HAPS 23rd Annual Conference Program

2233rrdd AANNNNUUAALL CCOONNFFEERREENNCCEE HHUUMMAANN AANNAATTOOMMYY && PPHHYYSSIIOOLLOOGGYY SSOOCCIIEETTYY

CChhaarrtt YYoouurr CCoouurrssee 2233‐‐2288 MMAAYY 22000099,, BBAALLTTIIMMOORREE,, MMDD

WWOORRKKSSHHOOPPSS HHOOSSTTEEDD BBYY::

Thank you!Morton Publishing would like to thank the HAPS community

for your continued support.For 32 years, Morton has published high-quality books

at sensible prices to help your students succeedin their college studies and careers.

We appreciate your business.

M i c h a e l J . L e b o f f e

A Photographic Atlas

ofHistologyHistology

A Visual AnalogyGuide to Human

Anatomy&PhysiologyPaul A.Krieger

Please stop by our booth, visit with David, Carter, and Marta,see our lab manuals, photographic atlases, and study guides,

and grab a Reese’s Peanut Butter Cup®(you know you want one).

Please also call us at

1.800.348.3777or visit us at

www.morton-pub.com

HAPS thank you ad 1 3/30/09 4:56 PM Page 1

TTAABBLLEE OOFF CCOONNTTEENNTTSS

Welcome from Your 2009 Conference Planning Committee ..................................................................... 1

Welcome from Baltimore Mayor Sheila Dixon ........................................................................................... 2

Welcome from CCBC President Dr. Sandra Kurtinitis ................................................................................. 3

About HAPS ................................................................................................................................................. 4

HAPS Presidents and Conference Coordinators ......................................................................................... 5

HAPS Committees ....................................................................................................................................... 6

HAPS Institute ............................................................................................................................................. 8

Exhibitors and Sponsors .............................................................................................................................. 9

Renaissance Hotel Map ............................................................................................................................ 10

HAPS 2009 Schedule of Events ................................................................................................................. 11

Special Events & Activities ........................................................................................................................ 15

Update Speaker Schedule and Speaker Abstracts .................................................................................... 17

Poster Abstracts ........................................................................................................................................ 31

Workshop Schedule and Abstracts ........................................................................................................... 42

HAPS Committee Lunch Meeting Schedule .............................................................................................. 60

CCBC Campus and Building Maps ............................................................................................................. 61

Bawlmerese 101 ........................................................................................................................................ 65

About Baltimore ........................................................................................................................................ 66

Eating in Baltimore .................................................................................................................................... 68

Please do your part to help the HAPS 2009 conference be “greener”:

• Use reusable water bottles – compliments of ADInstruments – instead of disposable water bottles.

• Choose the “green approach” to hotel linens and towels while staying at the hotel

• Use recycle bins provided by the hotel and by the Community College of Baltimore County.

• Recycle your name tag holder at the end of the conference. If you’re attending workshops, please stop by the Biology Office (D‐203) on the Catonsville Campus on the last day of the workshops to drop off your name tag holder. Holders in good condition can be used for future conferences.

HHAAPPSS GGOOIINNGG GGRREEEENNEERR

ENRICH Anatomy & Physiology Education with this 14 song enhanced CD

♪ great music ♪downloadable lyric ♪ musical learning sheets tools ♪ clever lyrics

Visit our booth in the exhibit hall

Workshops: Tuesday @ 9:30am, workshop 107 & Tuesday @ 1:45pm, workshop 311

“Groovin’ in the Hippocampus: Music and Other Art Forms Enhancing Classroom Instruction”

www.lisajonesbromfield.com

By Lisa Jones Bromfield, RN & former special

education teacher

A&P Songs Help Students Save the Date in 2010HAPS will be in Denver!

May 29 – June 3, 2010HAPS 2010 will be held at the

Hyatt Regency Denver

Workshops will be hosted by Arapahoe Community College

in Littleton, Colorado

WWEELLCCOOMMEE TTOO

BBAALLTTIIMMOORREE,, HHOONN!! The 2009 Annual Conference Planning Committee, the beautiful city of Baltimore, our host institution the Community College of Baltimore County, and the HAPS conference mascot Skully welcome you to the 23rd Annual HAPS Conference in May 2009. We have a fantastic conference planned for you from our prestigious update seminar speakers to our educational and innovative workshops and posters. You are sure to find something that will inform and inspire you. HAPS Institute, which has grown by leaps and bounds since its introduction at the 21st Annual Conference in San Diego, will offer two entirely new courses. Our conference also features an evening of dining and live music by local artists Five Oaks on the historic USS Constellation, the traditional annual conference banquet with a non‐traditional speaker, and, of course, plenty of music and dancing. Our daylong trip take you to Washington, DC, where you can visit many of the nation’s museums and monuments.

YYoouurr 22000099 AAnnnnuuaall CCoonnffeerreennccee PPllaannnniinngg CCoommmmiitttteeee:: Conference Coordinator: Ellen Lathrop‐Davis, CCBC Special Events and Co‐coordinator: Ewa Gorski, CCBC Update Speaker Coordinator: Wendy Rappazzo, Harford CC Poster Session Coordinator: Terry Thompson, Wor‐Wic CC Workshop Coordinators: Ewa Gorski, CCBC and Joanne Settel, Baltimore City CC Banquet Speaker Coordinator: Carol Veil, Anne Arundel CC Campus Arrangements: Steve Kabrhel & Mary Quigg, CCBC Marketing Manager: Javni Mody, Anne Arundel CC Program Booklet: Ann Repka and Patti Turner, Howard CC HAPS Business Manager: Shanan Molnar, ASG HAPS Membership Coordinator: Robin Hurst , ASG Thanks also to: Cindy Dove and Terri Bidle, Hagerstown CC, Laurie Montgomery, CCBC; Daniel Kifle, CCBC; Leah Royce, Montgomery College; Bhuvana Chandran, Howard CC; Mike Glasgow, Anne Arundel CC; Raizel Davis, UMBC

1

SHEILA DIXONMAYOR

100 Holliday Street, Room 250Baltimore, Maryland 21202

Dear Guests,

Welcome to Baltimore!

On behalf of the citizens of Baltimore, it is my pleasure to welcome the 23rd Annual HumanAnatomy & Physiology Society Conference to our friendly, waterfront city.

We understand there is no shortage of competition for the opportunity to host your meeting andrecognize the great honor that accompanies being selected as your host city. We are delighted towelcome you as our guests.

There has never been a better time to meet in Baltimore. Our world-renowned educational andmedical institutions - Johns Hopkins and University of Maryland - and growth in the biotechfield on the east and west ends of the City make Baltimore an ideal host for the Human Anatomy& Physiology Society Conference. Baltimore is a City that is also leading the way in urbanrenewal and economic development, as well as generating national headlines and internationalattention for its renaissance.

While you are here, I personally invite you to explore our historic city on the harbor. Take thetime to visit our colorful neighborhoods, restaurants and shops and, most important, meet thepeople who make this city unique. You will find that it is easy to walk just about everywhere inBaltimore, making it very convenient to experience our world-class attractions and culturaltreasures when you have a break from your meeting, even if it' s just a few hours.

If you haven't been to Baltimore before, you are in for a real treat. If you haven't been herelately, I encourage you to go out and walk around and look at all the changes taking place. Youare our guest, and Baltimore is ready to roll out the red carpet and provide you with a visit full ofmemories you won't soon forget.

Sincerely,

Mayor Sheila Dixon

SD/nh

phone: 410.396.3835 fax: 410.576.9425 email: [email protected]

I-~t»-•

eeBeThe Community College

of Baltimore County

Sandra L. Kurtinitis, Ph.D.

President

[email protected]

eeBe Catonsville800 South Rolling Road

Baltimore, Maryland 21228

eeBe Dundalk7200 Sollers Point Road


eeBe Essex7201 Rossville Boulevard


March 9, 2009

Dear Conference Attendees:

On behalf ofthe faculty and staff of the Community College of Baltimore County,Iam delighted to welcome all of you to our CCBC Catonsville campus. Yourconference program is rich in content and stimulation. Iwarrant you will have anengaged and engaging experience.

We CCBC' ers plan to extend the utmost in hospitality, assistance, and goodhumor to make your stay with us as pleasant as possible. Our very capable facultyand staff are here to cater to your every need or whim. There is no problem wecannot solve-spilled coffee, a microphone that does not work, not enough chairs,whatever! Do not hesitate to let us know how we might be helpful.

We welcome you to the Baltimore region, and we welcome you to CCBC. Wewish you a successful and productive annual conference.

Sincerely,\

c=~ CM\ c\'\ o, \(0 ~~ f\ ~ JSandra L. Kurtinitis, Ph.D.President

eeBe Hunt Valley11 101 McCorm ick Rood

Baltimore, Maryland 21031 :kp

ccec Owings Mills110 Painters Mill Road

Baltimore, Maryland 21 117

The incredible valueof education.

www.ccbcmd.edu 3

The Human Anatomy & Physiology Society (HAPS) was founded in 1989, after three successful national conferences promoting communication among teachers of human anatomy and physiology at the college level. HAPS was, and is, an organization of Human Anatomy & Physiology instructors. Excellence in undergraduate instruction in Anatomy & Physiology is a primary interest of all members. Since the Fall of 1997, there has been central administrative support for the processing of memberships and annual registrations, but HAPS remains primarily a volunteer organization.

The Board of Directors makes the final policy decisions that steer the organization, but most of the work of HAPS is accomplished by the committees. All of these people (including the Conference Planning Committee and Marketing Manager) are unpaid volunteers. A variety of committees will hold meetings over the lunch hour on the first day of workshops (Tuesday, 26 May). A complete list of committees and their lunch‐time meeting locations will be included in your packet at registration. Please attend the meeting of the committee that interests and find out first‐hand how HAPS works and how you can get involved.

BBooaarrdd ooff DDiirreeccttoorrss President: Kevin Petti Past‐President: Margaret Weck President‐Elect: John Waters Secretary: Mark Bolke Treasurer: Elizabeth Becker Central Regional Director: Judi Nath Eastern Regional Director: Amy Way Southern Regional Director: Mary Lou Percy Western Regional Director: Glenn Yoshida A current list of Board members can be found at: http://www.hapsweb.org/displayboard.cfm

AABBOOUUTT HHAAPPSS

4

PPaasstt PPrreessiiddeennttss Richard Steadman, 1989‐1990 Richard Welton, 1990‐1991 Virginia Rivers, 1991‐1992 Gary Johnson, 1992‐1993 Sandra Grabowski, 1993‐1994 Wayne Carley, 1994‐1995 Robert Antony, 1995‐1996 Karen LaFleur, 1996‐1997 Kevin Patton, 1997‐1998 Steve Trautwein, 1998‐1999 Christine Martin, 1999‐2000 Henry Ruschin, 2000‐2001 William Perrotti, 2001‐2002 Michael Glasgow, 2002‐2003 Philip Tate, 2003‐2004 Sandra Lewis, 2004‐2005 Frederic Martini, 2005‐2006 Joseph Griswold, 2006‐2007 Margaret Weck, 2007‐2008

CCuurrrreenntt PPrreessiiddeenntt Kevin Petti, 2008‐2009

PPrreessiiddeenntt EElleecctt John Waters, 2009‐2010

PPrreevviioouuss HHAAPPSS CCoonnffeerreenncceess 1987 & 1988 – River Grove, IL (Robert Antony) 1989 – Reno, NV (Virginia Rivers) 1990 – Madison, WI (Gary Johnson) 1991 – Greenville, SC (Karen LaFleur) 1992 – San Diego, CA (Shirley Mulcahy) 1993 – Beaumont, TX (Wayne Carley) 1994 – Portsmouth, NN (Pam Langley) 1995 – St. Louis, MO (Kevin Patton) 1996 – Portland, OR (John Martin) 1997 – Toronto, ONT, Canada (Henry Ruschin) 1998 – Fort Worth, TX (Theresa Page) 1999 – Baltimore, MD (Robert Smoes) 2000 – Charlotte, NC (Nishi Bryska) 2001 – Maui, HI (Frederic Martini) 2002 – Phoenix, AZ (Philip Tate) 2003 – Philadelphia, PA (Lakshmi Atchison) 2004 – Calgary, ALB, Canada (Izak Paul) 2005 – St. Louis, MO (Margaret Weck) 2006 – Austin, TX (Mary Lou Percy) 2007 – San Diego, CA (Kevin Petti) 2008 – New Orleans, LA (Judy Venuti)

TThhiiss YYeeaarr 2009 – Baltimore, MD (Ellen Lathrop‐Davis)

CCoommiinngg AAttttrraaccttiioonnss 2010 – Denver, CO (Terry Harrison)

HHAAPPSS PPRREESSIIDDEENNTTSS &&

CCOONNFFEERREENNCCEE CCOOOORRDDIINNAATTOORRSS

5

HHAAPPSS CCOOMMMMIITTTTEEEESS 2008‐2009 Committee Chairs

Animal Use Don Kelly

The AU Committee is charged with developing, reviewing, and recommending policies

and position statements on the use of animals in college‐level

A&P instruction.

Annual Conference Committee

Izak Paul

The AC Committee actively encourages HAPS members to consider hosting an Annual Conference. The committee provides advice to members

who are considering hosting an annual conference.

Cadaver Use Committee Wanda Hargroder

The CU Committee engages in issues pertinent to development and maintenance of cadaver labs for undergraduate and graduate programs as well as development of questionnaires to provide information for HAPS

members.

Curriculum & Instruction

Carol Veil

The C&I Committee gathers data and provides input on matters related to A&P

curricula and instruction. They are currently finalizing learning outcomes for A&P and will next

work to develop and/or compile teaching activities targeted to the outcomes.

Executive Committee Kevin Petti

The Executive Committee is comprised of the top

administrators of HAPS, setting policies and governance of the

Society.

Grants & Scholarships Committee Richard Faircloth

The G&S Committee administers the HAPS Grants and Scholarship Program,

encouraging HAPS members and their students to apply for grants and awards offered by

the Society. HAPS‐EDucator Committee

Marsha Sousa The HAPS‐ED Committee

creates a quarterly publication for the Society. They solicit articles, advertisements,

announcements, and items of interest within the Society to be included in the HAPS‐EDucator.

HAPS Institute Committee Kevin Patton

The HAPS‐I Committee organizes short graduate

courses and other continuing professional education opportunities for HAPS

members.

Marketing Committee Javni Mody

The Marketing Committee creates and sustains

relationships between HAPS and scientific and publishing

exhibitors.

6

Membership Committee Jon Jackson & Valerie O’Loughlin

The Membership Committee works to increase HAPS

general membership by maintaining ties with current members, creating awareness of HAPS’ value, and

introducing HAPS to potential members. Nominating Committee

John Waters

The Nominating Committee assembles a list of qualified candidates for election to the HAPS Board of Directors.

