HAPS-Institute Previous Course Offerings
Courses listed here have already completed and are not currently offered by the HAPS Institute.
Spring 2024
Introduction to Educational Research Methods
(1 credit)
January 16 – March 19, 2024
Suzanne Hood, Ph.D., and Ron Gerrits, Ph.D.
This course is for college level instructors who want to become more familiar with classroom research methods, the steps necessary to carry them out and the types of variables and statistical methods that might be of interest to educational researchers. Participants will learn the process of formulating and implementing a classroom-based research project and the many student and classroom dimensions that can be studied. Select topics will include metacognition, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and develop a foundation for implementing classroom research and assessment. Participants will learn the material through directed readings, and online weekly synchronous discussion forums. In addition, participants will apply the information they have learned to the development of an educational research question and educational research project proposal that they want to conduct in their own classroom.
Summer 2024
Connecting Art and Anatomy in Sicily and Southern Italy
(3 credits)
June 2 – June 14, 2024
Kevin Petti, Ph.D.
In this course students explore Sicily, a Mediterranean island at the crossroads of cultures for 3,000 years, as well as unparalleled Southern Italy, from June 2 – 14, 2024. Examine ancient Greco-Roman depictions of the human form in sculpture, painting, and mosaic – including the body as a vehicle for religious expression in three Capuchin Crypts. Visit university anatomy museums in Palermo and Naples. Walk among the ruins of Pompeii, a Roman city covered with volcanic ash 2,000 years ago, as well as the Ancient Greek Temples of Agrigento. Activities include a journey among the lava flows of Mount Etna, countryside wine tastings, breathtaking views in Taormina, and a cuisine unique to all of Italy!
This 12-day international experience is preceded by an online curriculum that employs a series of academic readings placing the travel experience into context. Following the travel component, students develop a teaching module applying the concepts addressed in the course. This interdisciplinary program allows for students to connect art and anatomy in a unique manner, and informs teaching strategies to introduce the humanities into the sciences. The result is a deeper and richer understanding of the historic and cultural underpinnings of anatomy education.
A detailed itinerary with travel program registration fees is linked here.
Note that HAPS-I tuition does not cover travel costs.
testing (cognitive testing) and the use of concept inventories to collect learning data.
Spring 2024
Introduction to Educational Research Methods
(1 graduate semester credit)
January 16th – March 19th, 2024
Suzanne Hood, Ph.D., Ron Gerrits, Ph.D.
This course is for college level instructors who want to become more
familiar with classroom research methods, the steps necessary to carry them out and the types of
variables and statistical methods that might be of interest to educational researchers. Participants
will learn the process of formulating and implementing a classroom-based research project and
the many student and classroom dimensions that can be studied. Select topics will include
metacognition, the basics of quantitative versus qualitative educational research methods, how to
search the educational literature database, the scholarship of teaching, and develop a foundation
for implementing classroom research and assessment. Participants will learn the material
through directed readings, and online weekly synchronous discussion forums. In addition,
participants will apply the information they have learned to the development of an educational
research question and educational research project proposal that they want to conduct in their
own classroom.
Fall 2023
Teaching Practices for Anatomy and Physiology
(1 credit)
September 12 – November 24, 2023
Murray Jensen, Ph.D., and Chasity O’Malley, Ph.D.
View Syllabus
This course is for college level instructors who are interested in learning various pedagogical techniques that are beneficial to the teaching of Human Anatomy and Physiology, including to diverse student populations. Students will review the science supporting various instructional methods and learn how to implement Evidence-Based Instructional Methods (EBIPs) such as clickers (audience response systems), guided inquiry, cooperative group work, cooperative quizzes/group learning, and think-pair-share. The basics of conceptual learning will be explored. Assessment techniques to measure learning will focus on the importance of validity and reliability of testing (cognitive testing) and the use of concept inventories to collect learning data.
Winter 2023
Connecting Art and Anatomy in Italy: Anatomia Italiana Flagship Program
(3 credits)
Travel Component: January 2 – 14, 2023
Asynchronous Pre-travel Online Component opens November 1, 2022
Kevin Petti, Ph.D., San Diego Miramar College
View Syllabus
Enjoy Italy in Winter with cool weather and sparse crowds while traveling to Rome, Assisi, Florence, Bologna, Padua, and Venice. Visit the ancient dissection theatre at the University of Bologna. At the University of Padua, walk the halls of Vesalius, experience the anatomy theatre of Falloppio, and stand before the podium of Galileo. View Renaissance masterpieces as an anatomist and from a fresh perspective at the world’s greatest art galleries in Rome and Florence. Cultural experiences include the wineries of Chianti, the charm of Assisi, and the canals of Venice. Please click here for a more detailed travel program description.
Introduction to Educational Research Methods
(1 credit)
January 17 – March 28, 2023
Online component with no face-to-face
Suzanne Hood, PhD, Bishop’s University
Ron Gerrits, PhD, Milwaukee School of Engineering
View Syllabus
This course is for college level instructors who want to become more familiar with classroom research methods, the steps necessary to carry them out and the types of variables and statistical methods that might be of interest to educational researchers. Participants will learn the process of formulating and implementing a classroom-based research project and the many student and classroom dimensions that can be studied. Select topics will include metacognition, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and develop a foundation for implementing classroom research and assessment. Participants will learn the material through directed readings, and online weekly synchronous discussion forums. In addition, participants will apply the information they have learned to the development of an educational research question and educational research project proposal that they want to conduct in their own classroom.
Fall 2022
Teaching Practices for Anatomy and Physiology
(1 credit)
September 13 – November 18, 2022
Murray Jensen, Ph.D.
Chasity O’Malley, Ph.D.
