Human Anatomy and Physiology is the first course in a 2 semester Anatomy and Physiology sequence. It is also the second required science course of the nursing students that it serves. I view this sequence as a chance for students to grow from their first 200 level course to being prepared for a 300 level course. The first semester is largely anatomy and requires more memorization which allows it to be lower on the Bloom's taxonomy pyramid. It builds into the physiology-heavy second semester which requires higher level blooms (analysis level) understanding.
Sample course documents
Lab Learning Objectives
Guided notes are an evidence based teaching method which has been shown to be a culturally responsive method.
My performance in Hbio 2o1 has been consistently excellent with high instructor ratings. Between the first and second semester we changed the prerequisite from Biol 101 to Chem 105, this allowed me to remove a lot of the chemistry material and spend more time on the anatomy. This change required more labs to be developed but resulted in positive gains in student knowledge.
Making a better course
In this course, which I developed from scratch, I was charged with growing the enrollment. We have grown from 13 students during the first offering, to 36 during the second, to offering 144 seats a year. Part of this increase was due to better advertising, part of it was aligning prerequisites within the Hbio course group (201,202, 205), and I like to think that part of the increase was due to word of mouth.
Mentoring the next instructor
The hardest thing about growing Hbio 201 has been the need to hand it to another instructor. I have been involved in the recruitment and hiring of quality instructors for this course. Once the instructors arrive, they are given all of my materials and are periodically met with to discuss their progress within the course and any problems that they are encountering. I am committed to the continual offering of a high quality Anatomy and Physiology sequence at Metropolitan State University. A letter about this mentorship can be found in my letters of support.
Changing course materials
When I first taught this course, I used a very standard textbook in the field. I chose that one because it was incredibly visual and had some nice online functionality. However, it was expensive and access to the online materials meant that students had to buy the book new. Since my semesters instructing this course, it has been reimagined using visible body, a software suite which is highly interactive and allows students permanent access for the cost of $50. I have continued conversations with the nursing program about continuing to use this software to further increase its value. The students love it and have often stated that it is the 'rosetta stone for A and P'. A presentation that I have given about my use of this product can be found here.