Partner Associations Committee Betsy Ott

The PA Committee works to expand HAPS visibility in the

professional community through collaborative efforts with other

educational and scientific organizations.

Presidents‐Emeriti Advisory Board Joe Griswold

The P‐E Advisory Board, comprised of past presidents of HAPS, provides advice and a historical perspective to the Board of Directors upon

request.

Public Affairs Committee David Evans The PA Committee facilitates information within HAPS and

arranges local publicity for HAPS events. They maintain a

Homepage about scientific, technical, and educational

developments relevant to HAPS.

Regional Conference Committee Ewa Gorski

The RC Committee promotes one‐ and two‐day conferences in

localized areas. The Committee has updated an RC Guide to be used in the design and setup of future regional conferences.

Safety Committee Rema Suniga

The Safety Committee promotes laboratory safety awareness in

A&P instruction. They have been developing Guidelines and Policy Statements on various topics.

Steering Committee Tom Lehman & Margaret Weck

The Steering Committee provides

communication among the various

committees of HAPS and enhances the ability of committees to collaborate in furthering the aims of

the Society. Testing Committee

Eric Sun The Testing Committee develops, maintains, and manages the HAPS comprehensive exam. They are working on developing an online exam and aligning the exam to the student learning outcomes

established by the C&I Committee.

Web Committee Tom Lancraft

The Web Committee edits the HAPS web components (site and

Wikis) as well as providing resources for teaching with

technology.

7

Welcome to the THIRD SEASON of our professional continuing education program! The goal of HAPS Institute (HAPS‐I) is to provide deeper, directed learning experiences for faculty of human anatomy and physiology—thus keeping HAPS members at the leading edge of teaching A&P. To meet our goal, HAPS‐I offers specific short courses in topics important in teaching anatomy and/or physiology. HAPS‐I is particularly interested in addressing topics that are often perceived to be:

hard to understand, hard to learn, and hard to teach. All of our courses have two major components:

1. Active review of core concepts and integration of recent discoveries and concepts; 2. Exploration of established, new, and emerging methods of teaching and learning in the undergraduate

anatomy and/or physiology course. The University of Washington (Seattle) provides graduate biology credit in biology to course participants. Four courses are coordinated with this Annual Conference!

Advances in Anatomy & Physiology 2009 (2 credits) Advanced Neuroendocrine Biology (2 credits) Advanced Respiratory Biology (2 credits) Advanced Cardiovascular Biology: The Heart at Rest and at Work (2 credits)

Participants in all HAPS‐I courses produce a teaching module (for example, a case study or problem set) that is peer‐reviewed and possibly published in a professional, peer‐reviewed online publication. Everyone registered for a HAPS‐I course receives specific information on required sessions to attend at this meeting. And an elegant ribbon (and perhaps a sporty HAPS‐I shirt or attractive pin). The Best Practices in Hybrid and Online Teaching of A&P, now in progress, is completely online and therefore independent of this conference. Why would you want to participate in HAPS‐I courses? Because you want to . . . • Become a more effective teacher • Brush up on a particular topic • Get documented credit for your experience • Gain access to expert faculty, presenters, and top‐notch

resources • Strengthen your credentials in teaching A&P • Improve chances for funding travel to a HAPS Conference • Show students that you care about learning • Learn new ways to teach the topics of A&P • Enjoy the opportunity to contribute to a peer‐reviewed publication You have a lot of questions, don’t you? Great! The HAPS‐I staff is anxious to talk to you about our current offerings and future plans. This is YOUR professional development program, so please help us to make sure that we are meeting your needs! There’s also plenty of information about HAPS Institute on the HAPS website at www.hapsweb.org

22000088 MMAAJJOORR HHAAPPSS‐‐II PPRROOGGRRAAMM SSPPOONNSSOORRSS

American Association of Anatomists (AAA)

Denoyer‐Geppert International (DGI)

Elsevier Publishing (Mosby, Saunders)

HAPS‐I SCHOLARSHIP SPONSOR

Morton Publishing

8

EEXXHHIIBBIITTOORRSS AANNDD SSPPOONNSSOORRSS HAPS would like to recognize and thank our conference Exhibitors, Sponsors and Advertisers. Their generous support makes this conference possible. Sponsors (identified below with an asterisk*) will be identified at the conference by a placard displayed on their exhibit tables. Please stop by their tables at the conference and thank them for their support. A.D.A.M., Inc.

ADInstruments*

American Association of Anatomists (AAA)*

American Physiological Society (APS)*

American Society for Microbiology (ASM)*

Anatomy in Clay

Biopac Systems, Inc.

Biovere

Bluedoor

Denoyer Geppert

Groovin’ in the Hippocampus

Hands‐On Labs

Hayden‐McNeil*

Holt Anatomical

Imagineering Media Services, Inc.*

iWorx/CB Sciences, Inc.

Kendall/Hunt Publishing Co.

McGraw‐Hill Higher Education*

Morton Publishing Company*

Mosby / Elsevier*

Pearson*

Pearson Custom Publishing

Primal Pictures

Touch of Life Technologies

Vernier

Wiley & Sons*

Wollers Lippencott

9

RREENNAAIISSSSAANNCCEE HHOOTTEELL MMAAPP

10

2233rrdd AAnnnnuuaall CCoonnffeerreennccee,, 2233‐‐2288 MMaayy 22000099

FFrriiddaayy,, 2222 MMaayy Renaissance Baltimore Harborplace Hotel 5:00 PM ‐ 8:00 PM Executive Committee Meeting

Suite 12002

SSaattuurrddaayy,, 2233 MMaayy Renaissance Baltimore Harborplace Hotel 9:00 AM – 12:00 PM Board of Directors

Suite 12002

12:00 PM – 6:00 PM Registration Maryland Foyer D

12:00 PM – 1:30 PM Board of Directors and Steering Committee Luncheon Homeland Room

12:00 PM – 1:30 PM HAPS Institute Team & Partners Lunch Meeting Watertable Restaurant

1:30 PM – 4:00 PM Board of Directors and Steering Committee Meeting Homeland Room

3:00 PM – 4:30 PM HAPS Institute Course Orientation (registered course participants only) Baltimore Ballroom B

8:00 PM – 10:00 PM Welcome Reception Baltimore Ballroom

Sponsored in part by McGraw‐Hill Publishers

HHAAPPSS 22000099 SSCCHHEEDDUULLEE OOFF EEVVEENNTTSS

11

SSuunnddaayy,, 2244 MMaayy Renaissance Baltimore Harborplace Hotel

7:00 AM – 1 PM Registration Maryland Foyer D

7:30 AM – 8:30 AM First‐timers’ breakfast Maryland Ballroom C

Sponsored in part by ADInstruments

Continental Breakfast Maryland Ballrooms A, B and E

7:30 AM – 5:15 PM Exhibits – Maryland Ballrooms A, B and E Posters available – Baltimore Foyer

8:45 AM – 9:00 AM Welcome and Opening Remarks Baltimore Ballroom

9:00 AM – 10:15 AM Update Seminar I: Neurophysiology of HIV Infection Dr. Justin McArthur, Johns Hopkins University Baltimore Ballroom

Sponsored by the American Society for Microbiology

10:15 AM – 10:45 AM Refreshment Break & Exhibits, Maryland A, B and E Sponsored by John Wiley & Sons Publishers

Posters, Baltimore Foyer (presenters available to discuss their posters)

10:45 AM – 12:00 PM Update Seminar II: The Development of Neuronal Growth, Survival and Connectivity in the Peripheral Nervous System Dr. David Ginty, Johns Hopkins University School of Medicine Baltimore Ballroom

12:00 PM – 2:00 PM Lunch on your own

2:00 PM – 3:15 PM Update Seminar III: Positron Emission Tomography of the Brain : A Window into the Neurochemistry of the Cognition, Action and Disorder Dr. Dean Wong, Johns Hopkins Medical Institutions Baltimore Ballroom

3:15 PM – 3:30 PM Refreshment Break & Exhibits, Maryland A, B and E Posters, Baltimore Foyer (presenters available to discuss their posters)

3:30 PM – 4:45 PM Update Seminar IV: Neural Control of Breathing Dr. Ralph Fregosi, University of Arizona Baltimore Ballroom

Sponsored by the American Physiological Society

5:00 PM – 6:00 PM Meet the HAPS Committee Chairs The Ground Floor (1st floor)

6:00 PM – 9:00 PM Dinner and Music on the USS Constellation Music provided by Five Oaks

12

MMoonnddaayy,, 2255 MMaayy Renaissance Baltimore Harborplace Hotel 7:30 AM – 8:30 AM Continental Breakfast

Maryland A, B and E

8:00 AM – 1:00 PM Registration Maryland Foyer D

7:30 AM – 5:15 PM Exhibits Maryland A, B and E

8:30 AM – 10:00 AM HAPS Annual Membership Meeting Baltimore Ballroom

10:00 AM – 10:30 AM Refreshment Break & Exhibits, Maryland A, B and E Posters, Baltimore Foyer (presenters available to discuss their posters)

10:30 AM – 11:45 AM Update Seminar V: The Human Brain and Learning Dr. Norbert Myslinski, University of Maryland Dental School Baltimore Ballroom

11:45 AM – 1:45 PM Lunch on your own

1:45 PM – 3:00 PM Update Seminar VI: Neuronal Regeneration and Gonadal Steroids as Therapy Dr. Kathryn Jones, Loyola University Chicago Stritch School of Medicine Baltimore Ballroom

Sponsored by the American Association of Anatomists

3:00 PM – 4:00 PM Refreshment Break & Exhibits, Maryland A, B and E Posters, Baltimore Foyer

4:00 PM – 5:00 PM Exhibits and door prizes Maryland A, B and E

6:00 PM – 7:00 PM Pre‐banquet Happy Hour (included with your banquet ticket) Maryland Foyer B, C and D

Sponsored in part by Wiley Publishers

7:00 PM – 11:00 PM Banquet, Keynote Performance and Dancing Keynote Performer: Tony Tsendeas as Frank the Body Snatcher Maryland C, D and F

13

ELathrop

Highlight

ELathrop

Note

Add: Annual Conference Committee meeting, Renaissance Harborplace Hotel Lobby

TTuueessddaayy,, 2266 MMaayy Community College of Baltimore County, Catonsville 7:00 AM Busses begin loading for CCBC Catonsville campus

7:30 AM – 9:00 AM Continental breakfast Q Building Lounge

9:00 AM – 9:15 AM Welcome to CCBC Dr. Sandra Kurtinitis, President, CCBC Q Building Lounge

9:30 AM – 12:15 PM Workshops D and E Buildings

12:15 PM – 1:30 PM Lunch Sponsored in part by Pearson

Committee Meetings

1:30 PM – 4:00 PM Workshops D and E Buildings

4:00 PM Busses begin loading for Renaissance Baltimore Harborplace Hotel

7:05 PM Baltimore Orioles Baseball Game vs. Toronto Blue Jays Camden Yards

WWeeddnneessddaayy,, 2277 MMaayy Community College of Baltimore County, Catonsville 7:00 AM Busses begin loading for the CCBC Catonsville campus

7:30 AM – 9:00 AM Continental breakfast Q Building Lounge

9:15 AM – 12:00 PM Workshops D and E Buildings

12:00 PM – 1:30 PM Lunch Sponsored in part by ADInstruments

1:30 PM – 3:45 PM Workshops D and E Buildings

3:45 PM Busses begin loading for Renaissance Baltimore Harborplace Hotel

TThhuurrssddaayy,, 2288 MMaayy Optional Day Trip – Washington, D.C.

8:00 AM – 8:15 AM Busses load for Washington, D.C. Renaissance Harborplace Hotel

4:00 PM ‐ 4:15 PM Busses load for return to Renaissance Baltimore Harborplace Hotel Union Station, Washington, DC

14

CCoonnffeerreennccee WWeellccoommee RReecceeppttiioonn Saturday, 23 May, 8:00‐10:00 PM, Baltimore Ballroom, 5th Floor Meet old HAPS colleagues and make new contacts while enjoying drinks and dessert. This is a free

event open to all registered participants and guests. The reception is sponsored in part by McGraw‐Hill Publishers.

FFiirrsstt‐‐TTiimmeerrss’’ BBrreeaakkffaasstt Sunday, 24 May, 7:30‐8:30 AM, Maryland Ballroom C, 5th Floor If this is the first time you’ve attended a HAPS Annual Conference as a member, non‐member or

student, you are invited to enjoy a complimentary breakfast hosted by HAPS Presidents‐Emeriti. You’ll have the opportunity to meet HAPS committee chairs and Board of Directors members.

This is a free event for all first‐time registered members, non‐members and students but tickets are required. If you did not indicate in advance that this is your first annual conference, please check at the Conference Registration desk to see if any tickets are available. This event does not include persons registered as “guests”.

MMeeeett tthhee CChhaaiirrss Sunday, 24 May, 5:00‐6:00 PM, The Ground Floor, 1st Floor Chairs of HAPS committees will be in the Ground Floor lounge on the first floor of the Renaissance

Harborplace Hotel for the hour before we leave for the USS Constellation. Visit with the committee chairs in an informal atmosphere and learn about the fascinating work being done and how you can get involved.

This is a free event and no pre‐registration or ticket is required.

DDiinnnneerr aanndd MMuussiicc oonn tthhee UUSSSS CCoonnsstteellllaattiioonn Sunday, 24 May, 6:00‐9:00 PM, USS Constellation Museum (http://www.constellation.org/welcome_vid.html) Enjoy the beauty of Baltimore’s Inner Harbor aboard the historic USS

Constellation. Tour the ship and listen to the music of local band 5 Oaks (http://5oaks.mysite.com/) while enjoying a delicious buffet meal. Walk the deck of the last all‐sail ship built by the US Navy. Launched in 1854 as a sloop of war, this ship takes you back to a by‐gone era. She is a prime example of Baltimore ship building. Among the important events in her history are tours of duty in the Mediterranean and off the African

coast. As flagship of the African Squadron, she played an important role in freeing Africans who had been captured and were to be sold as slaves. The ship also served as a training vessel for the Naval Academy for many years until her decommission. Guides in period uniform will fire the cannon and take you on a tour of the ship.

Bring your imagination and your appetite! This event has an extra cost and tickets are required. If you did not pre‐order tickets, check with

Conference Registration to see if there are any available.

SSPPEECCIIAALL EEVVEENNTTSS && AACCTTIIVVIITTIIEESS

15

AAnnnnuuaall CCoonnffeerreennccee –– PPrree‐‐bbaannqquueett HHaappppyy HHoouurr Monday, 25 May, 6:00‐7:00 PM, Maryland Foyer B, C and D Mingle with your HAPS colleagues for drinks and appetizers before the banquet. Many choose to

dress more formally for this event, but it is not required. This event is included with your banquet ticket and with guest registration. If you did not pre‐order

tickets, check with Conference Registration to see if there are any available. The pre‐banquet happy hour is sponsored in part by John Wiley & Sons Publishers.