View Syllabus
This course is for college level instructors who are interested in learning various pedagogical techniques that are beneficial to the teaching of Human Anatomy and Physiology, including to diverse student populations. Students will review the science supporting various instructional methods and learn how to implement Evidence-Based Instructional Methods (EBIPs) such as clickers (audience response systems), guided inquiry, cooperative group work, cooperative quizzes/group learning, and think-pair-share. The basics of conceptional learning will be explored. Assessment techniques to measure learning will focus on the importance of validity and reliability of testing (cognitive testing) and the use of concept inventories to collect learning data.
Spring 2022
Case-Based Respiratory Physiology
(1 credit)
April 20 – May 20, 2022
Patrick Eggena, M.D.
Novateur Medmedia, LLC
View Syllabus
This course in case-based learning reviews and applies the physiology students have learned in their lectures on the respiratory system in a human physiology course and integrates this information with the physiology of the cardiovascular, renal and other organ systems. In the first case participants shadow the author who is alone on a 16-hour night shift at a VA hospital when a laboratory technician suffers a life-threatening asthma attach. In the second case a man with COPD stops breathing when given oxygen. In the third case a pregnant nurse with mitral stenosis delivers an infant in respiratory distress. Lecture videos are presented by Patrick Eggena, M.D. in his ebook entitled “Case-Based Respiratory Physiology”. Participants will need to purchase this ebook for $2.99 in the Apple Book Store. The videos in this ebook will only play on a Mac computer, iPad, or iPhone. Students are given a 1-hour examination at the end of the course. In this exam they are asked to answer 4 graphic essay and 30 true/false questions.
Introduction to Educational Research Methods
(1 credit)
January 14 – March 22, 2022
Suzanne Hood, PhD
Bishop’s University
Ron Gerrits, PhD
Milwaukee School of Engineering
View Syllabus
This course is for college level instructors who want to become more familiar with classroom research methods, the steps necessary to carry them out and the types of variables and statistical methods that might be of interest to educational researchers. Participants will learn the process of formulating and implementing a classroom-based research project and the many student and classroom dimensions that can be studied. Select topics will include metacognition, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and develop a foundation for implementing classroom research and assessment. Participants will learn the material through directed readings, and online weekly synchronous discussion forums. In addition, participants will apply the information they have learned to the development of an educational research question they want to examine in their own classroom.
Fall 2021
Teaching Practices for Anatomy and Physiology
(1 credit)
September 14 – November 9, 2021
Murray Jensen, PhD
University of Minnesota
Chasity O’Malley
Nova Southeastern University
View Syllabus
This course is for college level instructors who are interested in learning various pedagogical techniques that are beneficial to the teaching of Human Anatomy and Physiology, including to diverse student populations. Students will review the science supporting various instructional methods and learn how to implement Evidence-Based Instructional Methods (EBIPs) such as clickers (audience response systems), guided inquiry, cooperative group work, cooperative quizzes/group learning, and think-pair-share. The basics of conceptional learning will be explored. Assessment techniques to measure learning will focus on the importance of validity and reliability of testing (cognitive testing) and the use of concept inventories to collect learning data.
Spring 2021
Clinical Correlates in Physiology
(1 credit)
April 27 – May 27, 2021
Patrick Eggena, M.D.
Novateur Medmedia, LLC
View Syllabus
This course supplements the physiology of the heart, lung, and kidneys taught to pre-medical and nursing students by HAPS professors. In this course students are asked to put themselves in the role of a country doctor who is solving practical medical problems using this knowledge. This course reviews, integrates, and applies these basic principles in physiology. The philosophy of this course is that graphic essays are easier to grade than written essays and are better indicators of integration of knowledge than multiple choice exams. Therefore, in this course, exams are structured so that questions are answered with graphs and drawings. In his lectures Dr. Eggena demonstrates with sketches, block diagrams, graphs and equations how to answer essay questions in physiology. The students learn to visualize the problems and how to explain complex physiological processes in graphic form. A pool of 16 questions concerning the most important physiological topics is listed in the syllabus. Students practice for the exam by drawing answers to all 16 questions. Any four of these questions are then chosen by Dr. Eggena for a 2-hour proctored graphic essay exam.
Fall 2020
Medical Physiology of the Cardiovascular System
(3 credits)
October 7 – December 7, 2020
Patrick Eggena, M.D.
Novateur Medmedia, LLC
View Syllabus
This course in Medical Physiology of the Cardiovascular System is primarily for HAPS professors who teach pre-medical, medical, or nurse practitioner students. It is a self-study course where participants attend 13 hours of live video-lectures by Dr. Eggena in cardiovascular physiology and read pertinent information related to the lectures. After the lecture series students follow Dr. Eggena on his 16-hour night tour at a hospital where they apply the physiology learned in class to patient care in the emergency room and at the patient’s bedside. Participants taking the course for graduate credits are given a 2-hour proctored examination with 60 true/false and 4 graphic essay questions.
Summer 2020
Clinical Correlates in Physiology
(1 credit)
July 15 – August 15, 2020
Patrick Eggena, M.D.
Novateur Medmedia, LLC
View Syllabus
This course supplements the physiology of the heart, lung, and kidneys taught to pre-medical and nursing students by HAPS professors. In this course students are asked to put themselves in the role of a country doctor who is solving practical medical problems using this knowledge. This course reviews, integrates, and applies these basic principles in physiology. The philosophy of this course is that graphic essays are easier to grade than written essays and are better indicators of integration of knowledge than multiple choice exams. Therefore, in this course, exams are structured so that questions are answered with graphs and drawings. In his lectures, Dr. Eggena demonstrates with sketches, block diagrams, graphs, and equations how to answer essay questions in physiology. The students learn to visualize the problems and how to explain complex physiological processes in graphic form. A pool of 16 questions concerning the most important physiological topics is listed in the syllabus. Students practice for the exam by drawing answers to all 16 questions. Any four of these questions are then chosen by Dr. Eggena for a 2-hour proctored graphic essay exam.
