Introduction to Anatomy & Physiology

Jena Trench

OFAR inspired me to completely redesign my online asynchronous Introduction to Anatomy & Physiology course. In my Action Plan, I identified five goals (below). Select each goal to learn more about my ongoing work to make Biology 100 open and antiracist.

At the bottom of this page, I've shared samples and Canvas Commons resources for the work I've already done toward each goal. In the spirit of Open Education, I welcome you to adopt and/or adapt this content. Please contact me with any questions.

Goal 1: Increase the use of inclusive language in my syllabus, course policies, and assessment instructions

Developed a liquid syllabus Google Site
Revised my Orientation module
Revised Assessment instructions

Goal 2: Eliminate course policies and practices that are marginalizing or discriminatory

Eliminate late fees
Allow revisions and resubmissions
Extended timeline for revisions and resubmissions
Expand options for the format of student submissions (media recordings, images, etc.)
Ongoing: exploring equitable grading strategies, revising format of group project
Future: use digital badging to align student achievements with course and institutional learning outcomes

Goal 3: Incorporate student voices and lived experiences in the learning process

This goal is a work in progress. Here are my plans:

Add "reflection" discussions that ask students to draw on their lived experiences with diseases or disorders of a particular organ system
Incorporate student infographics, presentations, and social media posts into the weekly modules
Get student feedback on where course materials could be updated to better reflect their lived experiences and values

Goal 4: Increase awareness of discriminatory and racist practices/outcomes in biology, public health, and medicine

So far, I have incorporated some videos and social media posts that address racism in medicine. I've also included this as a learning objective for the group project.

However, this goal is still a work in progress. Here are my plans:

Develop assignments for students to explore racism/bias in medicine and scientific research
Add student-generated content on this topic to relevant modules

Goal 5: Develop or curate learning resources that elevate the voices of BIPOC, women, and LGTBQ+ scientists and medical practitioners

So far, I have shared some STEM inspiration profiles and added a discussion about those profiles.

However, this goal is still a work in progress. Here are my plans:

Add more STEM inspiration profiles later in the course with a connected reflection activity (journal or discussion)
Conduct or curate interviews of nurses, paramedics, doctors, and medical assistants and incorporate them into the course materials.

Liquid Syllabus

Over the past two semesters, I developed a liquid syllabus Google Site. This site is available to students before they start the semester. I also updated the language to be more inclusive, added video and bitmojis to humanize the site, and developed course policies that are more student-centric. Here's the link:

BIOL 100 Liquid Syllabus

OER Course

My course is ZTC and openly licensed. I use the LibreText Human Biology and supplement the text with content I developed for the class. I have published my entire course on Canvas Commons with a CC-BY-NC-SA license. I've included the Commons link below:

CRC BIOL 100: Intro Anatomy and Physiology

Group Project

The group project is intended to help students prepare for their careers in Allied Health by studying a common disease/illness that disproportionately impacts members of our community. The group project helps students develop information literacy. It also helps students develop patient education materials. Students also develop social media posts that explore the disproportionate impacts of a disease on certain groups as well as biases that can affect the diagnosis and treatment of those diseases. I plan to use submitted deliverables from the group project as learning objects for future semesters.

Group Project Module

STEM Inspiration

A CRC colleague developed an inspiring Commons Resource that profiles people in STEM from diverse backgrounds or who faced adversity during their education. My students review a few of these profiles and them partcipate in a reflection discussion. Students have told me that this discussion was their favorite discussion of the class, and I plan to include more next term!

CRC-STEM Inspiration Profiles

Journaling/Metacognition

Over the course of the semester, students engage in a few metacognitive activities. At the beginning of the semester, they reflect on their academic and career goals, identify their strengths, consider potential roadblocks, and develop a plan for how they will succeed.

Growth Mindset Reflection

Backward Design & TILTing Assessments

When I developed my course, I used a backward design approach. First I identified the learning objectives for each unit, then developed assessments (before developing the content). My assignment instructions typically follow the TILT framework and include the purpose, task, and criteria for success in the instructions. Here's an example: YouTube Discussion

Using Padlets to Develop A Supportive Learning Community

To nuture an inclusive learning environment, I ask students to contribute to a Community Norms Padlet (shown below) at the beginning of the semester. Open the Padlet in a new page to see all of the encouraging comments they left for each other. Later in the semester, I ask students to engage in a Roses, Thorns, and Buds Padlet. Like the Community Norms Padlet, students often leave words of encouragement and support for their peers.

Page updated

Report abuse