AAnnnnuuaall CCoonnffeerreennccee BBaannqquueett,, KKeeyynnoottee PPeerrffoorrmmaannccee aanndd DDaanncciinngg Monday, 25 May, 7:00‐11:00 PM, Maryland Ballroom C, D and F Get ready for a special evening with a real Baltimore flare! After dinner, Tony Tsendeas, Baltimore School for the Arts, presents his acclaimed one man show:

Frank the Body Snatcher. The show is based on the real life exploits of a man named Frank, who in 1812 was ostensibly hired as a custodian by the newly established University of Maryland Medical School. His real function, however, was as a Body Snatcher or "Resurrection Man.” It was Frank's job to supply the school with "fresh subjects" for the anatomy labs and lectures. Tony Tsendeas vividly brings Frank to life in this tour‐de‐force performance. Darkly comic in tone, the show boldly recreates an offbeat slice of actual history.

This event has an extra cost and tickets are required. If you did not pre‐order tickets, check with Conference Registration to see if there are any available. The banquet and pre‐banquet happy hour are included in the cost of guest registration.

BBaallttiimmoorree OOrriioolleess BBaasseebbaallll vvss tthhee TToorroonnttoo BBlluuee JJaayyss Tuesday, 26 May, 7:05 PM, Camden Yards A special HAPS section is reserved in beautiful

Oriole Park at Camden Yards – a short walk from the conference hotel – to see the Baltimore Orioles play the Toronto Blue Jays. Game time is 7:05 and our section is 324, an Upper Reserved section between home plate and first base. Camden Yards is a beautiful venue for baseball and the game is sure to be fun.

This event has an extra cost and tickets are required.

DDaayy TTrriipp ttoo WWaasshhiinnggttoonn,, DDCC Thursday, 28 May, Buses depart from Renaissance Harbor Place Hotel at 8:15 AM (buses load from

8 – 8:15 AM) For this optional day trip, bus transportation to Washington, DC will be provided. Participants will be dropped off at Union Station, which is approximately 4 blocks north east of the United States Capitol. Several DC Metro lines converge at Union Station. Many of the museums of the Smithsonian Institution – including the National Air & Space Museum, National Museum of the American Indian, recently renovated National Museum of American History, National Museum of Natural History and many others (See the Smithsonian Institution website for a complete list ‐ http://www.gosmithsonian.com/) – are located on the Mall, which starts just west of the Capitol. Participants who do not wish to walk as much may choose to ride the Metro. Single day passes for the Metro are available from http://www.wmata.com/fares/purchase/passes.cfm#rail at a cost of less than $8. This day pass will allow you to ride the metro anywhere in the DC area.

This event has an extra cost and tickets are required. If you did not pre‐order tickets, check with Conference Registration to see if there are any available.

16

All update seminars will be held in the Baltimore Ballroom of the Renaissance Harborplace Hotel

SSuunnddaayy,, 2244 MMaayy

9:00 AM – 10:15 AM NNeeuurroopphhyyssiioollooggyy ooff HHIIVV IInnffeeccttiioonn Dr. Justin McArthur, Director, Department of Neurology Professor of Neurology, Pathology & Epidemiology Johns Hopkins University

Sponsored by the American Society for Microbiology

10:45 AM – noon TThhee DDeevveellooppmmeenntt ooff NNeeuurroonnaall GGrroowwtthh,, SSuurrvviivvaall aanndd CCoonnnneeccttiivviittyy iinn tthhee PPeerriipphheerraall NNeerrvvoouuss SSyysstteemm Dr. David Ginty, Professor of Neuroscience, Department of Neuroscience, Howard Hughes Medical Institute Johns Hopkins University School of Medicine

2:00 PM – 3:15 PM PPoossiittrroonn EEmmiissssiioonn TToommooggrraapphhyy ooff tthhee BBrraaiinn :: AA WWiinnddooww iinnttoo tthhee NNeeuurroocchheemmiissttrryy ooff tthhee CCooggnniittiioonn,, AAccttiioonn aanndd DDiissoorrddeerr Dr. Dean Wong, Radiology Vice Chair, Professor of Radiology, Psychiatry, Neuroscience and Environmental Health Sciences, Director of High Resolution Brain PET Imaging Johns Hopkins Medical Institutions

3:30 PM – 4:45 PM NNeeuurraall CCoonnttrrooll ooff BBrreeaatthhiinngg Dr. Ralph Fregosi, Professor, Department of Physiology & Arizona Research Laboratories Division of Neurobiology, University of Arizona

Sponsored by the American Physiological Society

MMoonnddaayy,, 2255 MMaayy

10:30 AM – 11:45 AM TThhee HHuummaann BBrraaiinn aanndd LLeeaarrnniinngg Dr. Norbert Myslinski, Associate Professor of Neurosciences, Department of Biomedical Sciences, University of Maryland Dental School

1:45 PM – 3:00 PM NNeeuurroonnaall RReeggeenneerraattiioonn aanndd GGoonnaaddaall SStteerrooiiddss aass TThheerraappyy Dr. Kathryn Jones, Professor of Cell Biology, Neurobiology & Anatomy, and Otolaryngology, Director of the Neuroscience Institute Loyola University Chicago Stritch School of Medicine

Sponsored by the American Association of Anatomists

UUPPDDAATTEE SSEEMMIINNAARR SSCCHHEEDDUULLEE

17

UUppddaattee SSeemmiinnaarr ##11 9:00 AM – 10:15 AM, Sunday, 24 May

Neurophysiology of HIV Infection

Justin McArthur, M.D. Director, Department of Neurology Professor of

Neurology, Pathology & Epidemiology, Johns Hopkins University, Baltimore MD

Dr. McArthur is sponsored by the

American Society for Microbiology

Dr. McArthur will review the impact of HIV infection on the nervous system detailing the clinical disorders encountered, and how the virus produces injury. Dr. Justin McArthur received his medical degree from Guys Hospital Medical School in London, UK. He then completed an internship and residency in internal medicine at The Johns Hopkins Hospital in Baltimore, MD. He then stayed with Johns Hopkins to complete a residency in neurology and achieve his Master’s Degree in public health.

Now a Professor of Neurology, Pathology and Epidemiology at Johns Hopkins, Dr. McArthur has become nationally and internationally recognized for his work in studying the natural history, development and treatment of HIV infection, multiple sclerosis and other neurological infections and immune‐mediated neurological disorders. Dr. McArthur has also developed a technique to use cutaneous nerves to study sensory neuropathies, including those associated with chemotherapy, HIV and diabetes.

Dr. McArthur is also the Director the of the Johns Hopkins/National Institute of Mental Health

Research Center for Novel Therapeutics of HIV‐associated Cognitive Disorders. The Center is comprised of an experienced interdisciplinary research team who have pooled their talents to study the nature of HIV‐associated cognitive disorders. Their aim is to translate discoveries of the pathophysiological mechanisms into novel therapeutics for HIV‐associated dementia (HIV‐D).

18

Notes

19

UUppddaattee SSeemmiinnaarr ##22 10:45 AM – 12:00 PM, Sunday, 24 May

The Development of Neuronal

Growth, Survival and Connectivity in the Peripheral Nervous System

David Ginty, Ph. D.

Professor, Department of Neuroscience Howard Hughes Medical Institute

Johns Hopkins University School of Medicine

The function of the adult nervous system is dependent upon trillions of neural connections. Not only must the organism generate neuronal numbers appropriate for the needs of targets being innervated, but it must also instruct these neurons to extend axons, elaborate dendrites, and generate synapses to establish proper connectivity. The goals of Dr. Ginty’s laboratory are to identify key molecular events underlying neuronal growth and survival and establish the principles governing development of the vertebrate nervous system.

Dr. David Ginty received his B.S. in Biology from Mount St. Mary’s College and Ph.D. in Physiology from East Carolina University School of Medicine. He then completed postdoctoral training in Molecular Neuroscience, first at the Dana Farber Cancer Institute at Harvard Medical School where he researched the mechanism of action of nerve growth factor (NGF). He later moved to the Department of Microbiology and Molecular Genetics at Harvard Medical School. There Ginty demonstrated that when NGF binds to its receptor on a nerve cell it “turns on” the activity of a molecule called CREB (cAMP response element binding). In the cell’s nucleus, CREB, a transcription factor, regulates the expression of a large cohort of genes that control growth, differentiation, and survival of neurons. But to study how NGF regulates CREB, Ginty needed a way to easily measure whether CREB was phosphorylated—in other words, in its active form—or not. In a technical feat, Ginty developed the first antibody that specifically recognizes the phosphorylated form of CREB and used it to study CREB function and regulation.

Dr. Ginty is currently a professor of neuroscience at the Johns Hopkins University School of

Medicine and an investigator of the Howard Hughes Medical Institute. He has worked for nearly two decades in the fields of developmental neurobiology and growth factor signaling. The Ginty laboratory studies the functions and mechanisms of action of neurotrophic factors and neurotrophic cues during neural development. Current interests of the lab include: the mechanisms of nerve growth factor control of gene expression; mechanisms of long‐range retrograde NGF signaling in neurons; axon guidance mechanisms during the establishment of PNS and CNS circuits; and identification of growth

20

factor/receptor systems that control survival and growth of PNS neurons. Most projects make use of chemical, reverse or forward genetic approaches in the mouse to address how neurotrophic factors and their receptors control neuronal survival, axon growth and circuit formation in the developing peripheral nervous system. – Update # Notes

21

UUppddaattee SSeemmiinnaarr ##33 2:00 PM – 3:15 PM, Sunday, 24 May

Positron Emission Tomography of the Brain: A Window into the

Neurochemistry of the Cognition, Action and Disorder

Dean Wong M.D., Ph.D. Radiology Vice Chair, Professor of Radiology, Psychiatry, Neuroscience and Environmental

Health Sciences, Director of High Resolution Brain PET Imaging Johns Hopkins Medical Institutions

Dr. Wong’s talk will focus on the use of positron emission tomography (PET) and single photon emission computer tomography (SPECT) in conjunction with radiopharmaceuticals and radiotracers that bind directly to brain neuronal sites of interest (receptor, reuptake sites, intrasynaptic) to explore the neurochemistry of the brain.

The impacts of studying normal and pathophysiology in living human brain and the applications of this research will be discussed. This update will also describe the recent increasing importance on accelerating drug development for treating important major neuropsychiatric disorders.

Dr. Dean F. Wong received his M.D. from University of Toronto Faculty of Medicine and his Ph.D. in Radiology Health Sciences from Johns Hopkins University. Dr. Wong currently is a Professor of Radiology, Psychiatry, Neuroscience and Environmental Health Sciences and Vice Chair of Radiology Research, Administration and Training at Johns Hopkins University. His research involves the design, development and application of radiopharmaceuticals imaged by positron emission tomography (PET) and single photon emission computed tomography (SPECT) for the study of in vivo brain chemistry. His research extends from collaborations in basic chemistry through pharmacology, imaging of small and large animals and healthy human subjects as well as the study of volunteers with neuropsychiatric illness. He is a pioneer in the development of dopamine radiotracers, participating in the team that carried out the first D2 dopamine PET radioligand, 11C‐n‐methylspiperone in the early 1980s. He is currently the principal investigator of two NIH shared Instrumentation grants for research PET scanning with a special emphasis on neuropsychiatry. His most recent grant and efforts have led to the installation of the high resolution research tomograph (HRRT), one of only 15 scanners of the highest resolution for brain imaging (2‐3 mm) in the world. He leads a group of approximately 15 scientists, mathematical modelers, chemists, psychologists, psychiatrists and nuclear medicine physicians. His research is primarily NIH funded and currently includes studies involving Tourette’s syndrome, Rett Syndrome, alcoholism, cocaine abuse and schizophrenia. He is also involved in collaborations with Pharma in the development of a number of CNS drugs, both at discovery Phase I and beyond level and

22

using PET and SPECT as potential surrogate markers helps in the decision making of future drug development including collaborations with NIDA, the NIDA drug development group. He is currently an NIH‐NIDA K24 mid‐career award holder and carries out a number of functions in mentoring in this role and in his role as Vice Chair for Research Administration and Training. In this latter role, he provides faculty oversight of the Radiology Research Office, which manages pre‐ and post‐award grants, and in addition provides training functions, including mentoring in relationship to career development especially for grant applications. – Update #

Notes

23

UUppddaattee SSeemmiinnaarr ##44 3:30 PM – 4:45 PM, Sunday, 24 May

Neural Control of Breathing

Ralph Fregosi, Ph. D. Professor, Department of Physiology & Arizona Research Laboratories Division of Neurobiology,

University of Arizona

Dr. Fregosi is sponsored by the American Physiological Society

The purpose of our conversation is to provide some ideas for teaching undergraduate students about the control of breathing. The control of breathing is complex and controversial, so it can be very difficult to teach this subject, particularly for non‐specialists. However, teaching this subject for 21 years has helped me devise some simple ways to make the control of breathing accessible to students with very diverse backgrounds. The students first need to be convinced that learning how to think in an integrative manner is crucial for understanding any aspect of physiology, but especially the control of breathing. After all, ventilatory control requires the student to understand central pattern generators, how premotor and motoneurons are connected anatomically, and how afferent feedback from central and peripheral chemoreceptors and afferents in the lungs, airways and joints alter the activity of respiratory muscles, and hence the rate of lung ventilation. The students must constantly be reminded that this, in turn, serves to maintain homeostasis by regulating blood gases and pH.

Dr. Ralph Fregosi was born in Boston, MA in 1954. He received a B.S. at UMass‐Boston, an M.S. at the University of Arizona and his Ph.D. at University of Wisconsin‐Madison, in 1985. He was a postdoctoral fellow in physiology at Dartmouth Medical School from January 1986‐August 1988, that same month that he began a tenure‐track faculty position at University of Arizona. He is at present Professor of Physiology and Neurobiology at University of Arizona. He also serves as an Associate Editor for the Journal of Applied Physiology. His research covers two main areas within the general framework of control of breathing: 1) development of neurotransmission in brainstem respiratory neurons, with particular emphasis on how development is altered by prenatal nicotine exposure; 2) how the nervous system control the respiratory‐related neural drive to muscles of the tongue. Awards from the NIH and the American Heart Association fund the research. Dr. Fregosi teaches Physiology 202 (undergraduate Human Anatomy & Physiology), Physiology 603 (graduate level human physiology); Physiology 620 (graduate‐level systems neurophysiology) and Case‐based instruction in cardiovascular, pulmonary and renal physiology for first year medical students.