Clinical Correlates in Physiology
(1 credit)
June 1 – 30, 2020
Patrick Eggena, M.D.
Novateur Medmedia, LLC
View Syllabus
This course supplements the physiology of the heart, lung, and kidneys taught to pre-medical and nursing students by HAPS professors. In this course students are asked to put themselves in the role of a country doctor who is solving practical medical problems using this knowledge. This course reviews, integrates, and applies these basic principles in physiology. The philosophy of this course is that graphic essays are easier to grade than written essays and are better indicators of integration of knowledge than multiple choice exams. Therefore, in this course, exams are structured so that questions are answered with graphs and drawings. In his lectures, Dr. Eggena demonstrates with sketches, block diagrams, graphs, and equations how to answer essay questions in physiology. The students learn to visualize the problems and how to explain complex physiological processes in graphic form. A pool of 16 questions concerning the most important physiological topics is listed in the syllabus. Students practice for the exam by drawing answers to all 16 questions. Any four of these questions are then chosen by Dr. Eggena for a 2-hour proctored graphic essay exam.
Spring 2020
Clinical Correlates in Physiology
(1 credit) February 4 – 25, 2020
Patrick Eggena, M.D.
Novateur Medmedia, LLC
View Syllabus
This course supplements the physiology of the heart, lung, and kidneys taught to pre-medical and nursing students by HAPS professors. In this course students are asked to put themselves in the role of a country doctor who is solving practical medical problems using this knowledge. This course reviews, integrates, and applies these basic principles in physiology. The philosophy of this course is that graphic essays are easier to grade than written essays and are better indicators of integration of knowledge than multiple choice exams. Therefore, in this course, exams are structured so that questions are answered primarily with graphs and drawings. In his weekly discussions, Dr. Eggena demonstrates with sketches, block diagrams, graphs, and equations how to answer essay questions in physiology. The students learn to visualize the problems and how to explain complex physiological processes in graphic form. A pool of 16 questions concerning the most important physiological topics is listed in the syllabus. Students practice for the exam by drawing answers to all 16 questions. Any four of these questions are then chosen by Dr. Eggena for a 2 hour proctored graphic essay exam.
Fall 2019
Introduction to Educational Research Methods
(1 credit) September 5 – November 11, 2019
Murray Jensen (University of Minnesota) and Kerry Hull (Bishop’s University)
View Syllabus
This course is for college level instructors who wish to gain familiarity with evidence based instructional practices (e.g., guided inquiry learning and collaborative testing), and investigate the effectiveness of these activities in their own classrooms. Course topics include learning theory, metacognition, and quantitative and qualitative educational research methods. Participants will learn the material through directed readings, in-person workshops, and online weekly synchronous discussion forums. In addition, participants will apply the information they have learned to the development of an educational research question they want to examine in their own classroom.
Summer 2019
Connecting Art and Anatomy in London, The Netherlands, and Paris
(3 credits) June 2 – August 18, 2019
Kevin Petti
San Diego Miramar College
View Syllabus
This international experience is preceded by an online curriculum that employs a series of academic readings placing the travel experience into context, and are followed by the development of a teaching module after the travel experience. This interdisciplinary program allows for students to connect art and anatomy in a unique manner. The result is a deeper and richer understanding of the historic and cultural underpinnings of anatomy education.
Students will participate in a 12-day visit to London, Amsterdam, The Hague, and Paris. The itinerary examines Victorian Era and Dutch Golden Age depictions of the human form in painting. These masterpieces will be considered with the context of how they were influenced by the dissections conducted by the artistic masters. Historic anatomy museums in London and Paris explore the evolution of anatomy education and medicine in Europe.
The travel expenses are not included in the 3-credit tuition for this course.
Fall 2018
Introduction to Educational Research Methods
(1 credit) September 16 – November 17, 2018
Murray Jensen, Ph.D.
University of Minnesota
View Syllabus
This course is for college level instructors who want to become more familiar with basic educational research methods. Participants will learn about metacognition, how people learn, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and develop a foundation for implementing classroom research and assessment. participants will learn the material through directed readings, and online weekly synchronous discussion forums. In addition, participants will apply the information they have learned to the development of an educational research question they want to examine in their own classroom.
Lab Course in Cardiac Physiology
(1 credit) September 4 – October 2, 2018
Patrick Eggena, MD
View Syllabus
In this 1 credit hour course participants review basic concepts in cardiovascular physiology by conducting laboratory experiments on themselves during weekly homework assignments. Upon completion of the experiments participants email their results to Dr. Eggena. He, in turn, examines the results and discusses them with participants every Tuesday at 3:00 p.m. EST in a Google Meet classroom.
In these sessions Dr. Eggena also considers clinical applications of related physiology concepts from his iBook series, “Cardiac Physiology as a Country Doc”. Participants read these clinical scenarios in preparation for these meetings.
Summer 2018
Anatomia Italiana del Sud: The Cultural History of Anatomy in Southern Italy
(3 credits) May 1 – August 4, 2018
Dr. Kevin Petti
San Diego Miramar College
View Syllabus
This course is an international experience preceded by the completion of an online curriculum that employs a series of readings in peer-reviewed journals and scholarly books that put the travel experience into context, and are followed by the development of a teaching module after the travel. This interdisciplinary experience allows for students to connect art and anatomy in a unique manner. The result is a deeper and richer understanding of the historic and cultural underpinnings of anatomy education.
Students will participate in a 12-day visit to Southern Italy, with nine of those days in Sicily, and three days in Naples and the vicinity. The itinerary examines ancient Greco-Roman depictions of the human form in sculpture, painting, and mosaic – including the body as a vehicle for religious expression in two Capuchin Crypts. Also featured are university anatomy museums in Palermo and Napes, as well as the ruins of Pompeii, a city covered with volcanic ash 2,000 years ago. Highlights also include historic anatomy theaters and centuries old anatomical wax models, as well as the Riace Bronzes, 4th century BCE sculptures that are amazingly accurate anatomically as well as culturally important. These masterpieces will be considered with the context of how they were influenced by the dissections conducted by the artistic masters.
