, though, that you could simply apply to a doctoral program with a bachelor’s degree—they thought you needed to obtain a master’s degree first. Most of the students were particularly interested in the undergraduate summer research programs offered through APS, such as the STRIDE fellowship. They wanted to know more about the Porter Physiology Development Fellowship for graduate students. I was also very excited to share with them the Martin Frank Diversity Travel Fellowship Award to attend the Experimental Biology conference.

 

I had a meaningful and productive visit to Berea College. My next step will be visiting a local community college, another area where efforts to promote diversity and inclusion are progressing. Community colleges are also an excellent place to reach nontraditional students, such as myself. These students sometimes transfer to larger universities to finish their bachelor’s degree, but being a transfer student often doesn’t allow for exposure to research as an undergraduate. I hope to encourage these students to pursue careers in physiology.

 

If you’re interested in contributing to this mission, consider applying to become a GSA. The position is a 2 year term and requires you to attend Experimental Biology each year of your term. The applications for 2019 are currently under review.

 

References

National Science Foundation, National Center for Science and Engineering Statistics. 2017. Women, Minorities, and Persons with Disabilities in Science and Engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at www.nsf.gov/statistics/wmpd/.

 

Chelsea C. Weaver is a fourth year PhD candidate at the University of Kentucky where she studies hypertensive pregnancy disorders in African Green Monkeys. She has served as a teaching assistant for Principles of Genetics and Animal Physiology for undergraduates. She also guest-lectured for graduate level Advanced Physiology courses. Chelsea is interested in pursuing a postdoctoral position in STEM education research in K-16 upon graduation.
Affective Teaching and Motivational Instruction: Becoming More Effective Educators of Science

As educators, we’re intimately familiar with learning objectives such as, “Using Fick’s principle, calculate the diffusion of a substance across a membrane.” Also, as scientists, we are familiar with technical objectives such as, “Using a micropipette, transfer 5μL of Solution A into the chromatography chamber.” In terms of learning conditions, the first is an intellectual skill and the second is a motor skill.1 One area in which we don’t often give much thought is the third type of skill that was identified by Gagné and Medsker — the affective skill. This is the area that is most often neglected by educators because it is the hardest to evaluate and quantify. We can’t explicitly say to a student, “By the end of the semester you will develop a love of physiology.” We can hope to achieve this through the semester, but as educators, the best that we can do is hope to instill these attitudes, choices, and values in our learners that persist beyond our brief time with them in the classroom.

Instilling attitudes in our learners is a complex goal. This is, in part, because stating an affective goal is at times counterproductive to the goal and interferes with learning. In the example above, it is clearly ridiculous to expect that all students will leave our classrooms with a true passion for our subject matter. Some clearly will, but others will not. That will be shaped by the attitudes with which students enter our classrooms. Those attitudes consist of the knowledge that a learner has about a subject – the cognitive aspect, how the person feels about the subject — the affective aspect, and how the person behaves in response to those influences — the behavioral aspect.2 So despite our best interests to instill a care for the animal and human models we frequently use in experiments, it is completely beyond our ability to control the behavior of our learners outside of the classroom. That doesn’t mean that we shouldn’t still try because the majority of our students will come away with those lessons intact. Additionally, affective learning is difficult to assess. We can test the knowledge and skills necessary and ask about student feelings3, but at the end of the day, our students will make a choice on their behaviors on their own. For that reason, we should not make affective learning objectives part of our formal instruction plan. Because there are so many methods that depend on the affect you might want to influence, I’m going to focus on two areas that are most common: attitude and motivational instruction.

 

Katz and Stotland identified five types of attitudes.4 These types of attitudes vary with differing levels of affective and cognitive components, but the key takeaway is that individual experiences and the results and consequences of previous choices dramatically shape the attitudes with which our learners enter our classrooms. Reward for behavior not only reinforces the behavior, but also the cognitive and behavioral components that drive that behavior.1 When we focus purely on the cognitive and the motor skill aspects of learning, we can often get away with a fair amount of do-as-I-say-not-as-I-do-style instruction. The problem with this is that students look to the faculty and other instructors for role model behavior.  Thus, the more accurately that we reflect the attitudes that we want to instill in our learners, the more the students will reflect those ideals.3 One of the easiest ways to bring about these changes of attitudes are through in-class discussions.5 This positive benefit is most likely due to differences that are raised during discussion, sometimes prompting the discovery of a discrepancy between existing attitudes in a learner and new facts that are being presented. The learners then have a choice on how to adapt to the new desired attitudes. Most importantly, never underestimate group acceptance of attitudes, as immediate social reinforcement can be a powerful driver in solidifying attitudes.