24

Notes

25

UUppddaattee SSeemmiinnaarr ##55 10:30‐11:45 AM, Monday, 25 May

The Human Brain and Learning

Norbert Myslinksi, Ph. D.

Associate Professor of Neurosciences, Department of Biomedical Sciences University of

Maryland Dental School

Recent neuroscience research has given us insight into how the human brain learns and remembers. Understanding how the brain understands will make us better teachers, better students and better parents. By focusing on key concepts of cellular and anatomical neuroscience, we can demonstrate how the brain is built for change. What parts of the brain are involved in attention, emotions, stress, sleep, vision, and hearing, and how can we use them to improve learning? Why are plasticity and synaptic facilitation the basis of learning? How do gender and age differences in the brain affect learning? Examining the neuroanatomical correlates of learning will help us answer these questions.

Dr. Myslinski is a neuroscientist at the University of Maryland and Stevenson University. He received his research training in sensory‐motor integration at the University of Illinois in Chicago, Tufts University in Boston and Bristol University in England. Currently, his interest is neuroscience education for the professional and non‐professional, for which he took additional courses at Harvard and Johns Hopkins Universities. He has created, directed or taught 40 courses to 20,000 nursing, dental, graduate, undergraduate, high school, and elementary school students, and students in prisons and special schools. Recently, he has been involved in virtual reality courses, long‐distance education and on‐line courses through Laureate, Inc. He has been a member of 12 journal review committees, 7 grant review committees, and 22 state or national committees including literacy and ethics committees. He chaired 26 workshops, was an invited presenter 78 times, editor of 3 newsletters, awarded 15 grants and published 58 articles and book chapters. He is past‐president of the Baltimore Chapter of the Society for Neuroscience and Director of Maryland Brain Awareness Week. He is the founder of the International Brain Bee, a neuroscience competition for high school students with chapters in 75 cities and 12 countries around the world. He appeared 37 times on radio and television. He is the recipient of the Alumni‐of‐the‐Year Awards from St. Mary’s High School and Canisius College in Buffalo, N.Y.; the Society for Neuroscience Distinguished Teaching Award; and the University of Maryland Founder’s Day Award. He also served as Captain in the United States Army; represented Maryland since 2005 in the USA Senior Olympics; and is the proud parent of eleven‐year‐old Kelly and thirteen‐year‐old Matthew.

26

Notes

27

UUppddaattee SSeemmiinnaarr ##66 1:45‐ 3:00 PM, Monday, 25 May

Neuronal Regeneration and Gonadal Steroids as Therapy

Kathryn Jones, Ph. D. Professor of Cell Biology, Neurobiology & Anatomy, and Otolaryngology, Director of the Neuroscience Institute Loyola University Chicago Stritch School of Medicine

Dr. Jones is sponsored by the American Association of Anatomists

Gonadal steroids are neurotrophic agents capable of affecting many neuronal properties

associated with successful regeneration. In the human neurological disorder, amyotrophic lateral sclerosis, a steroid hormone receptor deficiency has been postulated to play an etiological role in the development of that disease. Administration of testosterone at the time of facial nerve injury in adult rodents accelerates functional recovery from facial paralysis. These steroidal effects on nerve regeneration are steroid receptor‐mediated and appear to involve an augmentation of the intrinsic molecular program of regenerating facial neurons. In addition, gonadal steroids may be inherently neuroprotective, and help prevent trauma‐induced neuronal loss in the CNS. Dr. Jones is also exploring the ability of steroids to improve outcome from spinal cord injury in rodent models. The long‐term objective is to extend these studies to the human. Translational neuroscience research utilizing gonadal steroids in conjunction with electrical stimulation is being done with Otolaryngology residents, and the hope is that these results will help with otherwise intractable facial paralysis resulting from facial nerve disorders in the clinical setting.

Dr. Kathryn Jones received a B.S. and certificate in Physical Therapy from the University of Wisconsin‐Madison. She attended the University of Illinois at Chicago and earned a Ph.D. in Neuroscience and was a Postdoctoral Fellow in Neuroendocrinology at the Laboratories of Neurobiology and Behaviour and Neuroendocrinology at the Rockefeller University. She came to Loyola in 1994, and is a professor in the department of Cell Biology, Neurobiology and Anatomy and the department of Otolaryngology. Jones has a joint appointment at the Edward Hines Jr. VA Hospital, where she is a research career scientist. Dr. Jones has recently been named director of the Neuroscience Institute, Loyola University Chicago Stritch School of Medicine.

Dr. Jones' primary research focus is on the potential of hormones such as estrogen and testosterone to repair damage in patients with peripheral nerve and spinal cord injuries. She also is doing research in amyotrophic lateral sclerosis (Lou Gehrig's disease).The overall goal of the research in Dr. Jones’ laboratory is to understand the basis for successful neuronal regeneration in neurons capable of survival and full axonal regrowth following injury and to extrapolate that information to enhance survival and regeneration of neurons otherwise incapable of survival and/or axonal regrowth

28

and injury. Dr. Jones’ laboratory is currently investigating the use of steroids for the treatment of facial nerve paralysis induced by intracranial tumors.

Her work has been continually funded since the 1980s by the National Institutes of Health, Veterans Administration, American Paralysis Association, Paralyzed Veterans of America and the Les Turner ALS Foundation. Her research is internationally recognized, and her studies have been published in top neuroscience journals. – Update #

Notes

29

KKeeyynnoottee PPeerrffoorrmmaannccee Annual Conference Banquet 7:45 PM, Monday, 25 May

Tony Tsendeas

as Frank the Body Snatcher

Tony Tsendeas is an artistic associate of the Baltimore Shakespeare

Company where he has directed the company's acclaimed productions of Shakespeare's Macbeth, Othello, Julius Caesar, and the parody The Complete Works of William Shakespeare (abridged), as well as Kimberley Lynn's Love for Words. Roles for the company include Caliban in The Tempest, Benedick in Much Ado About Nothing, The Player in Rosencrantz and Guildenstern Are Dead, Paroles in All's Well That Ends Well and most recently, Sir Toby Belch in Twelfth Night. Mr. Tsendeas has also performed at a variety of theaters regionally including Roundhouse Theater, Theater J, Woolly Mammoth, Everyman Theater and Center Stage. Film and video work includes HBO's The Wire, NBC's Homicide: Life in the Streets, and appearances and voice over work for The Family Channel, The Learning Channel and Discovery. From 1992 until 2000, Mr. Tsendeas was the artistic director of Baltimore's internationally recognized Action Theater. The company was in residence at the Baltimore Theatre Project and toured Northern Europe and Great Britain with its production BeckettLand, a collection of short dramatic pieces by Samuel Beckett, set in a Ghost Carnival or Bemusement Park. Tony Tsendeas is currently a member of the theater faculty of the Baltimore School for the Arts. Tony Tsendeas presents his acclaimed one man show: Frank the Bodysnatcher. The show is based on the real life exploits of a man named Frank, who in 1812 was ostensibly hired as a custodian by the newly established University of Maryland Medical School. His real function, however, was as a Bodysnatcher or "Resurrection Man.” It was Frank's job to supply the school with "fresh subjects" for the anatomy labs and lectures. Tony Tsendeas vividly brings Frank to life in this tour‐de‐force performance. Darkly comic in tone, the show boldly recreates an offbeat slice of actual history.

30

Assessment of Learning Gains in Inquiry‐Based Physiology Laboratories Maureen Knabb, Loretta Rieser‐Danner & Giovanni Casotti, West Chester University

Students in our non‐majors Human A & P and majors’ physiology laboratories have experienced a curricular transition from an instructor‐centered to a student‐centered, inquiry‐based approach. To assess learning gains, we developed an assessment instrument to evaluate improvement in three areas: physiology content (goal 1), scientific inquiry skills (goal 2), and critical thinking (goal 3). In A & P, post‐course scores improved significantly compared to pre‐test scores, with 86% (post‐test) versus 46% (pre‐test) of students (n = 111) achieving a score greater than 70%. The greatest score increase occurred in content knowledge (p < 0.0001) although significant improvements were also observed in inquiry skills (p < 0.0001) and critical thinking (p < 0.01). Similar results were found in the majors course (n = 14 students) with a significant improvement in the number of students achieving greater than 70% overall (42% pre‐ vs. 79% post‐ test) score. The greatest improvement was found in inquiry skills (p < 0.01) and content knowledge (p < 0.05). These results demonstrate that students in both courses gain content and process skill knowledge. Thus, the inquiry‐based laboratory experience successfully enhances student learning of physiological principles as well as the scientific method. Supported by NSF CCLI 0509161. Case Study Discussion in Large Lecture Anatomy and Physiology Classes Jeannette Hafey, Springfield College

There is growing interest in the use of case study discussion to engage students and develop critical thinking skills in large lecture classes. An interdisciplinary team of Springfield College faculty collaborated to present students in an anatomy and physiology class with real‐life clinical scenarios that they might encounter in their interactions with class‐ and teammates, family members, and future patients in their allied health careers. With partial support from the National Center for Science and Civic Engagement, faculty members developed a set of structured case studies and assignments that unfolded over several lecture sessions to encourage student investigation and analysis. Over two years, the project grew into a quasi‐experimental study that measured students’ academic performance, confidence in science knowledge and skills, interest in science topics, engagement in civic activities, and perceptions of helpfulness of case study discussion for learning. Results were compared across two course sections, one that included trained peer leaders to facilitate discussions and one without peer leaders. Significant differences across sections and between pre‐ and post‐course questionnaires were found in several areas. This poster describes the study and its results and provides resources for the development and utilization of case studies. A Case Study in Action: How is the Chemical Eric Case Being Taught? Jeannette Hafey, Springfield College

"Chemical Eric: Dealing With the Disintegration of Central Control" was published in 2006 as a teaching case and added to the collection of cases maintained online by The National Center for Case Study Teaching in Science at the State University of New York at Buffalo. Chemical Eric has been a fairly popular case, currently being taught by more than forty teachers in at least four countries and 18 states. It describes the unfolding symptoms and treatment of a patient with a benign pituitary tumor. The case study uses this story to teach about the complexities, feedback loops, and multiple layers of control build into the human hormonal system. This case is being taught at various educational levels, ranging from high school biology classes to graduate human anatomy and physiology courses. We explore modifications that various instructors have made, and discuss the phenomenon of case teaching in light of the influence of such individualization.

PPOOSSTTEERRSS

31

Clay Modeling as a Method to Learning Human Muscles – A Community College Study Howard K. Motoike, Robyn L. O’Kane, Erez Lenchner, and Carol Haspel, LaGuardia Community College

The efficacy of clay modeling compared with cat dissection for human muscle identification was examined over two semesters at LaGuardia Community College in Queens, NY. The 181 students in 10 sections in this study were randomly distributed into control (cat dissection) and experimental (clay modeling) groups, and the results of the muscle practical examination were analyzed. The clay modeling group was significantly better at identifying human muscles on human models than the cat dissection group and were as good at identifying muscles on their self‐made clay mannequins as the cat dissection group was at identifying cat muscle on their specimens. This study demonstrated that clay modeling is more effective than cat dissection for learning human muscles at the community college level.

The Cholesterol Myths: A Case Study in Perception vs. Reality Richard Pollak, Queensborough Community College/CUNY

Research conclusions of the last few decades concerning diet, cholesterol and cardiovascular health have been contradictory, whereby practical applications are not based on scientific findings. Our students and many others are only cursorily aware of this controversy, though they may follow the ‘settled wisdom’ in their daily lives. The social and medical confusion on the (misleading) importance of both dietary and blood cholesterol translates into unsubstantiated and possible harmful decisions on diet and medication, and needless worry for the consumer. For instance, a recent study concluded: "At eight years of follow‐up, a fat‐reduced diet was not associated with reduced risk for breast or colon cancer, heart disease, stroke, or cardiovascular disease". Another study indicates that total fat in the diet has no relation to heart disease risk, and even indicates more cancers for the low‐fat cohort. Yet general perceptions, A&P textbooks, and official recommendations are impervious to these findings. They appeal to settled wisdom despite contradictory finding, and show an inability to respond to science. Members of the science/health community should examine these data and lead the population in a re‐evaluation of the accepted perceptions. Combining On‐line Delivery with Problem‐Based Learning for Anatomy and Physiology Teaching Dalia Giedrimiene, Saint Joseph College

On‐line delivery was combined with problem based learning (PBL) to enhance Anatomy and Physiology (A&P) teaching and the learning process. In general, PBL is an appropriate method of learning for professionals continuing their education. It allows them to learn information in a directly applicable manner and serves to enhance their analytical and critical thinking skills. The emphasis in this learner‐centered approach, in contrast to the teacher‐centered approach, is placed on “learning to learn”, so students can meet the lifelong challenge of solving the problems they encounter staying up to date in their field. Combined with on‐line delivery, the PBL was used to enhance students’ process of thinking, and contributed to meaningful asynchronous course discussions. Teaching (A&P) on‐line also offered new ways of access to different sources of information, including the world‐wide‐web. The web allowed access to published material, to other institutions and places, and also served as a student‐centered learning resource, which was an integral component for learning on‐line. On‐line teaching and learning surpasses the traditional classroom environment in its quality and content and creates a great potential to enhance traditional university teaching and learning process.

Comparative Methods for Teaching Histology to Community College Students in Courses in Human Anatomy and Physiology Scott C. Sherman, Chong K. Jue, Queensborough Community College

In this study different methods of teaching histology to community college students in courses in human anatomy and physiology are discussed and critiqued. The advantages and disadvantages of these methods are evaluated in respect to different classroom environments. The different teaching methods included in this study are: 1) self‐guided learning of histology, 2) learning histology through preset microscopes, 3) lessons on histology by image projection, 4) understanding histology through digitized imaging, 5) experiencing histology through peer discussion, 6) discovering histology through problem‐based learning, 7) understanding histology by motor‐based learning, 8) experiencing histology by instructor‐guided discovery, 9) comprehending organ‐based learning, and 10) comprehending organ system‐based learning. There is no single method that serves best for all students. The outcome of these different teaching methods depends on the unique setting of each individual classroom. Each instructor may employ one or more of these different techniques to supplement their own teaching styles, enhancing the learning experience and comprehension of the students.

32

Concepts of Human Anatomy and Gait Interplay with Equine Anatomy and Gait Emily Allen, Gloucester County College

Concepts involving gait, balance and sway motions of various anatomical structures have distinct similarities in motion during gait regardless of the species or location. When riding a horse similar human muscles and joint structures have to move in concert with the equine anatomical structures as the human skeleton must move with the horse's gaits to appear still to an observer. Equine therapeutic riding is based on this concept providing physical therapy through this rider’s movement. Education on human anatomical topics such as gait, bone, joint and muscle actions have value in unexpected locations such as equine science.

