HAPS 2014 Debrief
This page will have my summary of HAPS Conference 2014 for my colleagues. Thanks to Golden West College for its grant for me to attend. If you want more details on any of these, let me know.
Day 1 (at the Hyatt)
...in work...
Speakers
Posters
Speakers
Posters
Day 2 (at the Hyatt)
Day 2 speakers... in work...
Day 3 (at Florida State College)
We moved to the South Campus of Florida State College for presentations and workshops.
Below are two videos from "Flying Tennis Balls," a presentation by Becca Ludwig of Concordia University, Wisconsin. In her SI classes, she uses food to describe neuron structure and the characteristics of the different types of connective tissue. The videos show how she uses tennis balls to explain the endocrine system and using candy to show human osteon function and structure. Thanks to Heidi Borgeas, University of Tampa, for getting me off my butt and videotaping the osteon demonstration.
Below are two videos from "Flying Tennis Balls," a presentation by Becca Ludwig of Concordia University, Wisconsin. In her SI classes, she uses food to describe neuron structure and the characteristics of the different types of connective tissue. The videos show how she uses tennis balls to explain the endocrine system and using candy to show human osteon function and structure. Thanks to Heidi Borgeas, University of Tampa, for getting me off my butt and videotaping the osteon demonstration.
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Each workshop lasted about 60-90 minutes. So for my second workshop of the morning, I saw how students can use tables in Microsoft Word and Excel to study histology and track learning objectives in Dr. Brian Shmafsky's presentation (Lone Star College-Kingwood, TX). Did you know you can sort tables in Word? That makes it handy to group all the muscle pictures together, loose connective tissue together, etc. Dr. Shmafsky also introduced an app and device from Motic that can share images instantly among all cellphones in a classroom. Here's the file I created during this workshop (docx file, images used come from this website - Exam 1 tab at the top).
First afternoon workshop discussed the history of using human bodies to learn about anatomy. Bill Perrotti, Mowhawk Valley CC in Utica, NY, gave some gruesome insight on how bodies were obtained in the past. Did you know medical students were required at one time to find the bodies to dissect and bring them to the school with them? I'm going to have to look more into how we can procure bodies here in Orange County.
In the last workshop of the day, we went through how Tom Lehman, Coconino Community College, Flagstaff, AZ, makes the first day of class interactive and riveting! He doesn't spend much time on the syllabus and goes ahead and has students working in groups already to answer questions on his handout on anatomy terminology and organ systems, etc. He gives students a glimpse on how fast he really talks, and what kind of material they will be responsible for on the test. I have the handout, and I took photos of our small group work.
First afternoon workshop discussed the history of using human bodies to learn about anatomy. Bill Perrotti, Mowhawk Valley CC in Utica, NY, gave some gruesome insight on how bodies were obtained in the past. Did you know medical students were required at one time to find the bodies to dissect and bring them to the school with them? I'm going to have to look more into how we can procure bodies here in Orange County.
In the last workshop of the day, we went through how Tom Lehman, Coconino Community College, Flagstaff, AZ, makes the first day of class interactive and riveting! He doesn't spend much time on the syllabus and goes ahead and has students working in groups already to answer questions on his handout on anatomy terminology and organ systems, etc. He gives students a glimpse on how fast he really talks, and what kind of material they will be responsible for on the test. I have the handout, and I took photos of our small group work.
Day 4 (at Florida State College)
First of the day was a packed demonstration in FSC's anatomy lab room with Catharine Whiting (University of North Georgia-Gainesville) and her TAs using concept mapping in their instruction. She talked about how she set up the TA program at her school and the benefits to the students, TAs and faculty as well. It was interesting to compare how it is set up there versus Golden West College. Many other participants are amazed and interested on how to set up the TA programs themselves.
Second was more concept mapping in Eileen Bush (Mowhawk Valley CC, Utica, NY). This time we used Post-Its, markers and walls to put a concept map of membrane transport or regulation of gastric activity. She found it easier if she provided the words (nodes) and have the students do the lines (relationships) and how they are related. We then did the activity ourselves on the walls of the room and hallway. My group agreed it would be better if we could do it on a classroom white board, putting the post-its and drawing lines on the board. Professor Bush has students draw out their final map on paper to turn in.
Last workshop I attended was by Dr. Lisa Hight and Michelle McDonald from Baptist College of Health Sciences in Memphis, TN. They described their techniques in the classroom and opened it up to discussion. I found great insight from another instructor who does a project similar to my SOAP final paper, but with her Pathophysiology class - she can go more in-depth and she uses this as a semester-long project, adding pieces to it for the student to assimilate before the final result, the patient must die. :( More insight from a professor from the Dallas area who has taught for over 45 years as well!
There were so many interesting presentations that I wasn't able to see, and I'm hoping these presenters will respond to my email so I can possibly work on applying more innovative techniques and ideas and learning material to my upcoming courses.
Second was more concept mapping in Eileen Bush (Mowhawk Valley CC, Utica, NY). This time we used Post-Its, markers and walls to put a concept map of membrane transport or regulation of gastric activity. She found it easier if she provided the words (nodes) and have the students do the lines (relationships) and how they are related. We then did the activity ourselves on the walls of the room and hallway. My group agreed it would be better if we could do it on a classroom white board, putting the post-its and drawing lines on the board. Professor Bush has students draw out their final map on paper to turn in.
Last workshop I attended was by Dr. Lisa Hight and Michelle McDonald from Baptist College of Health Sciences in Memphis, TN. They described their techniques in the classroom and opened it up to discussion. I found great insight from another instructor who does a project similar to my SOAP final paper, but with her Pathophysiology class - she can go more in-depth and she uses this as a semester-long project, adding pieces to it for the student to assimilate before the final result, the patient must die. :( More insight from a professor from the Dallas area who has taught for over 45 years as well!
There were so many interesting presentations that I wasn't able to see, and I'm hoping these presenters will respond to my email so I can possibly work on applying more innovative techniques and ideas and learning material to my upcoming courses.