The travel expenses are not included in the 3-credit tuition for this course. See website for more details.
Spring 2018
Mechanisms of Disease: Principles and Ethics of Biomedical Research and Clinical Testing for A&P
(2 credit) February 25 – April 23, 2018
Dr. Brian Shmaefsky
Lone Star College – Kingwood
View Syllabus
Anatomy and physiology primarily serves students going into allied health and medical professions. The level of factual knowledge covered in an A&P class can be overwhelming to students. However, educational research shoes that brief clinical discussions in the course can facilitate content retention for students by reinforcing facts with relevant applications. New developments in biomedical research and pharmacological testing will be discussed in this course including information on animal-free research and computer simulation modeling. Also included are ethical considerations of biomedical research and clinical research trials. The content of the course is directly applicable to those teaching classes ranging from introductory human anatomy and physiology to upper level undergraduate courses in physiology. This course is designed to facilitate your teaching as well as updating your content knowledge biomedical and clinical research basics. This course will follow a hybrid format and will require at least 20 hours of coursework, divided into three components involving asynchronous on-line instruction, synchronous virtual discussions, and assignments.
Lab Course in Cardiac Physiology
(1 credit) January 17 – March 7, 2018
Patrick Eggena, MD
View Syllabus
In this 1 credit course participants attend live one-hour sessions each week in a Google Meet classroom on Wednesday at 3 p.m. EST. During these sessions they project their EKGs onto their mobile phone or iPad screens using an inexpensive Kardia Mobile recorder with an App. Participants measure their mean QRS axis and relate their EKGs to their heart sounds, blood pressure, pulse, ventricular blood volumes and cardiac action potentials. In this way participants generate pressure-EKG (time), volume-EKG (time) and work diagrams for their cardiac cycles at rest and during exercise. Having completed these experiments on themselves, participants engage in a lively conversation as they apply the physiological principles they have just learned as they follow in the footsteps of Dr. Eggena who leads them through seven episodes of his “Country Doctor” series in Apple iBooks. Although this course is constructed so that each participant can experiment on him or herself, this course may also be implemented by three or four students from the same institution performing the experiments and discussing the cases as a team before coming to the weekly sessions with Dr. Eggena.
Summer 2017
Cardiovascular Physiology for Professors
(2 credit) June 26 – August 14, 2017
Patrick Eggena, M.D.
View Syllabus
This is a 2 credit course designed for professors interested in teaching Cardiovascular Physiology in Basic Science Departments of Medical, Osteopathy, Nurse Practitioner, or Podiatry School. Since the course is offered during the Summer, it is also particularly suitable for First Year medical Students who have shown a borderline performance in their regular course and require a remedial course in Physiology before entering their second year.
Participants begin their preparatory background work by watching thirteen 50-minute black board video lectures given by Patrick Eggena, M.D. to First Year Medical Students in Cardiovascular Physiology. Each lecture is followed by relevant reading assignments in the same ibook entitled, “Lectures in Cardiovascular Physiology”
These initial background lectures and reading assignments followed by four hours of patient simulations captured on video as Dr. Eggena talks to students at a College of Podiatry. In these patient scenarios students listen to heart and lung sounds and are challenged to apply their knowledge of Cardiovascular Physiology in evaluating and caring for patients with Circulatory and Cardiogenic Shock, Valvular Heart Disease, Myocardial Infarction, and Hypertension. Each of these video-simulation is followed by an integrative reading assignment in Dr. Eggena’s ibook, “Medical Physiology of the Heart-Lung-Kidney”, which emphasizes the close interrelationships between these three organ systems in health and disease.
These patient simulation videos will be discussed by Dr. Eggena in live session with participants in a “Google meet” conference room.
Participants will take the initiative in developing a similar case study by interviewing a patients (e.g. from a Nursing Home) with cardiovascular problems. Although this involves a brief description of the symptoms and treatment, the focus of the case-study is on the underlying Physiology. Participants receive feedback from their peers and from Dr. Eggena on the suitability of the case for small group learning.
Medical students are given a written examination in addition to developing a case study. During a one hour exam students are asked to answer two of the eight essay questions posed at the end of the Problem Solving Sessions. The essay exam is proctored by an instructor who emails the essays to Dr. Eggena for grading.
Anatomia Italiana del Sud: The Cultural History of Anatomy in Southern Italy
(3 credits) May 22 – August 4, 2017
Dr. Kevin Petti
San Diego Miramar College
View Syllabus
This course is an international experience preceded by the completion of an online curriculum that employs a series of readings in peer-reviewed journals and scholarly books that put the travel experience into context, and are followed by the development of a teaching module after the travel. This interdisciplinary experience allows for students to connect art and anatomy in a unique manner. The result is a deeper and richer understanding of the historic and cultural underpinnings of anatomy education.
Students will participate in a 12-day visit to Southern Italy, with nine of those days in Sicily, and three days in Naples and the vicinity. The itinerary examines ancient Greco-Roman depictions of the human form in sculpture, painting, and mosaic – including the body as a vehicle for religious expression in two Capuchin Crypts. Also featured are university anatomy museums in Palermo and Naples, as well as the ruins of Pompeii, a city covered with volcanic ash 2,000 years ago. Highlights also include historic anatomy theaters and centuries old anatomical wax models, as well as the Riace Bronzes, 4th century BCE sculptures that are amazingly accurate anatomically as well as culturally important. These masterpieces will be considered with the context of how they were influenced by the dissections conducted by the artistic masters.
The travel expenses are not included in the 3-credit tuition for this course. See website for more details.
Respiratory Physiology for Professors
(1 credit) May 1 – June 12, 2017
Patrick Eggena, M.D.