Cool Learning Supplements Are Not Useful to All Students Anthony J. Weinhaus, University of Minnesota

Students use many techniques and tools/ supplements to study Anatomy; paper flashcards for example. These typically have an un‐labeled figure on one‐side and a labeled figure on the other. The hypothesis for this study is that improvements can be made on current supplements. These include: providing on‐line, innovative “digital” flashcards; incorporating pedagogy to teach the student techniques for learning; and using “real‐clinical cases” to make anatomy clinically relevant. Sets of “digital flashcards” were created in Microsoft PowerPoint and converted to .pdf. Each slide was a “flashcard” with the appearance of being interactive. All students in the course had unlimited access through our password protected course website. An evaluation was offered at on this site. Data were analyzed from undergraduate students enrolled in a one‐semester Human Anatomy lecture course. Of 423 registered students, 123 responded to the evaluation. The data disprove our simple hypothesis that creating innovative and clinically relevant supplements would increase interest and thus, lead to more use, more efficient learning, and better exam performance. These data suggest that there is a learning process required by the students in order to use these learning‐supplements. It cannot be assumed that a cool supplement will be useful to all students. For example, the “digital flashcards” seem to be more complex than conventional cards; the study of the skeletal system on a radiograph is much more complex than on a standard figure from the text; and the application of knowledge of the skeletal system to solve a clinical problem is a very high level of learning.

Design and Evaluation of a Human Anatomy and Physiology Curriculum with Understanding by Design Ellen J. Lehning, Jamestown Community College

This poster will present a curriculum for a digestive system unit designed with Understanding by Design (UbD). UbD is a curricular design approach for improving student achievement. The UbD approach is synthesized from current learning theory in cognitive psychology and uses a three step, backwards design process: 1) learning is focused on understandings which are big ideas within a content discipline; 2) assessment is focused on demonstration of understanding with authentic performance assessment; and 3) learning experiences employ experiential and inductive learning strategies. Guidelines for devising and peer evaluating curricula using UbD’s backwards design process will be described in context of the digestive system unit. The unit will be implemented in a two‐semester anatomy & physiology course in spring 2009. Action research will be used to collect data and evaluate unit effectiveness. Action research is a type of applied research which involves a sequence of setting goals, designing a plan to achieve the goals, collecting data, analyzing and interpreting data, and acting on the results. The action research study population will consist of students enrolled in two anatomy and physiology lecture sections at Jamestown Community College. Thus, this research will evaluate effectiveness of the UbD backwards design process in an actual classroom setting. Does Collaborative Group Testing Improve Performance? Kathy Starr, Western Carolina University

Collaborative group exams can be an effective learning tool that allows students to enhance their knowledge by building on the strengths of their peers. Working in groups may motivate students to study materials more thoroughly so as not to disappoint other group members or jeopardize the group grade. Additionally, collaborative group exams may reduce test anxiety. First‐year physical therapy (PT) students enrolled in the human anatomy course at Western Carolina University were placed in small permanent groups (n = 4‐5) by the instructor at the beginning of the semester based on certain criteria such as undergraduate major and previous dissection experience. These groups worked together on dissections and completed group lab exams and group quizzes throughout the semester. To determine whether collaboration improved performance, PT students completed the same 15 question multiple‐choice quiz individually and as part of their permanent groups. Based on composite test scores groups performed significantly better than individuals on the quiz. Students were asked to complete a survey concerning their experiences with group testing. Survey data indicated that 89% of the students agreed or strongly agreed that they would recommend group testing in other courses.

33

The Effect of Learning Portfolios on Student Performance and Motivation in a Pre‐Clinical Anatomy and Physiology Course Robert J. Swatski, Harrisburg Area Community College ‐ York Campus

In Summer 2008, I introduced a Learning Portfolio project in the Anatomy and Physiology I course I teach at the York Campus of Harrisburg Area Community College and began to assess its impact on student performance. This project evolved as a way to enhance student engagement in the learning process through the creation of laboratory study aids based upon their individual learning styles (VARK questionnaire, www.vark‐learn.com). During lab, I demonstrate examples of different active learning techniques and encourage students to complete those that would most improve their understanding of the concepts. Examples of study aids include drawings (pens/pencils, digital), models (clay, pipe cleaners, string), photography (with digital enhancement), plastic overlays, concept maps (hand‐drawn or with CmapTools, http://cmap.ihmc.us/conceptmap.html), clay muscle building using Mannekins®, and simple PowerPoint® animations. Students include in their portfolios a selection of study aids with written reflections on their usefulness, learning styles, exam performance, and an overall self‐assessment. In my poster presentation, I will share student feedback on the educational value of learning portfolios, quantitative grade comparisons, and examples of student work. Initial results demonstrate that this project has improved grades, builds confidence, increases motivation, and promotes a strong sense of achievement in my students.

The Efficacy of Cadaver Dissection in Students' Understanding of the Gastrointestinal System Kebret T. Kebede & Tony Scinta, Nevada State College

The objective was to determine the efficacy of cadaver dissection in students' knowledge of the gastrointestinal system and to determine whether it can significantly increase their knowledge beyond that of the standard educational practices.

Three classes consisting of 25 students on average were used for the study. One of the classes was randomly assigned to incorporate cadaver dissection during the study of the gastrointestinal system. Students in this class were instructed by exposing the abdominal cavity and the organs of the gastrointestinal tract including the accessory organs. They were also encouraged to manipulate and closely examine the structures in the cadaver and compare them to the images in their text book. The control groups were the other two classes. In one of the classes students were instructed using technology enhanced (PPT images) lectures and another class with a regular lecture that did not incorporate technology but standard diagrams. All students in all three classes took a written exam with limited number questions that required explanation of function, listing of organs and analyzing the relationship of the parts of the GI tract in the process of digestion and absorption, at the beginning of the study. After allowing equal time for preparation all students in all three classes took similar exam post‐dissection.

Assessing the results of all three classes in the pre‐dissection exam, the results between them did not present a statistical difference. The results of the three classes’ post‐ dissection assessment reflected that the students who were instructed incorporating cadaver dissection performed significantly better than the students who were instructed using technology‐enhanced lectures and conventional lectures. Students were also asked to write an evaluation of the course describing their respective experiences. Students with the cadaver experience stated that they considered the cadaver dissection the most valuable part of the course and mentioned that it provided them a realistic perspective of the human anatomy and also significantly facilitated their understanding of its physiology. They were also enthusiastic in recommending it to all pre‐health professions students and emphasized that it should be used for all body systems.

During the study of human anatomy in general and of the gastrointestinal system in particular, cadaver dissection provides students with a better understanding of the systems by giving them a realistic perspective on the organs that comprise each system. As reflected in the objective study and in the subjective evaluation of the students’ learning process cadaver dissection is a valuable tool in anatomy and physiology instruction. All statistical values and charts will follow. Evaluation of a Peer‐Instruction Program in an Undergraduate Anatomy Laboratory Stephanie Pounder & Mary Lou Bareither, University of Illinois at Chicago

A study was conducted on the benefits of peer‐instruction in the laboratory of an A & P course which enrolls 500 students with lab sections taught by graduate assistants (GA). Undergraduate students, who had previously completed this course and were enrolled in a cadaver dissection course, were assigned as peer‐instructors to assist the GA. A survey evaluating the peer‐instructional program was administered to the students, undergraduate peer‐instructors and GAs. Grades were compared, using an independent t‐test, to the year prior to implementation of the peer‐instruction program.

34

Although there was no significant difference in the course grades (p=0.43), students responded that the peer‐instructors were academically beneficial. Peer instructors reported improvement in: understanding course concepts, leadership, communication, confidence and teamwork. Graduate assistants were highly supportive of the peer‐instructors and felt they benefited teaching and learning in the lab. Student enrolled in the cadaver dissection class were administered a pre and post‐exam on anatomical concepts. Students who were also participating as peer‐instructors scored significantly higher (p=.003) than students in the dissection class who were not peer‐instructors. These outcomes suggest that a peer‐instructional program may a valuable educational method to enhance the undergraduate learning environment and provide a valuable learning experience to the peer‐instructors. Expression of TRPM7 mRNA in Cultured Cells Karyn M. Turla & K. L. Miller, Friends University

TRPM7 (transient receptor protein melastatin 7) is a Mg++ channel that is thought to be responsible for the maintenance of cellular magnesium homeostasis. This channel became intensely studied when it was discovered to play a role in the neuronal cell death response that occurs following stresses such as hypoxia. This channel has been implicated in the function of the kidneys, nervous system, heart and immune systems and its function is also implicated in several disease states such as pulmonary hypertension and WPALS (Western Pacific Amyotrophic Lateral Sclerosis). The study presented here was conducted to develop a Reverse Transcription Polymerase Chain Reaction technique to detect the expression of TRPM7 mRNA in cultured mouse collecting duct cells (M1 cells) and human liver HEP G‐2 cells. Total RNA was extracted from the cultured cells, cDNA was synthesized from mRNA using oligo dT primers and the TRPM7 sequences were amplified by PCR using sequence specific primers. Verification of TRPM7 PCR products was established by restriction digestion and identification of predicted band lengths. This study is the first step in a series of experiments that are planned to study the expression of TRPM7 in cultured cells originating from various tissues.

Fasting Effects on Male Rat Digestive Tissue Oxytocin Robert P. Parks, Pace University / St. John's University

Adult male rat oxytocin (OT) concentrations were determined by radioimmunoassay in the following nerve and organs: vagus; esophagus; pyloric antrum; duodenum; jejunum; ileum; cecum; pancreas; liver; and colon. Tissue samples were collected from randomly assigned rats to the following groups: fasted with food access (30 min.); cephalic phase response (CPR) fasted with food exposure (30 min.); (adlib) feed and water and control fasted animals. All fasting intervals were 48 hours. Elevated OT concentrations were observed in the vagus and all of the digestive targets of the fasted food access group. Eighty percent of the CPR targets and 60% of the adlib targets had elevated OT concentrations when compared to the fasting control animals (statistics in progress). These data support previous observations of OT presence in digestive and accessory digestive organs. The elevated OT in the digestive targets of the fasted with food access and CPR groups suggests target OT concentrations increases during the cephalic phase of digestion and while eating. Elevated OT in the organs of the adlib vs. the fasted animals may imply a different OT mechanism for the adlib rats. HAPS Committee Updates

These posters present information on and updates of the HAPS Committees' activities, investigations and results since the 2008 Annual Conference. HAPS standing committees include the Animal Use, Regional Conference, Annual Conference, HAPS‐Ed, Cadaver Use, HAPS Institute, Curriculum and Instruction, Membership, Safety, Partner Associations, Public Relationship, Testing, and Web & Technology Committees. Learn what committees are doing and which committees are looking for new members. Some committees have chosen to present individual posters. HAPS Committee Update: Animal Use Committee Update Animal Use Committee (Don Kelly, Chair)

This poster presents updates and modifications of the Committee's Incidence Response Plan and reports on the Committee's investigations and results over the past year since the last Annual Conference. Poster presentations have become a very effect method of dissemination of Committee information and garnering valuable responses from the membership.

35

HAPS Committee Update: The HAPS Learning Outcomes Project Curriculum & Instruction Committee (Carol Veil, Chair)

The purpose of the HAPS Learning Outcomes Project was to create a set of goals and learning outcomes for a two‐semester course sequence in human anatomy and physiology intended to prepare students for a variety of clinical and academic programs. The documents produced in this project can be used as a benchmark for instructors who are currently teaching anatomy and physiology courses and as a guide for those who are developing new courses. More than thirty individuals have worked for the past three years on this project, which will be completed in late spring or early summer of 2009. This poster will highlight the work of the HAPS Curriculum and Instruction committee, with the intent of making HAPS members aware of this valuable resource that will be available to them on the HAPS website.

HAPS Committee Update: The New Public Affairs Committee – Join Now! Public Affairs Committee (David Evans, Chair)

The goal of the Public Affairs Committee is to raise public awareness of the Human Anatomy and Physiology Society and to open 2‐way communications between HAPS and other public organizations. We develop and send out publicity for Annual and Regional Conferences, HAPS‐I, and other important events. It is part of our task to keep an eye on legal developments and public trends that might impact members. We also maintain a Public Affairs page linked to the HAPS Homepage that every week provides news about individual members, science advancements, technological innovations, and the art of teaching. We stay busy all year long! If you want to be a part of this dynamic new committee, contact David Evans ([email protected]). HAPS Committee Update: Spotlight on Safety Safety Committee (Rema Suniga, Chair)

During the 2000 HAPS Annual Conference at Charlotte, interested HAPS members organized a Safety Committee to address issues of student and instructor welfare in the human anatomy & physiology laboratory. The first goal of the Safety Committee was to create the Safety Guidelines (released in 2005) as the standard for promoting safe practices in teaching the human A&P laboratory. The Safety Committee continues to update and expand the Guidelines, promote safety awareness, and serve as the authority on issues of safety for the HAPS membership. In support of these aims, the Safety Committee’s poster highlights several topics covered in the Guidelines and presents data gathered from a survey on safety of the HAPS membership at the 2008 Annual Meeting in New Orleans. The Safety Committee is currently working on assembling case studies of safety issues in the A&P laboratory and invites the HAPS membership to share their personal incidents of A&P safety during the scheduled committee meeting at the 2009 Annual Conference in Baltimore.

Incorporating Case Studies into a Major’s Physiology Course to Encourage Integrative Thinking Maureen Knabb, West Chester University

To investigate student’s ability to integrate and apply physiological concepts, case studies were incorporated into an upper level physiology course. Six instructor‐designed cases represented recent newspaper reports (n=3) or invented stories (n=3) and were presented either in‐class (n=3) or online via a Blackboard discussion board (n=3). For the first case, the instructor helped the students generate 3 relevant questions that were designed to achieve integrative thinking. Assessment was based on written group responses to the student‐generated questions, instructor‐generated multiple choice exam questions, and student perceptions of their learning. There was no significant difference between performances on multiple choice exam questions evaluating student learning from lecture content versus case analysis. The end‐of‐semester survey indicated that all students enjoyed using case studies and an online format was slightly preferred over in‐class (53%). Some students favored the news‐based cases (33%) compared to invented cases and the majority (80%) preferred constructing their own questions. Most students (83%) agreed that case studies extended their understanding of course content and encouraged inter‐system as well as interdisciplinary thinking. These results indicate that case studies can be incorporated successfully to develop integrative thinking in physiology and students enjoy the challenge of identifying and answering their own questions. Information Overload – How to Effectively Use Media in the Lab Kim Kerr & Nancy Kincaid, Troy University, Montgomery Campus

Several computer programs are important to our A&P classes. Most are packaged with our books without additional charge, but also available in our own lab. Our newest, PAL2, is extremely user‐friendly and has students asking for additional homework. PhysioEx works best as instructor led activities, while Biopac is most effective in small groups. We are converting our Interactive Physiology and PAL2 homework to automatically graded exercises.

