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Current HAPS-I course offerings

HAPS Institute Courses for Spring/Summer 2014

Courses are continually added, watch our facebook page for the latest course announcements!  To see previous courses use the drop down menu above.

2014 Conference Courses

Current Topics in Anatomy and Physiology
(1 credit) April 18 - June 28, with conference attendance May 2014.
Jason LaPres M.H.S.
Lone Star College - University Park, Houston, TX 
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This course is designed to provide college-level instructors with the opportunity to expand their understanding of a variety of current topics in the fields of anatomy and physiology, and how these relate to other scientific disciplines. The specific topics covered will depend upon the Update Seminars and workshops offered at a Human Anatomy and Physiology Society’s (HAPS) Jacksonville Annual Conference held on May 24-29, 2014. The course is offered in a hybrid format with both on-line and face-to-face meetings and requires participants to attend the HAPS Jacksonville Annual Conference in May of 2014.

Participants will complete on-line preparatory work before attending the conference. The first part of the course will include critically analyzing scholarly articles related to the Update Seminars, and then discussing the hypotheses, methods, conclusions, strengths and weakness of those articles during on-line discussions. During the face-to-face portion of the course (held at the HAPS Jacksonville Annual Conference), participants will attend all Update Seminars and then meet afterward to discuss and evaluate the speakers’ presentations in relation to the literature reviewed prior to the conference. Participants will be assigned a specific Update Seminar and prepare a brief review of that seminar to share in a meeting with other course participants. This review will be the basis for a more comprehensive review article to be written after the conference. The final review article will include additional citations specific to one assigned Update Seminar topic, and will summarize the speaker’s presentation and the relationship of that presentation to other scholarly research and A&P education. Additionally, the participants will attend workshops in which they review, critique, and expand upon the ideas presented in at least one of those workshops. A final analysis of one of the workshops will be completed after the workshops. 
 

Teaching Respiratory Physiology I - Functional Anatomy and Ventilation 
(2 credits)   April 18 - June 28,  with Conference attendance May 2014
Jason LaPres M.H.S.
Lone Star College - University Park, Houston, TX
 

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This course is designed to provide college-level instructors with the opportunity to expand their understanding of the anatomy of the respiratory system and pulmonary ventilation. Additionally, students will collaborate on projects that help them to better teach these topics. Students will begin their coursework prior to their scheduled laboratory meeting. Students will have a variety of reading topics, including publically available peer-reviewed articles that they use as a basis of their research project. Students will apply what they learn in the online and face-to-face instruction to write a lesson plan appropriate for A&P faculty teaching undergraduate courses who wish to integrate functional anatomy and/or the mechanisms of breathing into their A&P courses. Students will be evaluated on the basis of a variety of criteria, including attendance, participation in preparatory and workshop activities, and quality of final submitted materials. This course requires participants to attend the HAPS Jacksonville Annual Conference in May of 2014
 

Physiology of Death & Senescence
(2 credits) April 18 - June 28, with Conference attendance May 2014
Dr. Brian R. Schmaesfsky
Lone Star College - Kingwood, Kingwood, TX

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Much of what is taught about the human body is explained from the perspective of normal and sometimes pathological body systems.  Little emphasis is given to the inevitable conditions of senescence and death.  Human senescence and death are elusive constructs that the scientific community tries to explain with concrete descriptions at both the somatic and molecular levels. This course will examine the most approximate descriptions of the gross, cellular, and molecular basis of human death and senescence. Physiological processes associated with somatic death will be discussed in context of the normal and pathological senescent changes occurring at the cellular and molecular levels. The content of the course is directly applicable to those teaching classes including lower level and upper introductory human anatomy, pathophysiology, pharmacology, and physiology. The course instructor has research experience in the molecular basis of senescence and worked in research and forensic necropsy laboratories.  This course requires participants to attend the HAPS Jacksonville Annual Conference in May of 2014.

