Apr 5, 2022
In this episode, host Kevin Patton asks, how do we handle the trepidation we experience when we are flooded with uncertainty after an intense learning experience? Some thoughts about being upfront about using models, analogies, and color codes in science. And we explore that difficult question: should we extend deadlines for students when they ask?
00:00 | Introduction
00:43 | Trepidation After New Learning
05:13 | Sponsored by AAA
05:49 | Transparency About Models, Analogies, and Color Codes
23:38 | Sponsored by HAPI
24:36 | Leniency With Deadlines
30:21 | Sponsored by HAPS
31:00 | Is Leniency Fair?
40:32 | Staying Connected
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“The process of leniency involves accepting the reality of the current situation and finding a satisfying meaning therein, as opposed to misconstruing or denying the facts of the situation.” (Sandra L. Schneider)
You know that feeling of trepidation we get after a conference, course, or other intense learning experience? Where we feel uncertainty about whether we'll ever be able to retrieve it again and apply it. No worries. Let's talk that through.
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.
Don't forget—HAPS members get a deep discount on AAA membership!
As experts in science, we are already comfortable using models, analogies, and color codes. But some of our students may not have that familiarity and comfort. Maybe transparency about these tools at the beginning of the A&P course can help students get traction in our course.
★ Colors of chemical elements (summary of different systems) AandP.info/cpk
★ Jmol system of colors for chemicals elements (specifications and color charts) AandP.info/jscolors
★ A Guide For Teaching With Analogies (some basic principles to helps students who struggle with analogies) AandP.info/gfo
★ Assessing students’ understanding of models of biological processes: a revised framework (journal article in International Journal of Science Education) AandP.info/lyf
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!
We usually have deadlines or specific dates for assignments, tests, exams, and projects. We can be strict with those deadlines or we can be lenient. Are there any advantages to be lenient with deadlines when we have them?
★ The Inclusive Anatomy & Physiology Course | Part 2 | 8 More Tips to Include All | TAPP 109 (includes the notion of deadlines as barriers to full inclusion)
★ Burnout! A Chat with Rebecca Pope-Ruark | TAPP 91 (where we talk about deadline flexibility as a strategy to mitigate student burnout)
The Human Anatomy & Physiology Society (HAPS) is a sponsor of this podcast. You can help appreciate their support by clicking the link below and checking out the many resources and benefits found there. Watch for virtual town hall meetings and upcoming regional meetings!
If we are lenient about deadlines with a student, is that fair to all the other students who may have struggled to be on time?
★ Why Deadlines Are Important (blog post that I link my students to; lists reasons why meeting deadlines has advantages for the student) AandP.info/why-deadlines-c16997
★ Respondus (software I use to build test banks; can generate multiple, randomized versions of the same test or exam with just a few keystrokes) AandP.info/6xe
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