36

iPhone Support for Anatomy/Physiology Instruction Lifang Tien & Roger Boston, Houston Community College

The goal of this study is to explore the viability of a new teaching and learning environment that will take advantage of mobile phone access to internet instructional materials. We had pilot iPhone access to Anatomy and Physiology course, and determine through comparative studies the value added by providing portable access to class materials and interactions. The viability of mobile learning was evaluated through three areas of the learning process: the interest level of learning; the collaborating level of learning; and in‐depth understanding of the concepts. A survey designed for analysis of these areas have been compared between the experience group (mobile phone accessible) and control group (PC accessible only). Our preliminary data show: 1) students connecting time has significantly increased (20% of our students’ connecting time has doubled; 80% of our students’ connecting time increased at least 30‐70%); 2) 100% of the students believed iPhone has increased their connection both socially and academically; and 3) 95% of students believed iPhone has helped them to understand the class material better. This study has showed the mobile computing did improve our students learning outcomes. This study is supported by Houston Community College chancellor’s innovation fund. A Pedagogical Strategy for Teaching Human Biology to Non‐Science Majors Laurie J. Bonneau, Trinity College

Non‐majors often have difficulty with undergraduate science courses; they face them with trepidation and have difficulty figuring out what and how to study. That these issues apply to human biology, a subject in which students have a natural interest, signals a mismatch between student efforts and teacher expectations. Over several years of teaching human biology to students in the arts and humanities, I have adopted the approach of providing students with banks of essay questions from which exam questions will be taken. Such questions are comprehensive and detailed, and encompass the entire scope of course material. Statistical comparison of my Human Biology course using this approach vs. more traditional methods reveals a significant improvement in student performance as measured through their mastery of the material and their course grades. Under this model, students go through a period of adjustment early in the semester (during which their grades are lower), followed by significant improvements thereafter. Combined with positive course evaluations, these findings suggest that providing a pool of potential essay exam questions ahead of time improves learning and grades; it also reduces test anxiety and helps students to focus their studies on the most significant aspects of the subject. Problem Solving is an Essential Part of Teaching Anatomy and Physiology Dalia Giedrimiene, Saint Joseph College

In general, it is clear that critical thinking is essential to understand science and to apply it in practical settings appropriately. Biology education, including Anatomy and Physiology (A&P) teaching, has been criticized for emphasizing mindless memorization over analytical and creative science. A good starting point in the development of critical thinking skills is a use of practical examples or problem‐based cases meaningful to the student. Adding problem‐based learning (PBL) component to A&P studies may significantly enhance the active learning process and to improve critical thinking skills. Learning from case‐based problems requires them to synthesize the new material with previous knowledge, allowing the students to update and expand their existing skills. A problem‐based approach facilitates the development of collaborative skills by the student without stifling their individuality. Relating the lecture material with applicable cases or problems, the subject of A&P becomes much more attractive to all students. Based on own experiences, most students showed more willingness to undertake additional homework in order to solve problem related cases. Hopefully, PBL enhancement of A&P studies will lead to a new design of laboratory activities and engage the learner in more classroom discussions. Promoting Student Learning with Unlimited Exam Attempts and Online Testing Barbara Krumhardt, Iowa State University

Anatomy and physiology are challenging subjects for many of our students. To increase student success in these classes and promote deeper learning, unlimited attempts on exams taken via the Blackboard online learning system were allowed over each testing period of four days. All exams were taken in a proctored testing facility on campus with 4 hours of study (or wait) time required between attempts. To make this promote learning, exams were composed of 4 or more questions covering each learning objective. With about 50 learning objectives per exam, this meant developing a large test bank. With each attempt, a student would see new randomly‐selected questions covering learning objectives. Additionally, the answers for questions were displayed in random order, so students always saw a new exam with each attempt. Students learned to study all learning objectives, not just the questions seen on prior attempts. Seventy‐three percent of

37

the students responding to an online survey believed that the unlimited attempts promoted their learning. In general, students increased their scores considerably during each testing period. Reactions to Cadaver Dissection in a Physical Therapy Anatomy Course Kathy Starr, Western Carolina University

At Western Carolina University physical therapy (PT) students learn the basics of anatomy by doing cadaver dissections. For the past six years PT students have been involved in a number of activities to reduce their anxieties and carefully prepare them for the gross anatomy laboratory. These activities include touring the anatomy lab prior to dissection, learning about the body donor program, reading a letter written by a first‐year medical student about her dissection experience, class discussions and videotaped interviews with PT students who have completed the anatomy course. In surveys competed by students approximately one month after beginning dissection, a majority of students found the preparatory activities were beneficial. Of those surveyed (n = 172), 90.1% felt moderately to extremely prepared to begin dissection even though 90% of the students had never worked with cadavers. In addition, students were asked to describe their anticipation before beginning dissection, their reactions to their first encounter with cadavers, the coping mechanisms they used for dealing with dissection, and some of the thoughts provoked by working with cadavers. These data will be summarized in this poster presentation. Student‐Produced Anatomic Models in Anatomy and Physiology Courses Marshall S. Griffin & Joyce R. Kronberg, West Virginia University at Parkersburg

Anatomic models are expensive to purchase but can convey more information than even the best quality photographs or two‐dimensional drawings. The authors have found that students working in small groups can produce high quality, three‐dimensional models that are often more detailed than purchased materials. The poster will describe how the authors assigned and evaluated the modeling project in a Nursing/Health Science Anatomy and Physiology course. Some example photographs of actual student produced models will be included. The instructors have found that students who construct models tend to better understand the modeled structure. Since quality student‐produced models can last for years, they can serve as a resource for future Anatomy and Physiology students as well as students in other Biology courses.

Students Perform Better on Laboratory Assessments in Human Anatomy with the Opportunity to Attend an Additional Unstructured Review Lab Anthony J. Weinhaus, University of Minnesota

This study was undertaken to examine the impact of unstructured review time – in addition to the structured lab time ‐ on performance in the lab practical exam. Besides simply more time to study, there are many other subtle benefits of attending an unstructured review in the lab. These play a critical role in learning and include: peer teaching, problem‐solving, critical self‐assessment, development of psycho‐motor skills, and the promotion of active learning. The lab course meets once per week for 2 hours. The lab consists of tutored (formal instruction) investigation of human cadavers. This lab is also available an additional 4 hours per week as an informal review lab. Analysis of the performance on the first practical exam (data not yet available for the second and third exam) show that students who attend review lab performed 12.0% better on total score than those who did not (P<0.0001). The breaks down as: 9.2% better on multiple‐choice (P<0.001), 22.8% better on short answer (P<0.0001), and 37.0% better on second‐order questions (P=0.0024). These data show that students perform better when they attend a non‐structured, informal laboratory review. Besides the opportunity to commit more time to studying anatomy, it seems likely that there are many subtle benefits of attending this type of review lab that play an important role in learning. Suture 101: Closing the Gap between Basic Anatomical Knowledge and Clinical Application in the A&P Laboratory Mark Jaffe, Nova Southeastern University

Traditionally, clinical skills are taught in the graduate medical setting. At the undergraduate level they are occasionally introduced in premedical society workshops. Teaching undergraduate students basic suturing in the anatomy and physiology laboratory setting creates a unique opportunity for the students to reinforce their basic understanding of body tissue organization and to apply their understanding clinically as they perform psychomotor skills. The equipment and supplies are relatively inexpensive and easily obtainable. Suturing can be taught concurrently with or after the Integumentary system lab session. Although pigs’ feet are commonly used for this wet‐lab, most dissection specimens

38

already utilized can be substituted. Furthermore, this concept has great versatility and can be modified to meet the needs of any current A&P laboratory curriculum.

What’s better? Integrated Anatomy and Physiology, or Anatomy and Physiology Taught as Separate Disciplines? Hannah Anchordoquy, Regis University

Anatomy and physiology content is typically taught as either a 2 semester integrated A&P series, or as separate disciplines in two consecutive semesters. Which delivery method provides the most effective learning resource for students? When Regis University switched from teaching A&P as an integrated 2‐semester series to teaching anatomy and physiology separately, I assessed student learning outcomes with each content delivery method to compare them. Students completing a 2 semester integrated A&P series received a cumulative multiple choice exam. Questions were drawn at random from a published testbank associated with Anatomy and Physiology, 7th edition, Marieb and Hoehn. The mean score on the exam for the integrated A&P students was 53%. The following spring, after the shift to separate Anatomy and Physiology courses (Anatomy in the fall, Physiology in the spring, both still taught at the 200 level by the same instructor), students received the same cumulative multiple choice exam. Scores for this student cohort appeared to increase, almost to the level of statistical significance (mean = 57%, p = 0.09). Several problems plagued the first offering of separated Anatomy and Physiology, so I gave the same exam the following year, to the students taking the separated Anatomy and Physiology series the second year it was offered at Regis. With this student cohort, scores on the same cumulative multiple choice exam improved even further. Students repeating the courses were excluded from this analysis, as were students who did not complete both semesters. These results indicate that student outcomes improve when Anatomy and Physiology content is taught separately. Multiple factors may contribute to the observed improvement, including increased reiteration of material, improved ability to focus on major anatomical or physiological themes, or reduced “gear shifting” as students switch from anatomical to physiological content and back in an integrated A&P course.

39

Come to a HAPPENING Event!LOCATION: Watertable Lounge, Renaissance Baltimore Harborplace HotelDATE/TIME: Saturday, May 23, 6-8 pm

Join Pearson Benjamin Cummings for a

Celebration Cocktail Party!Drop by for some fun, snacks, and refreshments! Fill out a “Teaching Idea of the Year” entry form for your chance to win an iPod Touch! The drawing for the winner will take place at 7:45 pm, preceding the HAPS Welcome Reception.

For more information on our titles and media, please visit our catalog at www.pearsonhighered.com/ap

Help us celebrate our unparalleled media tools that are now available in one easy-to-use place—myA&P!

• Get Ready for A&P Online gets your students up to speed for the A&P course.

• A&P Flix™ are 3D movie-quality animations that cover key concepts in A&P and invigorate your classroom lectures.

• Interactive Physiology® 10-System Suite (IP-10) helps your students understand tough physiology concepts.

• Practice Anatomy Lab™ (PAL) 2.0 gives your students access to the most widely used lab specimens.

• PhysioEx™ 8.0 supplements the wet-lab experience, providing laboratory simulations that illustrate key lab activities.

Come to a HAPPENING Booth! LOCATION: Pearson Benjamin Cummings Booth

Meet our authors!DATE: Sunday, May 24

7:30–8:30 am Ric Martini and Judi Nath, authors of Fundamentals of Anatomy & Physiology, Eighth Editionand Anatomy & Physiology (”Slim”), Second Edition

10:15–10:45 am Katja Hoehn, co-author of Marieb/Hoehn Human Anatomy & Physiology, Eighth Edition Susan Mitchell, co-author of Marieb/Mitchell Human Anatomy & Physiology Lab Manual, Ninth Edition

12:00–1:00 pm Mike Wood, author of Laboratory Manual for Anatomy & Physiology, Fourth Edition

1:00–2:00 pm Stephen Sarikas, author of Laboratory Investigations in Anatomy & Physiology, Second Edition

DATE: Monday, May 25

7:30–8:30 am Ric Martini, co-author of Martini/Bartholomew Essentials of Anatomy & Physiology, Fifth Edition

10:00–10:30 am Lori Garrett, author of Get Ready for A&P, Second Edition Ruth Heisler and Nora Hebert, authors of PAL™ 2.0 and A&P Flix

3:00–3:30 pm Ric Martini, Mike Timmons, and Bob Tallitsch, authors of Human Anatomy, Sixth Edition

Participate in an art contest!DATE/TIME: Contest begins on Sunday, May 24, 7:30 am

Please stop by the Pearson Benjamin Cummings booth! Enter our art contest by creating a sketch that has helped you successfully teach a key concept in your A&P classroom. Easels with paper and markers will be provided. The HAPS participant whose sketch best illustrates a key concept will win a Kindle 2! The winner will be announced on Monday, May 25 at 3:45 pm.

WWOORRKKSSHHOOPPSS WWOORRKKSSHHOOPP SSCCHHEEDDUULLEE,, TTUUEESSDDAAYY,, 2266 MMAAYY 22000099

Time Event

7:00 AM – 8:30 AM Busses load for CCBC Catonsville campus

7:30 AM – 9:00 AM Continental breakfast (Q Theater Lounge)

9:00 AM – 9:15 AM Welcome to CCBC

9:30 AM – 10:30 AM Workshop Session I – 60 minutes

10:30 AM – 10:45 AM Break(Beverages available Room E‐200)

10:45 AM – 12:15 PM Workshop Session II – 90 minutes

12:15 PM – 1:45 PM Lunch (Room E‐200) and Committee Meetings (see page 60)

1:45 PM – 2:45 PM Workshop Session III – 60 minutes

2:45 PM – 3:00 PM Break (Beverages available Room E‐200)

3:00 PM – 4:00 PM Workshop Session IV – 60 minutes

4:00 PM – 5:30 Busses load for Renaissance Harborplace Hotel

WWOORRKKSSHHOOPP SSCCHHEEDDUULLEE,, WWEEDDNNEESSDDAAYY,, 2277 MMAAYY 22000099 Time Event

7:00 AM – 8:30 AM Busses load for CCBC Catonsville campus

7:30 AM – 9:00 AM Continental breakfast (Room E‐200)

9:15 AM – 10:15 AM Workshop Session V – 60 minutes

10:15 AM – 10:30 AM Break (Beverages available Room E‐200)

10:30 AM – 12:00 PM Workshop Session VI – 90 minutes

12:00 PM – 1:30 PM Lunch (Available in Room E‐200)

1:30 PM – 2:30 PM Workshop Session VII – 60 minutes

2:30 PM – 2:45 PM Break (Beverages available in Room E‐200)

2:45 PM – 3:45 PM Workshop Session VIII – 60 minutes

3:45 PM – 5:30 PM Busses load for Renaissance Harborplace Hotel

HHAAPPSS‐‐II WWOORRKKSSHHOOPP SSCCHHEEDDUULLEE HAPS‐I Course Day and Session(s)

Tuesday, all sessions Advanced Cardiovascular Biology

Tuesday, session II only Advances in Anatomy & Physiology 2009

Wednesday, all sessions Advances in Respiratory Biology

Wednesday, all sessions Advances in Neuroendocrine Biology

42

NOTE: Most rooms have seating for 24 participants; some workshops may be standing room only. Lunch will be available in room E‐200 on both days. Please refer to the Lunchtime Committee Meetings table for locations of committee meetings on Tuesday.

