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• KEYNOTE: A Multiple Intelligences Approach to Teaching and Learning
  Ruth Beattie, University of Kentucky
• The Evolution of Pedagogy and Tomorrow’s Interactive Learning Environment
  Eric J. Simon, New England College
  Robin Heyden, Benjamin Cummings
• Engaging Students in Introductory Biology to Learn to Reason with Causal Models
  Randy Phillis, University of Massachusetts
• New Online Options for A&P Lab Courses
  Linda S. Kollett, Massasoit Community College
• Teaching a Hands-On Lab Course Over the Internet
  Jennifer Herzog, Herkimer County Community College
• Low Tech Options to Foster Critical Thinking in Non-Science Majors
  Mimi Bres, Prince George's Community College
• See it, Hear it, Say it, Read It, Write it, Learn it: UsingInteractive PowerPoint^® to Teach A&P - or Anything
  Judi Nath, Lourdes College
• Roundtable: Share Your Low-Tech Ideas to Improve Student Success
  James Murphy, Monroe Community College
• An Inconvenient Truth: Activities for the Classroom
  Ruth Beattie, University of Kentucky
• Helpful Hints in Teaching Histology
  Nina Zanetti, Siena College

KEYNOTE: A Multiple Intelligences Approach to Teaching and Learning
Teaching and learning are often one-dimensional. Knowledge is transmitted in one intellectual direction and a learner receives it in one intellectual way. In an effort to further increase student learning, participation and interaction in introductory biology classes, Dr. Beattie has incorporated a variety of interactive activities, based on Howard Gardner’s Multiple Intelligences Theory, into her classroom instruction. The purpose of this presentation is (a) to describe a variety of classroom activities, based on Howard Gardner’s multiple intelligence types, that have been successfully used to promote student participation, interaction and learning in introductory biology courses, and (b) to briefly discuss the results of student evaluations of these activities.

Ruth Beattie is an Associate Professor at the University of Kentucky. In 1987 she graduated from Queen’s University Belfast, Northern Ireland, with a Ph.D. in biochemistry. She completed two postdoctoral fellowships at the Hipple Cancer Research Center and at Wright State University in Dayton, Ohio. Dr. Beattie then taught at Ball State University, Muncie, IN, for four years. In 1995, she joined the faculty of the University of Kentucky as an instructional specialist, where her primary responsibility is teaching large-enrollment freshman level biology and microbiology classes. In 2000, Dr. Beattie was the recipient of a University of Kentucky’s Chancellor’s Award for Outstanding Teaching and has also been named a Top Ten Teacher in the College of Arts and Sciences for 2000, 2002 and 2003.

The Evolution of Pedagogy and Tomorrow’s Interactive Learning Environment
Eric Simon and Robin Heyden will trace the trajectory of learning tools from the oral tradition, through early textbooks, to videos and animations, to online interactivities, and then, finally, take a close look into the future with technology-driven fully active learning environments. We will reflect on the relative advantages of pedagogical innovations over time and review the current educational research on the use of technology in teaching.

Eric J. Simon is an Associate Professor of Biology at New England College where he teaches introductory biology to both biology majors and non-science majors, as well as genetics, microbiology, molecular biology, and careers in science. He received his Ph.D. in biochemistry from Harvard University and M.A. and B.A. degrees in biology from Wesleyan University. Dr. Simon is a co-author, along with Neil Campbell and Jane Reece, of the books Essential Biology Third Edition, Essential Biology with Physiology Second Edition, and Biology: Concepts and Connections Fifth Edition.

Robin Heyden has worked in educational publishing for more than 20 years. She began her career with Benjamin/Cummings Publishing, working on textbooks and software in the life sciences. Robin left the corporate publishing world to start working as a freelance science writer and editor. Since then, she’s worked with various national organizations, software developers, Internet companies, research organizations, and publishers to build science experiences and stories for various audiences. Robin is a co-author, along with Neil Campbell and Brad Williamson, on a high school biology textbook program called Exploring Life. She lives in Wellesley with her husband and two sons.