View Syllabus
This video-lecture course is designed for Professors interested in teaching Respiratory Physiology in a Basic Science Department of a Medical, Osteopathy, Nurse Practitioner, or Podiatry School. Six initial background lectures on basic principles are followed by four hours of patient simulations in which Dr. Eggena challenges participants to apply their knowledge of Respiratory Physiology in evaluating and caring for patients with Asthma, COPD, Congestive Heart Failure, and the Infant Respiratory Distress Syndrome. Participants then take the initiative in developing a similar case study by interviewing patients (e.g., from a Nursing Home) with breathing problems. Although this involves a brief description of the symptoms, physical findings, and treatment, the focus of the case-study is on the underlying Physiology. Participants receive feedback from their peers and from Dr. Eggena on the suitability of the case for small group teaching.
Spring 2017
Mechanisms of Disease: Type 2 Diabetes Mellitus
(2 credits) February 27 – April 17, 2017
Dr. Brian Shmaefsky
Lone Star College – Kingwood
View Syllabus
Register for Graduate Credit or Professional Development!
This course will examine the cellular, molecular, epigenetic basis of endocrine disease as a model disease that connects the cellular processes with the physiology and pathophysiology at the tissue and whole organ level. The spectrum of disorders that produces type 2 diabetes will be the focus of the course. Type 2 diabetes, or metabolic syndrome, is globally growing in incidence and is showing up in a younger population. This course uses case studies and current literature reviews in an asynchronous virtual format and will require an online coursework. The ability to interact in formal discussions will be available at the annual HAPS conference. The content of the course is directly applicable to those teaching classes ranging from introductory nutrition, human anatomy and physiology, and upper level courses in physiology. This course is designed to facilitate your teaching as well as updating your content knowledge. This 2-credit course will follow a completely on-line format with some synchronous communication.
Summer 2016
Writing Case Studies for Teaching A&P: Pathophysiology and Physiology
(2 credits or professional development) May 15 – July 24, 2016
Dr. Brian R. Shmaefsky
Lone Star College – Kingwood
View Syllabus
This course will provide scientific and pedagogical background for faculty to design effective teaching case studies for allied health, anatomy and physiology, histology, molecular biology, and pathology courses. Students enrolled in the human sciences typically enter career fields that require the analytical interpretation of dynamic situations in clinical and research settings. Case studies are stories used as a teaching tool to show the application of a theory or concept to real situations. A particular case study is dependent on the goal it is meant to fulfill. Cases can be fact-driven and deductive where there is a correct answer or they can be context driven where multiple solutions are possible outcomes. A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles of A&P by extracting relevant content needed to resolve the case. In the most straightforward application, the presentation of the case study establishes a framework for student analysis. A case study provides enough information for the students to figure out solutions and then identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so the students can identify both the similarities and differences among cases.
Teaching Central Nervous System Concepts Using Diagnostic Radiology and Case Studies
(2 credits or professional development) May 21 – July 8, 2016
Carmen Eilertson
Georgia State University
View Syllabus
Students enrolled in college level Anatomy and Physiology courses are required to learn brain and spinal cord anatomy and function. This course will help you develop cases incorporating radiology of the CNS into your teaching portfolio. Students find this method of teaching to be meaningful because they learn how to read radiograms and correlate their analysis with patient symptoms. It is a perfect way to integrate anatomy with physiology and teach valuable diagnostic skills at the same time. Most of your students will enter the health care field and will benefit from learning clinical problem solving skills early in their academic development. The cases developed as part this course can be used as in class activities, enhancements to your current lecture power points, or as clicker quizzes or exam questions.
Fall 2015
Rational Human Anatomy & Physiology Course Design: Incorporating the HAPS outcomes into new and existing courses.
Margaret A. Weck, D.A.
(2 credits) September 13 – November 2, 2015
View SyllabusThe course is briefly reviews the major concepts associated with the “backwards design” model of rational course development, which stresses the value of thinking through the ultimate outcome goals (both in content mastery and cognitive skill development) for a course as a first step the course design process. Participants will examine the HAPS Course Guidelines for Undergraduate Instruction and A&P Learning Outcome statements and think about the design elements, teaching methodologies, and assessments (both formative and summative) that would best foster student achievement of these outcomes. The course will be conducted entirely on-line. Participants will produce syllabi for new or existing courses that demonstrate the principles of rational course design. As part of this process sample assignments and assessments will also be developed that could be used in any course to demonstrate student achievement of the A&P Learning Outcomes.
Summer 2015
Anatomia Italiana: The Cultural History of Anatomy Along the Italian Peninsula
Dr. Kevin Petti
(3 credit) June 1 – August 31, 2015
View Syllabus
This course is designed to provide college-level instructors with the opportunity to expand their understanding of the rich cultural heritage of anatomy education along the Italian Peninsula, and its connection with Renaissance art. This course is an international experience preceded by a series of readings in peer-reviewed journals and scholarly books intended to put the travel experience into context, and followed by the development of a teaching module. Readings will be discussed in online forums, experienced deeper through the international experience, and applied by way of incorporating the teaching module into an existing anatomy course. The travel component is not included in the tuition of this course.
After a four-week online component, students will participate in a separate 12-day visit to Italy. They will visit anatomy museums in Rome, Florence, Bologna and Padua that are important to the history of anatomy education. These museums include historic anatomy theaters and centuries old anatomical wax models. Traditional cultural sites that contain Renaissance masterpieces, such as the Vatican museums, will also be toured. These masterpieces will be considered within the context of how they were influenced by the dissections conducted by the masters. This interdisciplinary experience allows for students to connect art and anatomy in a unique manner. The result is a deeper and richer understanding of the historic and cultural underpinnings of anatomy education. The travel expenses are not included in the 3-credit tuition for this course – see the website below for more information.