 

Having discussed attitude, motivational instruction is another key area that is relevant to affective learning. No two students enter the classroom with the same motivation. One student may be enrolled in your class because of a deep passion for your subject matter while another is there simply to satisfy a requirement for their major. This mix of intrinsic and extrinsic motivations will drive the overall outcomes of affective learning. The student who is highly motivated by an intrinsic interest in your subject or the student who is extrinsically driven by the reward of a good grade (or fear of a bad grade) will generally excel in class, albeit for different reasons. The student who is there out of obligation to meet a requirement may have very little motivation to do anything beyond what is required of them to get by. To help with those students who are lacking in motivation, JM Keller broke motivational instruction into four components: attention, relevance, confidence and satisfaction.6 Gaining the attention of students through demonstrations, discussions, and other active learning techniques may help keep student motivation high. Practical application of concepts and ideas will generally inspire higher motivation than abstract or arbitrary examples.7 Keeping the material relevant will generate motivation for intrinsic learners by providing self-improvement and for the extrinsic learners by providing a reward, such as doing well on the exam. Confidence is a harder area to approach, as students must first believe they are capable of meeting the stated objectives. Making the material too easy will not lead to feelings of accomplishment, while making the material too challenging will undermine confidence in all learners.1 Finally, satisfaction can be achieved by learners of all types, regardless of motivation type when outcomes match objectives. Keeping motivation high by providing opportunities to apply learning will drive further motivation to continue learning.

Last week I completed a comprehensive review of our capstone thesis writing course, which has changed dramatically over the past year and a half while I have been the course director. Initially, the goal of the course was to have students write a literature research paper on a physiological topic of their choosing where their grade was entirely dependent upon the finished paper. The students were frequently frustrated with a lack of guidance in the course and the faculty regularly complained about the burden of reading papers of sometimes-questionable quality. Clearly there were issues with the affective components of this course from both the student and faculty side. I’ve de-emphasized the actual paper and refocused the course on the process of writing with stated learning outcomes such as: 1) Develop the language that helps us talk about science; 2) Strengthen research skills to become educated consumers of science; and 3) Gain specialized knowledge in a selected area of physiological research. Focusing the course in this way has yielded measurable results in course evaluations and faculty perceptions of paper quality from the students. By focusing on the affective components of writing and giving students more opportunities to apply their new skills, overall satisfaction has improved. Like all works of science, though, this course continues to evolve and improve. In short, to be effective teachers, we need to go beyond the intellectual and motor skills and make sure we address the affective learning of our students as well.

1 Gagné RM and Medsker LK. (1996). The Conditions of Learning. Training Applications. Fort Worth: Harcourt Brace College Publishers.

2 Baron RA and Byrne D. (1987). Social Psychology: Understanding Human interaction. 5th ed. Boston: Allyn and Bacon.

3 Dick W and Carey L. (1996). The Systematic Design of Instruction. 4th ed. New York: HarperCollins Publishers.

4 Katz D and Stotland E. (1959). A preliminary statement to a theory of attitude structure and change. In Psychology: A Study of Science. vol 3. New York: McGraw-Hill.

5 Conrad CF. (1982). Undergraduate Instruction. In Encyclopedia of Educational Research. 5th ed. New York: The Free Press.

6 Keller JM. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development. 10;3. 2-10.

7 Martin BL and Briggs LJ. (1986). The Affective and Cognitive Domains: Integration for Instruction and Research. Englewood Cliffs, New Jersey: Educational Technology Publications.

Ryan Downey is an Assistant Professor in the Department of Pharmacology & Physiology at Georgetown University. As part of those duties, he is the Co-Director for the Master of Science in Physiology and a Team Leader for the Special Master’s Program in Physiology. He teaches cardiovascular and neuroscience in the graduate physiology courses. He received his Ph.D. in Integrative Biology from UT Southwestern Medical Center. His research interests are in the sympathetic control of cardiovascular function during exercise and in improving science pedagogy. When he’s not working, he is a certified scuba instructor and participates in triathlons.
Questioning How I Question

For some, “assessment” is sometimes a dirty word, with visions of rubrics, accreditation reports, and piles of data.  Readers of this blog hopefully do not have this vantage point, thanks in part to some great previous posts on this topic and an overall understanding of how assessment is a critical component of best practices in teaching and learning.  Yet, even as a new(ish) faculty member who values assessment, I still struggle with trying to best determine whether my students are learning and to employ effective and efficient (who has time to spare?!) assessment strategies.  Thus, when a professional development opportunity on campus was offered to do a book read of “Fast and Effective Assessment: How to Reduce Your Workload and Improve Student Learning” by Glen Pearsall I quickly said “Yes! Send me my copy!”

