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Conference organizers have created a webinar series to capture some of the content that was scheduled for presentation at ITL. The virtual program will engage educators from community colleges, four-year colleges and universities and professional schools on best practices in teaching, learning and assessment. Each daily, two-hour session will be interactive. 

If you would like more information please visit the conference homepage.

You must register for each session individually.

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Monday, June 22, 2020
12 p.m. EDT

The future of learning in physiology should provide all students a learning environment that maximizes their academic success. In this session, we will discuss three critical areas of teaching, including educational methods used in our classrooms, creating a community of learners and scaffolding learning for deep understanding in physiology.

Welcome from APS Leadership
Dennis Brown, PhD, APS Chief Scientific Officer

ITL Introduction, Overview and Kickoff
Beth Beason-Abmayr, PhD, Rice University, Houston

The Future of Learning in Physiology
Mary Pat Wenderoth, PhD, University of Washington

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Tuesday, June 23, 2020
12 p.m. EDT

The coronavirus pandemic forced educators to switch to online teaching without prior warning. Technology and innovation became crucial. In a crisis situation such as this, it is important to form an accurate view of how we are changing the way we teach, engage students and integrate the latest educational tools in designing the best physiology education we can provide.

The Flexibility of Using the Flipped Classroom as a Virtual Classroom During the COVID-19 Pandemic
Chaya Gopalan, PhD, Southern Illinois University Edwardsville

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Wednesday, June 24, 2020
12 p.m. EDT

As we reflect on our capacity to promote racial justice through our work as physiology educators, we might wonder how to effectively infuse our curriculum with discussions of diversity and inclusion. In this interactive presentation, we will explore a strategy for bringing themes of race and equity into the physiology classroom while simultaneously covering course content. We will provide ready-to-use resources for moving toward anti-racist teaching by disrupting stereotypes during class.

Investigating Inclusive Curricula in the Physiology Classroom: Scientist Spotlight Homework Assignments
Jeff Schinske, MS, Foothill College, Los Altos Hills, California
Monica Cardenas Guzman, De Anza College, Cupertino, California

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Thursday, June 25, 2020
12 p.m. EDT

“Teams of experts often fail to become expert teams.” Without a model of effective group dynamics or clear example of building effective teams, students working in small groups are similarly at risk for failing to fulfill their intended objectives. Participants in this session will identify a variety of participant “personalities” and often-seen roles, develop best practices for small group dynamics, contribute to development rubrics that evaluate student performance in small group activities and discuss evidence supporting use of small groups in the learning environment. Attendees will also have the opportunity to share ideas about effective delivery of small groups sessions via remote learning platforms.

Teaching Small Group Dynamics to Ensure Small Groups are Dynamic!
Mari Hopper, PhD, Sam Houston State University, Huntsville, Texas

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Friday, June 26, 2020
12 p.m. EDT

Learning outcomes assessment should be evidence for improving teaching and learning. However, educators often report that such assessments satisfy administrative demand, but are not always useful to the teacher. Approved learning outcome statements generally do not address the intangible or indefinable changes that educators hope to create in their students. This session will explore a variety of outcomes that go beyond content and skills, identify goals that participants may want to strive for and consider ways to measure the goals that matter most.

Identifying and Assessing Learning Outcomes that Matter
Raymond Shaw, PhD, Merrimack College, North Andover, Massachusetts

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