Students who have participated in the travel experience prior to participation in the HAPS-I course are eligible to enroll in this course by completing the remaining online component and submission of an interdisciplinary teaching module. Additional information can be found at AnatomiaItaliana.com.
Spring 2015
Introduction to Educational Research Methods
Valerie Dean O’Loughlin, Ph.D.
(1 credit) May 3 – June 15, 2015
View Syllabus
This course is for college level instructors who want to become more familiar with basic educational research methods. Participants will learn about metacognition, how people learn, how people learn, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and develop a foundation for implementing classroom research and assessment. Participants will learn the material through directed readings, online weekly synchronous discussion forums, and face-to-face instruction at the HAPS 2015 meetings (or additional online reading/assignment component, should the participant not be bale to attend the HAPS 2015 conference). In addition, participants will apply the information they have learned in the independent development of an educational research question they want to examine in their own classroom.
Mechanisms of Disease: Type 2 Diabetes Mellitus
Dr. Brian R. Shmaefsky
(2 credits) February 22,2015 – May 10, 2015
View Syllabus
The last two decades has seen ground-breaking advances in basic and medical research, from the sequencing of the human genome to the identification of over 15 million human DNA variations, to the use of those variations to track down elusive disease genes and epigenetic factors. The wealth of genomic, proteomic, and epigenetics information combined with cutting-edge technologies has changed our past understanding of human disease. This course will examine the cellular, molecular, epigenetic basis of endocrine diseases as a model disease that connects the cellular processes with the physiology and pathophysiology at the tissue and whole organ level. The spectrum of disorders that produces type 2 diabetes will be the focus of younger population. This course uses case studies and current literature reviews in an asynchronous virtual format and will require an online coursework. The ability to interact in formal discussions will be available at the annual HAPS conference. The content of the course is directly applicable to those teaching classes ranging from physiology. This course is designed to facilitate your teaching as well as updating your content knowledge. This course will follow a completely on-line format and will require 20 hours of coursework.
Fall 2014
Advanced Cardiovascular Physiology
Dr. George Ordway
(2 credits) Sept. 22, 2014 – Jan. 31, 2015
View syllabus
This unique course is designed to provide college-level instructors with an opportunity to develop their understanding of the anatomy and physiology of the cardiovascular system, including key cellular and molecular mechanisms responsible for function of the heart and blood vessels. The course also will include examples of pathophysiology that result in common acute and chronic cardiovascular diseases. Participation in the course will be online only with weekly directed readings and assignments that will be posted to a discussion board for instructor and peer review, along with regularly scheduled interactive conference sessions. Cardiovascular Physiology (7th ed.) by Mohrman and Heller will be used as the course text along with available internet resources and databases. In addition, selected articles from the primary literature will be used to help participants foster an appreciation of the research that has advanced our knowledge of cardiovascular physiology and pathophysiology. Participants also will complete a final project supporting the teaching of cardiovascular biology in a college-level anatomy and physiology course. The project may take a variety of forms; however, developing a case study or review article will be emphasized. A total of approximately 60 hours will be required to complete all course work. Grading will be on a pass/fail basis and evaluation will include successful completion of weekly assignments, pre- and post-course knowledge assessments, a final project, and participation in scheduled conference sessions. A pass grade will require 75% of a total of 100 points. This course will serve as the basis for future on-line-only offerings of advanced topics dealing with cardiovascular physiology and pathophysiology.
Rational Human Anatomy & Physiology Course Design: Incorporating the HAPS outcomes into new and existing courses.
(2 credits) Sept 15 – Nov 7, 2014
Dr. Margaret Weck
St. Louis College of Pharmacy
View syllabus
This 8-week course briefly reviews the major concepts associated with the “backwards design” model of rational course development, which stresses the value of thinking through the ultimate outcome goals (both in content mastery and cognitive skill development) for a course as a first step the course design process. Participants will examine the HAPS Course Guidelines for Undergraduate Instruction and A & P Learning Outcome statements and think about the design elements, teaching methodologies, and assessments (both formative and summative) that would best foster student achievement of these outcomes. The course will be conducted entirely on-line. Participants will produce syllabi for new or existing courses that demonstrate the principles of rational course design. As part of this process sample assignments and assessments will also be developed that could be used in any course to demonstrate student achievement of the A&P Learning Outcomes.
The Physiology of Reproduction
(2 credits) August 24 – December 15, 2014
Dr. Chad M. Wayne, University of Houston
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This course is designed to provide college-level instructors with the opportunity to expand and refine their understanding of key molecular and cellular concepts and processes as they relate to human sexual reproduction. Participants will be introduced to material through directed readings from the current literature that examine the mechanisms that govern the union of the human gametes, the organs that promote pregnancy, and the mechanisms of parturition from the molecular level through the organ level. The participants will explore the material through the directed readings, but will also be encouraged to participate in online discussions to test and expand their understanding of the material. Ultimately, participants will need to demonstrate mastery of the material which will be assessed through specific application in online exercises and in a terminal, peer-reviewed project. Participants will be expected to independently develop at the end of the course, a college-level lecture appropriate for the course that the participant normally instructs. This project should demonstrate a deeper understanding of the key themes in human sexual reproduction, integrate molecular and cellular mechanisms into the participant’s normal lecture routine, and expand the college course beyond the typical A&P or physiology lecture. The participants’ projects will be discussed at the end of the course, either in person at the HAPS annual conference in Jacksonville, FL or via electronic methods. The participant will be evaluated on a variety of criteria, including performance on online exercises, participation and the quality of final project.
