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Bio 22: Introduction to Human Anatomy

Concept maps, Critical thinking, Clear directions

Reflection on Instructional Change:

Concept mapping is a practice from Inspiring Inquiry and Creating Lifelong Learners that I implemented. My course contains distinct learning modules and for each I implement one concept map that grows with each lecture as my students and I add more knowledge. I chose to use concept mapping to graphically depict the terminology of human anatomy, which students often find confusing, opaque, and as a barrier to success in anatomy. Concepts maps are perfect for anatomy because anatomical terms represent real, tangible things are physically linked on and in our bodies and theoretically linked through descriptions and definitions. I used concept mapping rather than traditional “study guides” to help prepare students for exams. Approximately one week prior to an exam, students and I collaborate on a concept map that describes the links among the topics covered in the weeks leading up to the exam. I selected this practice so that students can create their own “study guide” and in the process organize the exam topics visually. We accomplish two tasks – studying and metacognition. Students can know what they understand by drawing links among ideas.

This practice helps students by creating their first opportunity to 1) rewrite notes, 2) show creativity in design, and 3) allows students to feel self-assured by visualizing all the topics they know. Students resisted concept maps in lieu of a study guide because traditional study guides give them a sense of comfort and familiarity. However, students indicated later that they were able to see new connections by visualizing anatomy terminology.

Practice and Reflect Written Assignments were the most influential activities because they gave me the opportunity introspect and understand how my teaching techniques might could be improved. These assignments fulfilled many needs, including reflecting on the power of reflection! I think when students and professors think about learning then they are able to identify weaknesses, strengths, and areas for potential growth. If my class sizes were smaller I would implement reflections as assignments.

One "take away" or "a-ha" moment from my "Observe and Analyze" session with my colleagues was that my use of cursive handwriting may be confusing for ESL students. I updated my work to include typographical outlines and expanded outlines for students who need them.

**Evidence of Instructional Change**
Professor Collins describes flow through the kidney and structures.	Representative concept map of flow through the kidney.	Students learn to critically evaluate peer-reviewed literature and present findings to an audience using a videography.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus

Post FLC - Syllabus

**Faculty Bio**
	After leaving the deep south of rural southeast Georgia, I earned my PhD in Ecology, Evolution, and Organismal Biology with a focus on Comparative Biomechanics from UC Riverside. I am a fifth-year tenure track faculty in the Dept. of Biol. Sciences at Sacramento State University. I teach Bio 22: Introduction to Human Anatomy, Bio 126: Comparative Vertebrate Anatomy, and other courses in zoology.

**Program Sponsors**
	This work was supported by: US Department of Education Developing Hispanic Serving Institutions Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution STEM Project STEM4Equity: P031C210012 National Science Foundation Hispanic Serving Institution Project STEMZone 1832335 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the US Department of Education or the National Science Foundation.