Aug 5, 2022
Host Kevin Patton discusses the importance of the course syllabus in setting the tone for a course and helping to create a positive course culture. He includes a list of practical steps we can take as we review and update our anatomy and physiology course syllabus.
00:00 | Introduction
02:02 | What, If Anything, Is a Course Syllabus?
13:03 | Sponsored by AAA
14:16 | Sparking a Course Culture
23:58 | Sponsored by HAPI
25:07 | Odds & Ends: Part 1
36:13 | Sponsored by HAPS
37:28| Odds & Ends: Part 2
47:15 | Staying Connected
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A typical syllabus is a boring list of mostly unrelated rules, regulations, and procedures. Wouldn't it work better if our syllabus was instead an engaging, illustrated story? (Kevin Patton)
Getting the plural form of syllabus straightened out, we explore what sorts of syllabus exist and which one we'll focus on in this episode. Below are some other episodes related to the anatomy and physiology course syllabus:
A searchable transcript for this episode, as well as the captioned audiogram of this episode, are sponsored by the American Association for Anatomy (AAA) at anatomy.org.
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We sometimes fail to realize the power of a syllabus in providing a foundation—a spark—at the beginning of a course to form a course section's culture. That culture influences every aspect of teaching and learning for the entire term. Let's be artists when it comes to making—and tweaking our A&P course syllabus.
The Master of Science in Human Anatomy & Physiology Instruction—the MS-HAPI—is a graduate program for A&P teachers, especially for those who already have a graduate/professional degree. A combination of science courses (enough to qualify you to teach at the college level) and courses in contemporary instructional practice, this program helps you be your best in both on-campus and remote teaching. Kevin Patton is a faculty member in this program at Northeast College of Health Sciences. Check it out!
Let's talk about specific, practical things we can do make our syllabus more artful and more effective. How exactly can we make our syllabus smile and chuckle? Why is illustrating our syllabus a good idea? What about transparency?
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The artful syllabus includes inclusion (see what I did there?), but how can we do that? What if our syllabus is getting too long—what strategies can we use to trim it? Come on, can we really make our syllabus into a story?! What do we mean when we say that students read and raid their syllabus?
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★ Kevin's sample land acknowledgement lionden.com/fis.htm#land
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