Female Reproductive Physiology
(2 credits) August 24 – December 15, 2014
Dr. Chad M. Wayne, University of Houston
View syllabus
Description of course: This course is designed to provide college-level instructors with the opportunity to expand and refine their understanding of key molecular and cellular concepts and processes as they relate to female reproductive physiology. Participants will be introduced to material through directed readings from the current literature that examine the female reproductive system from the molecular level through the organ level and provide the participant a deeper understanding of how these structures are integrated into a whole system responsible for oocyte production and delivery. The participants will explore the material through the directed readings, but will also be encouraged to participate in online discussions to test and expand their understanding of the material. Ultimately, participants will need to demonstrate mastery of the material which will be assessed through specific application in online exercises and in a terminal, peer-reviewed project. Participants will be expected to independently develop at the end of the course, a college-level lecture appropriate for the course that the participant normally instructs. This project should demonstrate a deeper understanding of the key themes in female reproduction, integrate molecular and cellular mechanisms into the participant’s normal lecture routine, and expand the college course beyond the typical A&P or physiology lecture. The participants’ projects will be discussed at the end of the course, either in person at the HAPS annual conference in Jacksonville, FL or via electronic methods. The participant will be evaluated on a variety of criteria, including performance on online exercises, participation and the quality of final project.
Male Reproductive Physiology
(2 credits) August 24 – December 15, 2014
Dr. Chad M. Wayne, University of Houston
View syllabus
Description of course: This course is designed to provide college-level instructors with the opportunity to expand and refine their understanding of key molecular and cellular concepts and processes as they relate to male reproductive physiology. Participants will be introduced to material through directed readings from the current literature that examine the male reproductive system from the molecular level through the organ level and provide the participant a deeper understanding of how these structures are integrated into a whole system responsible for sperm production and delivery. The participants will explore the material through the directed readings, but will also be encouraged to participate in online discussions to test and expand their understanding of the material. Ultimately, participants will need to demonstrate mastery of the material which will be assessed through specific application in online exercises and in a terminal, peer-reviewed project. Participants will be expected to independently develop at the end of the course, a college-level lecture appropriate for the course that the participant normally instructs. This project should demonstrate a deeper understanding of the key themes in male reproduction, integrate molecular and cellular mechanisms into the participant’s normal lecture routine, and expand the college course beyond the typical A&P or physiology lecture. The participants’ projects will be discussed at the end of the course, either in person at the HAPS annual conference in Jacksonville, FL or via electronic methods. The participant will be evaluated on a variety of criteria, including performance on online exercises, participation and the quality of final project.
Summer 2014
Current Issues in Obesity Prevention and Treatment
Krista Lee Rompolski, Ph.D.Drexel University, Philadelphia, PA
(2 credits) July 8 – Aug 31, 2014
Obesity is thought to be caused by the interaction of a genetically susceptible individual with the obesogenic environment. Significant advances in the treatment of obesity, whether behavioral, surgical or pharmacological, have been proven successful at the individual level. However, little success has been achieved in preventing weight gain or maintaining weight loss at a population level. Given obesity’s recent classification as a disease state, it is imperative that instructors of human anatomy and physiology-based courses are familiar with the growing body of knowledge on obesity prevention and treatment. Therefore, the purpose of this course is to understand obesity with a multifactorial approach, addressing the genetic, biological, environmental, societal and behavioral aspects that interact on an individual and population level. Special emphasis will be placed on the integration of knowledge gained from discussion and critique of published clinical and epidemiological studies into an instructor’s curriculum.
2014 Conference Courses
Current Topics in Anatomy and Physiology
(1 credit) April 18 – June 28, with conference attendance May 2014.
Jason LaPres M.H.S.
Lone Star College – University Park, Houston, TX
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This course is designed to provide college-level instructors with the opportunity to expand their understanding of a variety of current topics in the fields of anatomy and physiology, and how these relate to other scientific disciplines. The specific topics covered will depend upon the Update Seminars and workshops offered at a Human Anatomy and Physiology Society’s (HAPS) Jacksonville Annual Conference held on May 24-29, 2014. The course is offered in a hybrid format with both on-line and face-to-face meetings and requires participants to attend the HAPS Jacksonville Annual Conference in May of 2014.
Participants will complete on-line preparatory work before attending the conference. The first part of the course will include critically analyzing scholarly articles related to the Update Seminars, and then discussing the hypotheses, methods, conclusions, strengths and weakness of those articles during on-line discussions. During the face-to-face portion of the course (held at the HAPS Jacksonville Annual Conference), participants will attend all Update Seminars and then meet afterward to discuss and evaluate the speakers’ presentations in relation to the literature reviewed prior to the conference. Participants will be assigned a specific Update Seminar and prepare a brief review of that seminar to share in a meeting with other course participants. This review will be the basis for a more comprehensive review article to be written after the conference. The final review article will include additional citations specific to one assigned Update Seminar topic, and will summarize the speaker’s presentation and the relationship of that presentation to other scholarly research and A&P education. Additionally, the participants will attend workshops in which they review, critique, and expand upon the ideas presented in at least one of those workshops. A final analysis of one of the workshops will be completed after the workshops.
Teaching Respiratory Physiology I – Functional Anatomy and Ventilation
(2 credits) April 18 – June 28, with Conference attendance May 2014
Jason LaPres M.H.S.
Lone Star College – University Park, Houston, TX
View syllabus
This course is designed to provide college-level instructors with the opportunity to expand their understanding of the anatomy of the respiratory system and pulmonary ventilation. Additionally, students will collaborate on projects that help them to better teach these topics. Students will begin their coursework prior to their scheduled laboratory meeting. Students will have a variety of reading topics, including publically available peer-reviewed articles that they use as a basis of their research project. Students will apply what they learn in the online and face-to-face instruction to write a lesson plan appropriate for A&P faculty teaching undergraduate courses who wish to integrate functional anatomy and/or the mechanisms of breathing into their A&P courses. Students will be evaluated on the basis of a variety of criteria, including attendance, participation in preparatory and workshop activities, and quality of final submitted materials. This course requires participants to attend the HAPS Jacksonville Annual Conference in May of 2014.
