Current HAPS-I course offerings


Courses are continually added, watch our Facebook and LinkedIn pages and our Twitter feed for the latest course announcements!  To see previous courses use the drop down menu above.

Be sure to check out the Life Sciences Teaching Resource Community HAPS-I course collections


Fall 2019


 Introduction to Educational Research Methods
(1 credit) September 2 - November 11, 2019
Murray Jensen (University of Minnesota) and Kerry Hull (Bishop's University)
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Click here to register for Graduate Credit or Professional Development

This course is for college level instructors who wish to gain familiarity with evidence based instructional practices (e.g., guided inquiry learning and collaborative testing), and investigate the effectiveness of these activities in their own classrooms. Course topics include learning theory, metacognition, and quantitative and qualitative educational research methods. Participants will learn the material through directed readings, in-person workshops, and online weekly synchronous discussion forums. In addition, participants will apply the information they have learned to the development of an educational research question they want to examine in their own classroom. 


Spring 2020


Clinical Correlates in Physiology
(1 credit) February 4 - 25, 2020
Patrick Eggena, M.D. 
Novateur Medmedia, LLC
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Click here to register for Graduate Credit or Professional Development

This course supplements the physiology of the heart, lung, and kidneys taught to pre-medical and nursing students by HAPS professors. In this course students are asked to put themselves in the role of a country doctor who is solving practical medical problems using this knowledge. This course reviews, integrates, and applies these basic principles in physiology. The philosophy of this course is that graphic essays are easier to grade than written essays and are better indicators of integration of knowledge than multiple choice exams. Therefore, in this course, exams are structured so that questions are answered primarily with graphs and drawings. In his weekly discussions, Dr. Eggena demonstrates with sketches, block diagrams, graphs, and equations how to answer essay questions in physiology. The students learn to visualize the problems and how to explain complex physiological processes in graphic form. A pool of 16 questions concerning the most important physiological topics is listed in the syllabus. Students practice for the exam by drawing answers to all 16 questions. Any four of these questions are then chosen by Dr. Eggena for a 2 hour proctored graphic essay exam


Summer 2020


Connecting Art and Anatomy in Italy
(3 credits) May 17- August 28, 2020
Kevin Petti
San Diego Miramar College
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Click here to register for Graduate Credit or Professional Development

This international experience is preceded by an online curriculum that employs a series of academic readings placing the travel experience into context, and are followed by the development of a teaching module after the travel experience. This interdisciplinary program 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 will participate in a 12-day visit to Rome, Assisi, Florence, Bologna, Padua, and Venice. The itinerary examines Greco-Roman, Medieval, Renaissance, and Baroque depictions of the human form in sculpture and painting. Masterpieces within the world's greatest museums such as the Vatican Museums, Uffizi Gallery, Bargello and more are considered with the context of how they were influenced by the dissections conducted by the masters. Historic university anatomy museums in Rome, Florence, Bologna, and Padua explore the evolution of anatomy education and medicine along the Italian Peninsula. The body as a vehicle for religious expression in reliquaries and ossuary shrines is also considered. 

The travel expenses are not included in the 3-credit tuition for this course.