HAPS‐I Course Full‐Day Workshop (open to registered HAPS‐I course participants only) Advanced Cardiovascular Biology Room D‐204 This workshop is open only to students registered in the HAPS‐I Advance Cardiovascular Biology course. Workshop attendees will meet during all workshop sessions on Tuesday, 26 May.

SSeessssiioonn 11 TTuueessddaayy 99::3300––1100::3300aamm ((6600 mmiinnuutteess)) Workshop 101 How to Create Your Custom Lab Manual Room E‐202 Suzanne Frucht Northwest Missouri State University

Are you tired of trying to adapt a large commercial lab manual to your specific lab objectives? Would you like to be free from the time and expense of making handouts for each of your labs? Have you always wondered what was actually involved in publishing your own lab manual? This workshop will present the pros and cons involved with creating a custom lab manual and a step‐by‐step description of the process from initial ideas through publication of finished product. There will be plenty of time to answer all your questions. _____________________________________________________________________________________________________ Workshop 102 ACT UP! Activities for Moderately‐Sized Lecture Classes Room D‐201 Jacqueline D Van Hoomissen University of Portland

How can I get the students in my moderately‐sized lecture class (N=60) to participate during the lecture so that I can assess their understanding of the core concepts without having to sacrifice content? The answer: get them to ACT UP! ACT UP stands for Activities Completed Today to assess your Understanding and application of the material. The purposes of the ACT UP are to provide a framework within lecture that serves as the mechanism by which a professor can 1)involve students in lecture, 2)assess each student's understanding, 3)minimize the amount of busy work done outside of class, and 4)emphasize important concepts.

Workshop 103 Using PAL 2.0 as an Assessment Tool in the Laboratory Room E‐215 Ruth Heisler University of Colorado‐Boulder Nora Hebert Red Rocks Community College

Practice Anatomy Lab 2.0 (PAL) is an interactive software package that allows students to have unlimited access to laboratory materials. Students have access to quizzes and lab practicals through each of the 5 modules (cadaver, model, histology, cat & pig). Instructors have access to additional quizzes and lab practicals that assess student learning. We will discuss different ways these assessment tools can be used in the laboratory. _____________________________________________________________________________________________________ Workshop 104 Integrating Biomedical Topics for Teaching A&P Using All‐In‐One Text/Manual: Copyrights &

Patent Information Room E‐205 Repeats as Workshop 505 Lakshmi Atchison, Ph.D. Chestnut Hill College

Teaching of anatomy & physiology starts with cell structure and function. This information lays the foundation for A&P as well as for other biological subjects such as general biology, cell biology, histology, pathology, hematology, genetics,

TTuueessddaayy,, 2266 MMaayy

43

endocrinology, molecular biology and other biomedical subjects. Cell biology lays a foundation that is built upon by educators who teach A&P to generate a continuum from single cell biology, to tissues, to organ systems. Abnormalities in cell function can impact cell physiology leading to disease states that influence A&P. Understanding normal cell biology, followed by aberrations that result in oncogenesis leading to changes in A&P, can provide a powerful teaching approach that links basic cell biology to whole organism A&P. Therefore, an “all‐in one” text/manual was published to link basic cell biology to other sub disciplines of biology, cancer biology, and A&P. _____________________________________________________________________________________________________ Workshop 105 How Can You Teach Anatomy Online? Room E‐209 Repeats as Workshop 414 Betsy Brantley Lansing Community College

Can students learn anatomy online? How can their comprehension be assessed? LCC has piloted an online anatomy lab utilizing virtual cadaver software and additional internet resources. How do those students taking the online lab perform compared to the face‐to‐face students? The online lab course design and assessment tools will be presented, but we'll also be seeking participant input. How would you test? What could make the course more attractive to transfer institutions? _____________________________________________________________________________________________________ Workshop 106 Charting a New Course: Developing Interactive Pedagogical Manipulatives Room D‐200 Repeats as Workshop 809 Jennifer Bridges, Ph.D. Saginaw Valley State University Carla Lents, M.S. Denoyer‐Geppert Science Company

Denoyer‐Geppert Science Company goes beyond the mere idea of making anatomical models. Rather, it develops interactive pedagogical manipulatives and is seeking YOUR input into this process! Attendees are invited to share “wish lists” and teaching insights important to this process in a directed interactive discussion. HAPS members were surveyed during winter 2009 on their use of anatomical models in the classroom. Survey results will be presented and were based on questions such as: What changes would make models effective and relevant? What A&P areas are lacking models? And how can models be integrated into future teaching methods/technology? _____________________________________________________________________________________________________ Workshop 107 “Groovin' In the Hippocampus": Music and Other Art Forms Enhancing Classroom Instruction Room E‐211 Repeats as Workshop 311 Lisa Bromfield Winchester Medical Center

Many struggling students effortlessly remember song lyrics. This workshop introduces participants to the CD, “Groovin’ in the Hippocampus: Songs to Learn Anatomy & Physiology By,” a tool for facilitating A&P instruction. The workshop discusses the positive effects of music on learning and presents techniques using the CD and other art forms to encourage participatory learning. The workshop also considers the skills of “good students” that might be engendered in all students through creativity. Lisa Jones Bromfield, the presenter, writer and singer, is an RN, has taught special education, and has been a professional musician for 20 years. _____________________________________________________________________________________________________ Workshop 108 Bloodless (Almost) Diagnostic Blood Labs Room D‐109 Repeats as Workshop 312 Pat Clark Indiana University ‐ Purdue University at Indianapolis

Innovations in my Human Physiology blood laboratories have resulted in reduced exposure risks and hazardous waste production while at the same time increasing analytical challenges for my students. Students perform human blood counts using photographs of hemocytometers. Students analyze prepared hematocrits of sheep’s blood and use artificial colors for estimation of hemoglobin content in a Tallquist Test. Because these tests are prepared ahead of time, the instructor can determine the outcome of each test and has the flexibility to combine a variety of test results for student analysis of counts, Hct, Hb, MCV, MCH, and MCHC. _____________________________________________________________________________________________________ Workshop 109 Introducing the New BIOPAC MP45‐ A Budget Beating Physiology Lab Solution for Community

Colleges Room E‐207 Repeats as Workshop 810 Jason Cole BIOPAC Systems, Inc.

The New handheld MP45 is the latest addition to the Biopac Student Lab family. The powerful two‐channel system works with BIOPAC’s extensive curriculum library and broad range of transducers. The MP45 connects to the computer via USB to receive power and transmit data. Like all BSL products, the system is intuitive and extremely robust. There are no knobs,

44

dials, or switches to confuse students, just a USB cord and two ports to connect transducers and electrodes. Connect the USB cord, launch a BSL Lesson, and start recording data. Attend the workshop and be amazed by the power, flexibility and budget beating price. _____________________________________________________________________________________________________ Workshop 110 Respiratory Chemoreflexes – The Role of Central and Peripheral Chemoreceptors in the Control

of Breathing Room E‐213 Repeats as Workshop 805 Trevor A. Day, Ph. D Mount Royal College

The respiratory control system in the brainstem receives many inputs which modulate breathing, including inputs from central and peripheral respiratory chemoreceptors. Huge advances have been made in our understanding of the mechanisms that mediate respiratory chemoreflexes in response to acute and long term changes in blood oxygen, carbon dioxide and pH. In this workshop, we will explore the classical discoveries and recent advances in the field, and apply these to a number of clinical conditions like central sleep apnea and congenital central hypoventilation syndrome (Ondine’s Curse). _____________________________________________________________________________________________________ Workshop 111 Use of InterActive Extra‐classroom Media in the Instruction of Anatomy & Physiology Room E‐201 Repeats as Workshop 802 Will Kleinelp Middlesex County College

The laboratory experience often ends when the student leaves the lab, since they do not have laboratory materials outside this classroom. The use of interActive extra‐classroom media allows the student to actively review laboratory materials on their own via any computer. The use of interActive software has greatly improved student success and retention rates. The software focuses on the skeletal, muscular and Nervous systems. _____________________________________________________________________________________________________ Workshop 112 Innovative Interactive Anatomy and Physiology Lab Manual Room E‐206 Repeats as Workshop 313 Don Shult & Paul Garcia Houston Community College

We have completed and expanded an interactive online laboratory manual for anatomy and physiology courses. It includes stated objectives and quizzes for each module and sub‐module with numerous interactive activities and animations for students' use. The manual covers all topics found in a two semester course with separate sections covering a variety of disorders typical for each system. Student quizzes can be downloaded into a gradebook for the instructor's use. _____________________________________________________________________________________________________ Workshop 113 VHD Lesson Development Room E‐208 Repeats as Workshop 512 Sandy Taylor Delaware Technical & Community College

Lesson building with the VHD is a hands‐on sessions to encourage the development and implementation of classroom lessons using the Visible Human Dissector. Instructor generated Visible Human Dissector lessons will be presented and available to participants. Attendees will also have the opportunity to develop their own lessons using Dreamweaver. Additional topics will include assessment of VHD lessons using Blackboard, the use of the visible human software in the lab and lecture, and applications for online courses. Recommended for high school and introductory anatomy classes. _____________________________________________________________________________________________________ Workshop 114 Skeletal Muscle Metabolism Room D‐202 Repeats as Workshop 806 Ed Westen Wartburg College

This workshop will focus on fuel delivery to, waste removal from, and metabolism within skeletal muscle cells. First, the single skeletal muscle fiber will provide the stage for a refresher on the central metabolic ATP production pathways. Then more advanced topics such as: the lactate shuttle, the CO2 removal metabolism, metabolic fiber type differences, sarcolemmal metabolic transporters, and ionic factors influencing muscle fatigue will be discussed. This workshop should be useful for anyone needing a refresher on glycolysis, the Krebs Cycle, and oxidative phosphorylation or for those interested in the current understanding of muscle fatigue and the lactate shuttle. _____________________________________________________________________________________________________

45

SSeessssiioonn 22 TTuueessddaayy 1100::4455aamm––1122::1155ppmm ((9900 mmiinnuutteess)) HAPS‐I Course Workshop (open to registered HAPS‐I course participants only) Advances in A&P Discussion Seminar (HAPS–I) Room D‐202 Ellen Arnestad Southern Alberta Institute of Technology Kevin Patton St. Charles Community College

The workshop is for those HAPS‐I students registered in Advances in A&P. We will spend the time discussing the update seminars and how we might use this information to create empirically sound and engaging final projects. The projects will be published to the APS teaching archive by the end of the course so creating solid ideas and work groups here will be important. Come with your notes from the seminars and we will refine our understandings and come up with some creative ways to design the projects before we start the on‐line portion of our course. _____________________________________________________________________________________________________ Workshop 201 Terrific Tips for Teaching Tough Topics Room D‐200 Carol Veil & Javanika Mody, Anne Arundel Community College

Participants will be engaged in hands‐on activities designed to improve students’ understanding of difficult concepts in anatomy and physiology. These activities are effective for students with a variety of learning styles ‐ visual, auditory, and tactile. Participants are encouraged to bring ideas to share. _____________________________________________________________________________________________________ Workshop 202 Integration of Physiology Recording Software in the Classroom Room E‐202 Steve Andre iWorx Systems, Inc.

Learn how to integrate LabScribe V2.0 recording software into your Anatomy and Physiology classroom. LabScribe V2.0 data recording software from iWorx makes it easy for instructors to manage their physiology lab curricula and for students to record and analyze data. The Settings Manager in LabScribe V2.0 allows instructors to easily select and organize laboratory exercises into a manual suited for their courses. Use learning materials, illustrations, animations, instructions, and websites that assist students in performing an experiment, are displayed to students with the click of a button when the students select the settings file for an experiment. While recording with LabScribe V2.0, students can change display times, pause the data display to take measurements as recording continues, or work in an interactive journal on the screen as data recording is also displayed. New features make the selection of pertinent data easier; allow simultaneous measurement of data from multiple channels; and measure parameters, like segments in cardiograms or volumes in spirograms, with the click of a button. _____________________________________________________________________________________________________ Workshop 203 Secrets of the Skulls: What the Human Skull Reveals About the Person Long After Death? Room E‐215 Valerie Dean O'Loughlin Indiana University Bloomington Elizabeth Pennefather‐O'Brien, Medicine Hat College

The human skull can reveal much about a person, even when the person is long dead and bones are all that is left. In this hands‐on session, Valerie O’Loughlin and Elizabeth Pennefather‐O'Brien will discuss how the skull can provide clues about a person’s age at death, their sex, and perhaps their health. We will explore the common variations and pathologies evident in the skull, and how to tell the difference between a variation and pathology. We also will discuss how some diseases and trauma may be evident in the skull as well. Participants will have the opportunity to work in groups and examine human skulls for these clues. By the end of this session, participants will learn several methods for determining age at death and the sex of the human skull, and they will receive a brief bibliography of sources should they wish to learn more about this subject matter

46

_____________________________________________________________________________________________________

Workshop 204 Hands‐on Building the Human Circulatory System in Clay: An Interactive Kinesthetic Workshop Room D‐19 Kenneth R. Morgareidge, Ph. D., Anatomy in Clay®Learning Systems

Join us in this fun hands‐on workshop learning how to shape and replicate human body systems in clay. You will build the heart and great blood vessels, and other vessels of the upper body, segmental vessels of the pelvic/abdominal cavity, vena cava and branches, abdominal aorta and branches. You will experience why this kinesthetic approach is so easy to teach and proven effective as documented in peer‐reviewed recent research. (Anatomical Sciences Education, Feb. 2009; abstract available online at: http://www3.interscience.wiley.com/journal/121664942/abstract). _____________________________________________________________________________________________________ Workshop 205 Change Has Come – Now YOU Can Teach A&P Fully Online Room D‐100 Repeats as Workshop 604 Nahel Awadallah Johnston Community College Penny Perkins‐Johnston California State University San Marcos Ron Krempasky Hands‐On Labs Andrea Mayer WolfVision

The wait is over. Obstacles have been overcome. Fully online A&P is a reality and the results are amazing!

Professor Nahel Awadallah from Johnston Community College in North Carolina and Dr. Penny Perkins‐Johnston from California State University San Marcos will present their perspectives, best practices, communication methods, student feedback, and learning results from teaching A&P online with “wet labs” from Hands‐On Labs’ unique LabPaqs. Perkins‐Johnston and Awadallah will also share how they overcame the obstacles of launching their courses. They will present their current innovative and engaging methodologies, interactive multimedia formats, and LabPaq experiences that have blurred the lines between their face‐to‐face and online delivery methods.