Rational Human Anatomy & Physiology Course Design: Incorporating the HAPS outcomes into new and existing courses.
(2 credits) May 11 - July 15, 2014
Dr. Margaret Weck
St. Louis College of Pharmacy
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This course briefly reviews the major concepts associated with the "backwards design” model of course development, which stresses the value of thinking through the ultimate outcome goals for a course in the process of course design.  Participants will examine the HAPS Course Guidelines for Undergraduate Instruction and A & P Learning Outcome statements and think about the design elements, teaching methodologies, and assessments (both formative and summative) that would best foster student achievement of these outcomes.  The course includes both distance learning before the conference and a face-to face component at the annual meeting in Jacksonville, FL (during the workshop days Tues. May 27th and Wed. May 28th, 2014).  Participants will produce syllabi for new or existing courses that demonstrate the principles of rational course design and sample assignments and assessments that could be used in any course to demonstrate student achievement of the A&P Learning Outcomes.

 
Summer 2014 

Anatomia Italiana: The Cultural History of Anatomy Along the Italian Peninsula
(3 credits) June 1 - August 31, 2014
Dr. Kevin Petti 
San Diego Miramar College
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This course is designed to provide college-level instructors with the opportunity to expand their understanding of the rich cultural heritage of anatomy education along the Italian Peninsula, and its connection with Renaissance art. This course is an international experience preceded by a series of readings in peer-reviewed journals and scholarly books intended to put the travel experience into context, and followed by the development of a teaching module. Readings will be discussed in online forums, experienced deeper through the international experience, and applied by way of incorporating the teaching module into an existing anatomy course.

After a four-week online component, students will participate in a 12-day visit to Italy. They will visit anatomy museums in Rome, Florence, Bologna and Padua that are important to the history of anatomy education. These museums include historic anatomy theaters and centuries old anatomical wax models. Traditional cultural sites that contain Renaissance masterpieces, such as the Vatican museums, will also be toured. These masterpieces will be considered within the context of how they were influenced by the dissections conducted by the masters. This interdisciplinary experience allows for students to connect art and anatomy in a unique manner. The result is a deeper and richer understanding of the historic and cultural underpinnings of anatomy education.

Students who have participated in the travel experience prior to participation in the HAPS-I course are eligible to enroll in this course by completing the remaining online component and submission of an interdisciplinary teaching module. Additional information can be found at AnatomiaItaliana.com.

Current Issues in Obesity Prevention and Treatment
Krista Lee Rompolski, Ph.D.
Drexel University, Philadelphia, PA
(2 credits) July 8 - Aug 31, 2014
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Obesity is thought to be caused by the interaction of a genetically susceptible individual with the obesogenic environment. Significant advances in the treatment of obesity, whether behavioral, surgical or pharmacological, have been proven successful at the individual level. However, little success has been achieved in preventing weight gain or maintaining weight loss at a population level. Given obesity’s recent classification as a disease state, it is imperative that instructors of human anatomy and physiology-based courses are familiar with the growing body of knowledge on obesity prevention and treatment. Therefore, the purpose of this course is to understand obesity with a multifactorial approach, addressing the genetic, biological, environmental, societal and behavioral aspects that interact on an individual and population level. Special emphasis will be placed on the integration of knowledge gained from discussion and critique of published clinical and epidemiological studies into an instructor’s curriculum.

Advanced Cardiovascular Physiology
Dr. George Ordway

(2 credits) Sept. 22, 2014 - Jan. 31, 2015
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This unique course is designed to provide college-level instructors with an opportunity to develop their understanding of the anatomy and physiology of the cardiovascular system, including key cellular and molecular mechanisms responsible for function of the heart and blood vessels.  The course also will include examples of pathophysiology that result in common acute and chronic cardiovascular diseases.  Participation in the course will be online only with weekly directed readings and assignments that will be posted to a discussion board for instructor and peer review, along with regularly scheduled interactive conference sessions.  Cardiovascular Physiology (7th ed.) by Mohrman and Heller will be used as the course text along with available internet resources and databases. In addition, selected articles from the primary literature will be used to help participants foster an appreciation of the research that has advanced our knowledge of cardiovascular physiology and pathophysiology.  Participants also will complete a final project supporting the teaching of cardiovascular biology in a college-level anatomy and physiology course.  The project may take a variety of forms; however, developing a case study or review article will be emphasized.  A total of approximately 60 hours will be required to complete all course work.  Grading will be on a pass/fail basis and evaluation will include successful completion of weekly assignments, pre- and post-course knowledge assessments, a final project, and participation in scheduled conference sessions.  A pass grade will require 75% of a total of 100 points.  This course will serve as the basis for future on-line-only offerings of advanced topics dealing with cardiovascular physiology and pathophysiology.