Engaging Students in Introductory Biology to Learn to Reason with Causal Models
To learn the complex skills required for scientific reasoning, it is critical that students practice by engaging in problem solving in an environment where they can get feedback about their work and ideas. However, many science classrooms, especially at the introductory level are too large for meaningful interactions between students and the instructor. We have adapted a classroom communication system to facilitate interactions around problem solving in a large introductory biology course for majors. Use of this approach has transformed the classroom, and provides students with a "reason to learn all that stuff." Use of this approach has also changed our assessment techniques and increased the quality and complexity of quizzes and exams.

Randy Phillis earned his B.A. at Miami University, his Ph.D. in genetics at Indiana University and was a post-doc at the University of Wisconsin. He is part of team that redesigned Introductory Biology at UMass with funding from the Pew Center for Academic Transformation. He has been awarded the College Outstanding Teacher Award and has been invited to several forums to discuss redesign of large lecture courses to engage students in problem solving and improve reasoning skills.

New Online Options for A&P Lab Courses
A common challenge for A&P and human physiology laboratory courses is that many good learning activities may be too costly, too time-consuming, or too logistically complicated to perform in an actual wet lab. This hands-on session will direct an exploration of a few of the 40 PhysioEx™ 7.0 physiology lab simulations that may be used to supplement or substitute for physiology wet labs. Suggestions will be given for use in the laboratory as well as in a lecture setting. We will also offer a brief preview of Benjamin Cummings’ new Practice Anatomy Lab program that allows students a convenient way to prepare for lab practical exams in anatomy.

Linda S. Kollett, Ph.D. is a professor at Massasoit Community College in Brockton, MA and chair of the Biology Department. Dr. Kollett teaches A&P I and II, including hybrid versions of both and is also a Visiting Associate Professor at Wheaton College where she teaches basic A&P. For some time, she has incorporated the use of technology into her classroom, using a tablet PC with audio recording to upload class notes with audio to her website. She has used several different data collection systems as well as simulations from PhysioEx™ since it was introduced. She has contributed to Benjamin Cumming’s A&P Lab Manuals by Elaine Marieb and is a member of HAPS and MABT.

Teaching a Hands-On Lab Course Over the Internet
In response to changing student needs, many institutions have begun to grant degrees entirely through the completion of Internet-based coursework. Although the idea has been well-received by students, a stumbling block in obtaining a degree in most colleges is the requirement that at least one lab science course be completed upon graduation. Few lab science courses taught online today allow the students to acquire basic skills and techniques learned in the on-campus setting. In this session, you will participate as a "student" and see how innovative techniques convey the hands-on learning environment of the on-campus classroom over the Internet. Data comparing the efficacy of the online course to the traditional on-campus version will be presented, as will ideas for developing additional lab science courses.

Jennifer Herzog is an Assistant Professor of Biology at Herkimer County Community College. She received her M.Phil. and M.S. degrees at the Yale University School of Medicine, where she studied the pathogenesis of Kaposi’s Sarcoma Herpesvirus (KSHV). Professor Herzog has a strong interest in developing novel teaching strategies for science education. She has developed programs for K-career microbiology education, and her venture into distance learning has afforded her the opportunity to develop many innovative ways to convey biological concepts and techniques through distance learning.

Low Tech Options to Foster Critical Thinking in Non-Science Majors
One of the compelling issues that confront science instructors today is helping students master critical thinking skills. Experience has shown that critical thinking is easier to achieve when content and problem solving techniques are learned together. This presentation will demonstrate a variety of simple techniques that can be used in any science course to help students acquire thinking skills, master basic concepts, and develop an appreciation for the scientific method. Topics will include use of lecture study guides, strategies to increase classroom participation, sample activities, non-graded assignments, group homework assignments, and testing for both content and thinking skill mastery.

Mimi Bres, a Professor at Prince George’s Community College, has over 20 years experience in the development of curriculum materials designed to stimulate interest in science and to improve critical thinking skills. Of particular note is her recent work developing an interactive web and video-based curriculum, including a virtual field component, to teach environmental concepts without the need for students to travel. Dr. Bres received a 2001 National Award for Innovative Excellence in Teaching, Learning and Technology by the Center for the Advancement of Teaching and Learning. She has also been nominated for "Outstanding Freshman Professor of the Year," the Lindback Award for Distinguished Teaching, and the Faculty Senate Excellence Award.