Physiology of Death & Senescence
(2 credits) April 18 – June 28, with Conference attendance May 2014
Dr. Brian R. Schmaesfsky
Lone Star College – Kingwood, Kingwood, TX
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Much of what is taught about the human body is explained from the perspective of normal and sometimes pathological body systems. Little emphasis is given to the inevitable conditions of senescence and death. Human senescence and death are elusive constructs that the scientific community tries to explain with concrete descriptions at both the somatic and molecular levels. This course will examine the most approximate descriptions of the gross, cellular, and molecular basis of human death and senescence. Physiological processes associated with somatic death will be discussed in context of the normal and pathological senescent changes occurring at the cellular and molecular levels. The content of the course is directly applicable to those teaching classes including lower level and upper introductory human anatomy, pathophysiology, pharmacology, and physiology. The course instructor has research experience in the molecular basis of senescence and worked in research and forensic necropsy laboratories. This course requires participants to attend the HAPS Jacksonville Annual Conference in May of 2014.
Rational Human Anatomy & Physiology Course Design: Incorporating the HAPS outcomes into new and existing courses.
(2 credits) May 11 – July 15, 2014
Dr. Margaret Weck
St. Louis College of Pharmacy
View syllabus
This course briefly reviews the major concepts associated with the “backwards design” model of course development, which stresses the value of thinking through the ultimate outcome goals for a course in the process of course design. Participants will examine the HAPS Course Guidelines for Undergraduate Instruction and A & P Learning Outcome statements and think about the design elements, teaching methodologies, and assessments (both formative and summative) that would best foster student achievement of these outcomes. The course includes both distance learning before the conference and a face-to face component at the annual meeting in Jacksonville, FL (during the workshop days Tues. May 27th and Wed. May 28th, 2014). Participants will produce syllabi for new or existing courses that demonstrate the principles of rational course design and sample assignments and assessments that could be used in any course to demonstrate student achievement of the A&P Learning Outcomes.
Spring 2014
The Physiology of Reproduction
(2 credits) January 12 – May 29, 2014
Dr. Chad M. Wayne, Department of Biology & Biochemistry
University of Houston
View syllabus
Description of course: This course is designed to provide college-level instructors with the opportunity to expand and refine their understanding of key molecular and cellular concepts and processes as they relate to human sexual reproduction. Participants will be introduced to material through directed readings from the current literature that examine the mechanisms that govern the union of the human gametes, the organs that promote pregnancy, and the mechanisms of parturition from the molecular level through the organ level. The participants will explore the material through the directed readings, but will also be encouraged to participate in online discussions to test and expand their understanding of the material. Ultimately, participants will need to demonstrate mastery of the material which will be assessed through specific application in online exercises and in a terminal, peer-reviewed project. Participants will be expected to independently develop at the end of the course, a college-level lecture appropriate for the course that the participant normally instructs. This project should demonstrate a deeper understanding of the key themes in human sexual reproduction, integrate molecular and cellular mechanisms into the participant’s normal lecture routine, and expand the college course beyond the typical A&P or physiology lecture. The participants’ projects will be discussed at the end of the course, either in person at the HAPS annual conference in Jacksonville, FL or via electronic methods. The participant will be evaluated on a variety of criteria, including performance on online exercises, participation and the quality of final project.
Male Reproductive Physiology (2 credits) January 12 – May 29, 2014
Dr. Chad M. Wayne, Department of Biology & Biochemistry
University of Houston
View syllabusDescription of course: This course is designed to provide college-level instructors with the opportunity to expand and refine their understanding of key molecular and cellular concepts and processes as they relate to male reproductive physiology. Participants will be introduced to material through directed readings from the current literature that examine the male reproductive system from the molecular level through the organ level and provide the participant a deeper understanding of how these structures are integrated into a whole system responsible for sperm production and delivery. The participants will explore the material through the directed readings, but will also be encouraged to participate in online discussions to test and expand their understanding of the material. Ultimately, participants will need to demonstrate mastery of the material which will be assessed through specific application in online exercises and in a terminal, peer-reviewed project. Participants will be expected to independently develop at the end of the course, a college-level lecture appropriate for the course that the participant normally instructs. This project should demonstrate a deeper understanding of the key themes in male reproduction, integrate molecular and cellular mechanisms into the participant’s normal lecture routine, and expand the college course beyond the typical A&P or physiology lecture. The participants’ projects will be discussed at the end of the course, either in person at the HAPS annual conference in Jacksonville, FL or via electronic methods. The participant will be evaluated on a variety of criteria, including performance on online exercises, participation and the quality of final project.
Female Reproductive Physiology
(2 credits) January 12 – May 29, 2014
Dr. Chad M. Wayne, Department of Biology & Biochemistry
University of Houston
View syllabus
Description of course: This course is designed to provide college-level instructors with the opportunity to expand and refine their understanding of key molecular and cellular concepts and processes as they relate to female reproductive physiology. Participants will be introduced to material through directed readings from the current literature that examine the female reproductive system from the molecular level through the organ level and provide the participant a deeper understanding of how these structures are integrated into a whole system responsible for oocyte production and delivery. The participants will explore the material through the directed readings, but will also be encouraged to participate in online discussions to test and expand their understanding of the material. Ultimately, participants will need to demonstrate mastery of the material which will be assessed through specific application in online exercises and in a terminal, peer-reviewed project. Participants will be expected to independently develop at the end of the course, a college-level lecture appropriate for the course that the participant normally instructs. This project should demonstrate a deeper understanding of the key themes in female reproduction, integrate molecular and cellular mechanisms into the participant’s normal lecture routine, and expand the college course beyond the typical A&P or physiology lecture. The participants’ projects will be discussed at the end of the course, either in person at the HAPS annual conference in Jacksonville, FL or via electronic methods. The participant will be evaluated on a variety of criteria, including performance on online exercises, participation and the quality of final project.