 

Prior to the first meeting of my reading group, I dutifully did my homework of reading the first chapter (much like our students often do, the night before…).  Somewhat to my surprise, the book doesn’t start by discussing creating formal assessments or how to effectively grade and provide feedback.  Rather, as Pearsall points out “a lot of the work associated with correction is actually generated long before students put pen to paper. The way you set up and run a learning activity can have a profound effect on how much correction you have to do at the end of it.” The foundation of assessment, according to Pearsall is then questioning technique. 

 

Using questions to promote learning is not a new concept and most, even non-educators, are somewhat familiar with the Socratic Method.  While the simplified version of the Socratic Method is thought of as using pointed questions to elicit greater understanding, more formally, this technique encourages the student to acknowledge their own fallacies and then realize true knowledge through logical deduction[1],[2].  Compared to the conversations of Socrates and Plato 2+ millennia ago, modern classrooms not only include this dialectic discourse but also other instructional methods such as didactic, inquiry, and discovery-based learning (or some version of these strategies that bears a synonymous name).  My classroom is no different — I ask questions all class long, to begin a session (which students answer in writing to prime them into thinking about the material they experienced in preparation for class), to work through material I am presenting (in order to encourage engagement), and in self-directed class activities (both on worksheets and as I roam the room).  However, it was not until reading Pearsall’s first chapter that I stopped to question my questions and reflect on how they contribute to my overall assessment strategy.

 

Considering my questioning technique in the context of assessment was a bit of a reversal in thinking.  Rather than asking my questions to facilitate learning (wouldn’t Socrates be proud!), I could consider my questions providing important feedback on whether students were learning (AKA…Assessment!).  Accordingly, the most effective and efficient questions would be ones that gather more feedback in less time.  Despite more focus on the K-12 classroom, I think many of Pearsall’s suggestions[3] apply to my undergraduate physiology classes too.  A brief summary of some strategies for improving questioning technique, separated by different fundamental questions:

 

 

How do I get more students to participate?

  • We can “warm up” cold calling to encourage participation through activities like think-pair-share, question relays, scaffolding answers, and framing speculation.
  • It is important to give students sufficient thinking time through fostering longer wait and pause times. Pre-cueing and using placeholder or reflective statements can help with this.

How do I elicit evidentiary reasoning from students?

  • “What makes you say that?” and “Why is _____ correct?” encourages students to articulate their reasoning.
  • Checking with others and providing “second drafts” to responses emphasizes the importance of justifying a response.

How do I sequence questions?

  • The right question doesn’t necessarily lead to better learning if it’s asked at the wrong time.
  • Questions should be scaffolded so depth and complexity develops (i.e. detail, category, elaboration, evidence).

How do I best respond to student responses?

  • Pivoting, re-voicing, and cueing students can help unpack incorrect and incomplete answers as well as build and explore correct ones.

How do I deal with addressing interruptions?

  • Celebrating good practices, establishing rules for discussion, making it safe to answer and addressing domineering students can facilitate productive questioning sessions.

 

After reviewing these strategies, I’ve realized a few things.  First, I was already utilizing some of these techniques, perhaps unconsciously, or as a testament to the many effective educators I’ve learned from over the years.  Second, I fall victim to some questioning pitfalls such as not providing enough cueing information and leaving students to try their hand at mind-reading what I’m trying to ask more than I would like.  Third, the benefits of better questioning are real.  Although only anecdotal and over a small sampling period, I have observed that by reframing certain questions, I am better able to determine if students have learned and identify what they may be missing.  As I work to clean up my assessment strategies, I will continue to question my questions, and encourage it in my colleagues as well.

 

1Stoddard, H.A. and O’Dell, D.A. Would Socrates Have Actually Used the Socratic Method for Clinical Teaching? J Gen Intern Med 31(9):1092–6. 2016.

2Oyler, D.R. and Romanelli, F. The Fact of Ignorance Revisiting the Socratic Method as a Tool for Teaching Critical Thinking. Am J of Pharm Ed; 78 (7) Article 144. 2014.

3A free preview of the first chapter of Pearsall’s book is available here.

Anne Crecelius (@DaytonDrC) is an Assistant Professor in the Department of Health and Sport Science at the University of Dayton where she won the Faculty Award in Teaching in 2018.  She teaches Human Physiology, Introduction to Health Professions, and Research in Sport and Health Science. She returned to her undergraduate alma mater to join the faculty after completing her M.S. and Ph.D. studying Cardiovascular Physiology at Colorado State University.  Her research interest is in the integrative control of muscle blood flow.  She is a member of the American Physiological Society (APS), serving on the Teaching Section Steering Committee and will chair the Communications Committee beginning in 2019.  In 2018, she was awarded the ADInstruments Macknight Early Career Innovative Educator Award.