See it, Hear it, Say it, Read It, Write it, Learn it: Using Interactive PowerPoint^®; to Teach A&P or Anything
The medium should not be the message. In the classroom, instructors often fail to use PowerPoint^® effectively. This workshop will present an innovative teaching technique that incorporates "Interactive Powerpoints" as a tool for enhancing attention, alleviating classroom boredom, encouraging an arena for comprehension, and creating an environment for active learning.

Judi Nath, Ph.D., is a biology professor at Lourdes College, teaching courses in the health sciences. She received her Bachelors and Masters degrees from Bowling Green State University and her Ph.D. from the University of Toledo. Dr. Nath has been the recipient of the faculty excellence award and is an active member in several professional organizations. Judi Nath is the author of "Medical Terminology: A Practical Approach" and a co-author with Ric Martini and Ed Bartholomew on Fundamentals of Anatomy & Physiology, Eighth Edition.

Roundtable: Share Your Low-Tech Ideas to Improve Student Success
Ever wonder if students read your syllabus? Do your students known where to find the resources needed to succeed in your class? Ever tried cooperative learning activities or case studies to enhance learning? Learn how the use of color paper helps students with organization as well as locating documents during class.

James Murphy is an assistant professor at Monroe Community College. He has a M.S. in molecular biology from the University of Central Florida. James currently teaches Bioanalytical Techniques as part of the Biotechnology program at MCC and Fundamentals of Life Science and Human Biology to non-majors. These classes include both regular classroom lectures and hands-on laboratories incorporating both low tech and technology enhanced formats.

An Inconvenient Truth: Activities for the Classroom
There is nothing students love more than discussing a hit documentary in class. In this workshop, the presenter will use the movie "An Inconvenient Truth" as the basis for a number of classroom activities designed to increase awareness of global warming issues.

Ruth Beattie is an Associate Professor at the University of Kentucky. In 1987 she graduated from Queen’s University Belfast, Northern Ireland, with a Ph.D. in biochemistry. She completed two postdoctoral fellowships at the Hipple Cancer Research Center and at Wright State University in Dayton, Ohio. Dr. Beattie then taught at Ball State University, Muncie, IN, for four years. In 1995, she joined the faculty of the University of Kentucky as an instructional specialist, where her primary responsibility is teaching large-enrollment freshman level biology and microbiology classes. In 2000, Dr. Beattie was the recipient of a University of Kentucky’s Chancellor’s Award for Outstanding Teaching and has also been named a Top Ten Teacher in the College of Arts and Sciences for 2000, 2002 and 2003.

Helpful Hints in Teaching Histology
Histology is an integral component of most Human A&P courses that can be challenging for both students and instructors. Many of the challenges relate to difficulties in interpreting microscope slides. This workshop is designed to help instructors develop their own skills at interpreting slides, and to provide tips on teaching histology to undergraduates. Topics will include: choosing the best slides; problems of 2- D to 3-D interpretation; histological "look-alikes"; "artifacts"; interpretation of special stains. The workshop will also present examples of "active learning" approaches for histology. Participants will have opportunity to discuss issues relating to interpretation and presentation of histological images.

Nina Zanetti is a Professor of Biology at Siena College in Loudonville, NY. She received a Ph.D. in Biology from Syracuse University and completed a postdoctoral fellowship in Developmental Biology at the University of Iowa. Dr. Zanetti teaches a variety of undergraduate courses including histology, developmental biology, human anatomy & physiology, scientific writing, pathobiology, and general biology. Her research interests include development of the embryonic limb and skeletal tissue differentiation.

Special Thanks To:

Tala Khudairi, Marlene Parrella, Carla Mazzarelli, Ghazi Darkazalli, Bonnie Stevenson, and The Engineering, Science and Technology Institute at MassBay Community College.