APS Annual Meeting at Experimental Biology

Teaching of Physiology Flash Talks

Nonfunded Featured Topic — Tuesday, April 27, 2021 — 2:00 PM - 3:30 PM — Virtual Session, Room APS-10
Teaching of Physiology Section — Chair: Ryan Downey — Co-Chair: Dee Silverthorn


  • Introduction
    Ryan Downey — Pharmacology and Physiology, Georgetown University Medical Center
    2:00 PM - 2:05 PM

  • Implementing Best Practices from the Mastering Online Teaching (MOT) Course to Enhance Student Engagement during COVID-19 and Beyond

    Adrienne Lester King — Population Health Science, Georgia State University
    2:05 PM - 2:10 PM

  • Supporting Students and Faculty In The Implementation Of Capstone Projects Into Programmes In a Pandemic Education Environment

    David Ian Lewis — School of Biomedical Sciences, University of Leeds
    2:10 PM - 2:15 PM

  • Asynchronous Choice of Topics - An Adventure in Classroom Instruction

    Andrew M. Petzold — Center for Learning Innovation, University of Minnesota Rochester
    2:15 PM - 2:20 PM

  • Learning through Translational Research Projects – A Route to Teamwork, Skill Development and Self-Awareness in Biomedical Sciences Graduate Education

    Anca Dobrian — Physiological Sciences, Eastern Virginia Medical School
    2:20 PM - 2:25 PM

  • Designing and Delivering a New Elective for Pharmacy Students during COVID-19

    Susan A. Marsh — College of Pharmacy and Pharmaceutical Sciences, Washington State University
    2:25 PM - 2:30 PM

  • Preliminary Assessment of Outcomes From Restructuring an Undergraduate Animal Physiology Course to Adapt to the COVID-19 Pandemic

    Kristen LW Walton — Biology, Missouri Western State University
    2:30 PM - 2:35 PM

  • Redesigning Human Physiology Labs as Integrated Instructional Units with Comparative Parallel Mechanistic Analyses for Post-COVID Online College Teaching

    Walid M. Al-Ghoul — Biological Sciences, Chicago State University
    2:35 PM - 2:40 PM

  • Implementing An Active Learning, Large-Enrollment Online Physiology Course During The COVID-19 Pandemic

    William F. Collins III — Neurobiology and Behavior, Stony Brook University
    2:40 PM - 2:45 PM

  • Case Study for the Classroom: A Child with Huntington Disease

    Laura Mackey Lorentzen — Biology, Kean University
    2:45 PM - 2:50 PM

  • Students Benefit from Instructor Revealing LGBTQ+ Identity in an Upper-level Physiology Course

    Carly A. Busch — School of Life Sciences, Arizona State University
    2:50 PM - 2:55 PM

  • Male and Female Students in Upper-Division Undergraduate Human Anatomy and Physiology Course Benefit Similarly from Metacognitive Instruction but Experience Different Correlations Between Self-Efficacy and Grades

    Jennifer E. Schaefer — Biology, St. John's University College of St. Benedict
    2:55 PM - 3:00 PM

  • The Effect of Research and Teaching on Depression in Life Sciences Ph.D. Students

    Nicholas J. Wiesenthal — Biology, University of Central Florida
    3:00 PM - 3:05 PM

  • Pharmacy Student Perspective of the Impact of Weekly Multicourse Collective Exams on Learning and Academic Behaviors in an Integrated Biological Sciences Course

    Amie J. Dirks-Naylor — Pharmacy, Wingate University
    3:05 PM - 3:10 PM

  • Small Stakes Assessments Contribute to Increasing Average Total Scores for Physiology and Biomedical Engineering Majors

    Steven C. Wu — Integrative Biology and Physiology, University of Minnesota
    3:10 PM - 3:15 PM

  • The Pen is Mightier: Online Write-To-Learn Activities in Large-Enrollment Classes

    Erin V. Vasudevan — Neurobiology and Behavior, Stony Brook University SUNY
    3:15 PM - 3:20 PM

  • Teaching Physiology in a Large Lecture During Covid: The Power of Reflection and Learning Who My Students Are

    Cassandra Rae Nelson — Life Sciences, Rutgers University New Brunswick
    3:20 PM - 3:25 PM

  • Conclusion

    Ryan Downey — Pharmacology and Physiology, Georgetown University Medical Center
    3:25 PM - 3:30 PM

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