Jenny McFarland, EB 2018 Claude Bernard Distinguished Lectureship of the Teaching of Physiology Section, Transformations – paths to student-centered, evidence-based physiology education (this is a shorter version of the slide deck than the t
Reflective Worksheet for Jenny McFarland, 2018 Claude Bernard Distinguished Lectureship of the Teaching of Physiology Section, Transformations – paths to student-centered, evidence-based physiology education
HAPS 2017 Workshop (in Salt Lake City): "Teaching Physiology from Core Concepts"
Abstract: Our goal in undergraduate education is for students to understand and apply core concepts in physiology. Many reports (including Vision & Change) have come to this conclusion. Our physiology education research team worked with members of HAPS, APS and others to develop published conceptual frameworks (homeostasis, cell-cell communication and flow down gradients), identify misconceptions, validate a concept inventory and made recommendations for teaching physiology from core concepts. In this workshop participants will work with and discuss a suite of published tools to help frame student learning and instruction as well as course and program design in physiology and A&P. Supported by NSF DUE-1043443.
HAPS 2017 Poster (in Salt Lake City): "Developing Learning Progressions in Undergraduate Physiology (LeaP UP)"
Abstract: A learning progression helps us understand how students' mental models of principles are refined and strengthened over a curriculum. We have proposed a learning progression to describe how students reason about the physiological principles of flux and mass balance as this set of basic principles apply to and explain the mechanisms of a wide variety of physiological systems. We have used our learning progression to design an assessment and are using computerized text analysis to analyze students' responses. When developed, this automated assessment system will allow for wide-spread use of the learning progression and assessment in undergraduate physiology
"A Conceptual Framework for the Core Concept of Cell-Cell Communications for Undergraduate and Professional School Physiology" poster at SABER 2016
"Instructors' Understanding of Student's Misconceptions can Improve Meaningful Learning" workshop at the 2016 APS Institute on Teaching and Learning
"Using Conceptual Frameworks in Teaching and Learning Physiology" workshop at the 2016 APS Institute on Teaching and Learning
"Unpacking the core concept of cell-cell communications for undergraduate or professional level physiology courses" poster at the APS Institute for Teaching and Learning in Madison WI, June
"Defining the Role of the Instructor in an Active Learning Environment" Plenary Lecture 1 at the 2016 APS Institute on Teaching and Learning
"Application of Core Concepts in Physiology to Student-Centered Learning and Scientific Teaching"
Talk and panel discussion participant in an APS Teaching Section symposium at 3:15 pm, Monday 4 April 2016 at EB in San Diego: "Scientific Foundation for Clinical Practice: More Than a Pile of Facts".
"Homeostasis as a core concept: Teaching & Learning"
Workshop for Anatomy & Physiology faculty at the College of Central Idaho (CWI) in Nampa ID. Faculty from the College of Southern Idaho (CSI) attend too.
"The core concepts of physiology: What are they and how do we know if our students understand them?"
Invited presentation at the Australian Physiological Society symposium "What do we want our physiology graduates to know and be able to do?" Hobart, Tasmania, November 30, 2015.
"Development and Validation of a Homeostasis Concept Inventory (HCI) for Undergraduate Physiology" short talk at SABER 2015
“Identifying Core Concepts and Constructing Concept Inventories”
Invited talk in a workshop at the APS Intersociety Meeting: Comparative Approaches to Grand Challenges in Physiology meeting in San Diego, CA, October 5-8, 2014.
"Developing and Using Core Concepts: Conceptual Change, Misconceptions, and Assessment"
Invited talk and workshop at APS Institute on Teaching and Learning Conference in Bar Harbor, Maine, June 23-27, 2014.
“How to use the Homeostasis Conceptual Assessment as a Formative Assessment”
Workshops at the Human Anatomy and Physiology meeting in Jacksonville FL
“Homeostasis: How do we use diagrams to teach this core concept?”
Workshops at the Human Anatomy and Physiology meeting in Las Vegas, NV (Ann Wright & Jenny McFarland) and the Northwest Biology Instructors meeting in Pasco, WA
"Concept inventories: Assessing concepts and competencies to improve learning and teaching"
Jenny McFarland chaired the APS symposium, including a talk “Conceptual assessment in physiology: from core concepts, conceptual frameworks and misconceptions to conceptual assessment” at the Experimental Biology (EB) meetings in Boston, MA.
NARST Annual Meeting 2013
Puerto Rico, April 6-9, 2013
B154. The Core Principles of Big Ideas of Physiology:
Results of Student Responses to a Survey
Ann W. Wright, Canisius College, firstname.lastname@example.org
“Homeostasis: Common Student Misconceptions and Conceptual Assessment”
Workshops at the Human Anatomy and Physiology meeting in Tulsa, OK (Jenny McFarland & Ann Wright) and the Northwest Biology Instructors meeting in Everett, WA
NARST Annual Meeting 2012
Curriculum, Evaluation, and Assessment: Item and Instrumentation Studies
Presider: Ann W. Wright, Canisius College
“Concept Inventories in Biology related to Anatomy & Physiology”
Human Anatomy and Physiology Society (HAPS) meeting in Victoria, BC.
ISSOTL 2009 Annual Conference
Bloomington, Indiana, (October 22-25)
Joel Michael & Jenny McFarland, Less is More: Coping with the knowledge explosion in the physiology classroom (Joel Michael attended and presented this talk)