You will have the opportunity to perform an A&P exercise from a LabPaq to gain a better understanding of how and why these “wet labs” can be effectively performed outside the campus lab. The workshop will also feature a live dissection viewed on a WolfVision Super HD camera to demonstrate how to capture lab sessions and broadcast them to your students. _____________________________________________________________________________________________________ Workshop 206 Making Your PowerPoints into Interactive Tutorials Room E‐208 Repeats as Workshop 606 Patricia Bowne Alverno College

You don't need to know html to make interactive web‐based tutorials! More and more of us already make our PowerPoints available to students outside class. With just a few tricks, you can change class PowerPoints from passive to active learning experiences by inserting interactive questions and navigation buttons. Bring a short PowerPoint to practice on. The session will include hands‐on work with basic methods, resources and design principles, and my experiences with assigning tutorials as term projects. _____________________________________________________________________________________________________ Workshop 207 The Autonomic Nervous System: Playing the Role E‐205 Repeats as Workshop 611 Leslie S. Cane, Ph.D. Life University‐ Basic Sciences Division

The nervous system, in general, can be a difficult area to get across to the student. Dealing with unseen microscopic wires in major electrical cables running through the body centrally, in body cavities or peripherally can be a daunting task. When one moves to the specifics of the Autonomic Nervous System, this may require considerable effort by student and instructor. By utilizing an historical perspective, a rather simply demonstrated analogy‐comparison to buildings with elevators, along with models and human dissection, the students should benefit with a better knowledge and understanding of the complexities of the visceral motor (and sensory) system.

47

_____________________________________________________________________________________________________ Workshop 208 A Practical Introduction to Problem Based Learning E‐209 Repeats as Workshop 609 Robert B. Tallitsch, Ph.D. Augustana College

This talk will help participants examine how they currently teach their classes, and how faculty and students must work to accomplish those goals. Participants will be introduced to the concept of Problem Based Learning (PBL) and how it can be used in small, large, major, and non‐major courses. Good utilization of PBL is a long and time intensive undertaking. However, the advantages of active learning more than outweigh the disadvantages, and Dr. Tallitsch will discuss the results he has seen in his Human Anatomy, Neuroanatomy and Kinesiology courses. Participants will receive a series of handouts that define PBL, including sample problems and provide additional resources. _____________________________________________________________________________________________________ Workshop 209 A Hands‐on Approach to Teaching the Sliding Filament Theory Room D‐207 Repeats as Workshop 605 Mark Bigelow, LMT Denoyer‐Geppert Science Company

Gain a new perspective on the sliding filament theory of muscular contraction with Denoyer‐Geppert's new, patented Giant Sarcomere model. Many students will never truly understand this process without a visual aid. Using this multi‐purpose model you can show the relationship of tonicity to strength or weakness, the cause and development of contraction knots, the dramatic effects of repetitive movement on the titin filaments, and what happens to the surrounding fascia when sarcomeres shorten. Includes hands‐on exchanges and discussion of the beneficial mechanical effects of massage and various corrective therapies used for common muscular maladies. _____________________________________________________________________________________________________ Workshop 210 Human Body and Pathology through Art Room E‐213 Repeats as Workshop 610 Linda Moussakova St‐Laurent College

From Rembrandt to Damien Hirst, anatomy has been source of inspiration for artists, whose works have often shed light not only on the human body but also on diseases such as tuberculosis, scoliosis and migraines. This lecture will explore the scientific marvels of the human body through the eyes of artists from the sixteen century to the present day. _____________________________________________________________________________________________________ Workshop 211 Case Studies and Course Design Room E‐207 Repeats as Workshop 607 Mary Gahbauer Otterbein College

Case studies are an attractive way of bringing the real world into your classroom, and working through them can move students toward active and independent learning. It is not difficult to find published stories with relevant questions illustrating features of A and P, but incorporating them effectively in courses needs careful planning. The proportion of the course content/principles delivered through case studies, the level of interactivity of the studies, the type of reporting option offered, and the implications of the grading scheme all impact the specific learning goals achieved. This workshop models customizing case studies to fit classes and courses. _____________________________________________________________________________________________________ Workshop 212 Wonderful Wiki Workshop ‐ How to Easily Create and Share A&P Teaching Resources Room E‐206 Repeats as Workshop 608 William Karkow, MD University of Dubuque Thomas M. Lancraft St. Petersburg College

The HAPS Anatomy Resource and the HAPS Histology Database contain growing teaching resources for HAPS members. The wikis will be demonstrated, including how to use and contribute to their contents. Ideas for improvement of these wikis will be sought from participants including new topics, access and copyright issues, and other member desires and concerns. _____________________________________________________________________________________________________

48

SSeessssiioonn 33 TTuueessddaayy 11::4455––22::4455ppmm ((6600 mmiinnuutteess)) Workshop 301 Exploring Educational Leadership: For A & P Faculty Who Seek Excellence Room E‐209 Mark Terrell & Mathew Bateman Lake Erie College of Osteopathic Medicine

Leadership is influence. This workshop presents the principles of educational leadership directed to three academic levels that A & P faculty face: our students, our peers / administrators, and our specialty field. Participants will explore leadership concepts of self‐reflection, integrity, and change as mechanisms to successfully confront issues encountered at all three academic levels. Leadership concepts that effectuate student learning (facilitating small group activities, confronting difficult / problematic learners), performance in meetings with committees, peers, and chairs/deans (delegation, supervision, negotiation, and the peer review process), and the advancement of our field (scholarship in teaching and learning ‐ SoTL) will be explored. _____________________________________________________________________________________________________ Workshop 302 Is Collaboration Useful in a Content Heavy A&P Course? Room E‐205 Patricia R. Daron & Cindy Miller Northern Virginia Community College

In a unique partnership with Virginia Tech, NOVA's Extended Learning Institute offered faculty a graduate‐level professional development course on facilitating collaboration in online courses. This session discusses how 2 anatomy and physiology faculty members used this experience to enhance their online courses. _____________________________________________________________________________________________________ Workshop 303 Using ADAM Dissection in the A&P Laboratory Room E‐215 Wendy Rappazzo & Scott Schaeffer, Harford Community College

This session will provide an overview of how ADAM virtual dissection has replaced cat dissection in our BIO 203/204 A&P classes. We use the ADAM program in conjunction with models in our labs. We have created ADAM dissection packets which give the students guided dissection with review questions. These packets are graded. We will discuss how we use the program and share our ADAM packet. _____________________________________________________________________________________________________ Workshop 304 A&P and Student Learning Styles: the VARK method Room E‐213 Repeats as Workshop 509 Max Weber Central Carolina Technical College

Many students think that reading the textbook the night before the test is the only way to study. What if reading is NOT your learning style? What then? Complain that the subject is "just too hard"? Maybe it's not the material, maybe it's your students. How would you like your students to learn the material in a more effective and, yes, easier way? VARK deals with different ways students learn: Visual; Auditory; Read/write; Kinesthetic. This workshop will explain the VARK concept and demonstrate techniques that an instructor can use to help students play to their strengths when they study A&P. Very few students know how they learn new material. For many of them, the VARK learning styles are brand new. Once students understand how they study, they will be more successful in your class. _____________________________________________________________________________________________________ Workshop 305 Point and Click: Use Free Online Resources to Update and Engage Room E‐201 Repeats as Workshop 506 Amy Feuerstein The American Physiological Society

Fire up your lectures, update lesson content, and engage students with multimedia and hot research news…all for free. With just a few clicks, the new and improved APS Archive of Teaching Resources can: link you to physiology podcasts and ready‐to‐use discussion questions; layperson descriptions of the newest research and free links to original articles, proven laboratory lessons, PowerPoint presentations, simulations and graphics from physiology, anatomy, developmental biology, and other science fields. In this interactive workshop, participants will learn to use The Archive (www.apsarchive.org) to find material to enhance their lessons. Attendees will work with a sample lesson on the physiology of exercise to see how online resources can be accessed and used to transform a lesson from didactic presentation to student‐centered learning. Each participant will receive a packet of resources from The Archive that is grouped by topic to help them get started in enriching their existing lesson plans.

49

_____________________________________________________________________________________________________ Workshop 306 Back to Basics: Using the "ABC's" for Learning in Science Courses Room E‐211 Repeats as Workshop 510 Laurie Montgomery Community College of Baltimore County

Many topics in science are difficult for students to grasp or master. This workshop will help an instructor to define their own "ABC's" (Examples: Anatomy/Biology/Chemistry OR Analogies/Bonus/Cable TV) in order to help students understand various concepts and make connections between course content. This workshop will have some hands‐on demonstrations and an idea‐sharing/brain‐storming session from participants. _____________________________________________________________________________________________________ Workshop 307 A Hybrid Hands‐on Histology Lab Activity for A&P Room E‐208 Repeats as Workshop 710 John Robertson Westminster College

While histology is a central component of A&P courses, the study of tissues is often limited to identification and structure recognition using prepared microscope slides and images. To provide a more integrative histology experience, this workshop will describe an engaging “hybrid” lab activity that involves students in the process of tissue preparation and study. Some aspects of preparation (e.g., dissection, fixation, staining) are done by students; other processing (dehydration, embedding, sectioning) is done by a commercial histology service. Examples of assignments built around the activity will be presented and pertinent issues, including time considerations and cost, will be discussed. _____________________________________________________________________________________________________ Workshop 308 Utilization of Clinical Vignettes to Promote Critical Thinking in Physiology Room D‐201 Repeats as Workshop 711 Charles L. Wright III, M.D., M.S., Community College of Baltimore County

This workshop will demonstrate in a step by step manner how to: 1. Better utilize clinical cases as a method to promote interest in physiology. 2. Develop critical thinking skills. 3. Enhance problem solving abilities. 4. Increase concept retention. 5. Increase recognition of pathophysiologic processes. 6. Create a basal understanding of how medical / surgical interventions return the patient to homeostasis. _____________________________________________________________________________________________________ Workshop 309 Innovative Strategies to Engage and Assess Undergraduates in an A&P Course Room E‐202 Repeats as Workshop 807 Eileen Lynd‐Balta St. John Fisher College

In this workshop, we will: 1) identify several different ways to initiate and sustain engagement and 2) examine alternative assessment techniques that provide both formative and summative feedback. First, we’ll discuss how to articulate goals and expectations on the syllabus and throughout the semester to optimize student success. Furthermore, we’ll explore several techniques for increasing student participation in lecture classes and labs. Should student engagement be factored into a student’s grade? We’ll consider some alternative methods to assess students. Participants are encouraged to bring a current syllabus to the workshop. _____________________________________________________________________________________________________ Workshop 310 Using Digital Media to Enhance Lecture and Lab Presentations (Computer Lab) Room E‐206 Repeats as Workshop 706 Greg Reeder Broward College

There are so many alternative ways to use digital media to enhance lecture and laboratory sessions. This interactive, hands‐on workshop will feature strategies to utilize multimedia products ranging from clickers, virtual cadaver dissection, physiology animations and PowerPoint to spruce up your lectures or laboratory sessions. The advantages for students and instructors will be discussed. _____________________________________________________________________________________________________ Workshop 311 "Groovin' In the Hippocampus”: Music and Other Art Forms Enhancing Classroom Instruction Room D‐100 Repeat of Workshop 107 Lisa Bromfield Winchester Medical Center _____________________________________________________________________________________________________ Workshop 312 Bloodless (Almost) Diagnostic Blood Labs Room E‐207 Repeat of Workshop 108 Pat Clark Indiana University ‐ Purdue University at Indianapolis

50

_____________________________________________________________________________________________________ Workshop 313 Innovative Interactive Anatomy and Physiology Lab Manual Room D‐207 Repeat of Workshop 112 Don Shult & Paul Garcia Houston Community College _____________________________________________________________________________________________________ Workshop 314 Learning Outcomes and Assessments Room D‐200 Repeats as Workshop 504 Terry Martin Kishwaukee College Jackie Butler Grayson County College

There is better alternative to the old “gotcha” assessments. The utilization of outcomes and assessments will be evaluated for use in an entire college, individual course, and specific subject matter in lecture and laboratories. The evolution of their involvement and significance in higher education will be discussed. The advantages for student and instructor will be explored. Samples of outcomes and assessments will be distributed for discussion. Sample rubrics for college portfolios, anatomy and physiology courses, and specific topics will be shared including their construction methods and uses. _____________________________________________________________________________________________________

SSeessssiioonn 44 TTuueessddaayy 33::0000––44::0000 ppmm ((6600 mmiinnuutteess)) Workshop 401 Collaborative A&P Inquiry: Group Work Across the Miles Room D‐200 Louis Kutcher, Karen King & Edward Bradel, University of Cincinnati‐Raymond Walters College R. Christopher Harvey Brevard Community College‐Palm Bay Campus

Physiological processes are greatly influenced by environmental factors. During this workshop you will learn how to engage students in a unique collaborative learning experience that explores these differences in physiological response. Attendees will work in groups to identify a physiological problem influenced by geographic location and examine how groups of students taking similar courses at different institutions could collaborate to solve the problem. We will discuss the multifaceted learning outcomes that result from this type of collaboration including group learning, increased use of technology, and increased content area knowledge. Successes and difficulties encountered in a pilot project will be discussed. _____________________________________________________________________________________________________ Workshop 402 Get 'em Moving! Multiple Methods for Teaching Muscle A&P Room E‐202 Kelley Grorud Edgewood College

In this workshop, I will present techniques I use for teaching skeletal muscle anatomy and physiology without the need for lecture. The techniques include: using everyday items to construct muscle models, using a sequencing game for learning the steps of muscle contraction, a case study in muscle physiology, and various writing activities. I will also present preliminary quantitative and qualitative data (collected over two years in a large classroom setting) on how well students in my courses learn using these techniques. Participants will have a chance to engage in many of these activities. Handouts will be provided. _____________________________________________________________________________________________________ Workshop 403 Histology: Disjointed Facts or Unifying Principles? Room D‐202 Nina Zanetti Siena College

Students often find Histology daunting because of the many seemingly unrelated facts and the challenge of interpreting microscopic images. We will explore the use of unifying principles (“models”) that can help students recognize patterns in histological “facts”, build frameworks for organizing content, use microscopic images to reinforce understanding, and make predictions about new information. Instructors can use this predictive feature to reinforce physiological concepts, to help students with microscopy skills, and to reinforce structure‐function correlations. Workshop participants will use a discovery approach to identify the models, apply them to course content, and explore approaches for presenting them to students.

51

_____________________________________________________________________________________________________ Workshop 404 The Evolution of Hybrid Courses and Their Relationship to More Interactive Classroom Learning

Activities Room D‐109 Murray Jensen University of Minnesota Carl Shuster Madison Area Technical College

Historically lecture has been the primary means of information delivery in the A & P classroom. The instructor talked while students sat quietly and took notes, with maybe a few student questions thrown in for clarification. With help from computers and the Internet, more and more information delivery can now be done at a distance, and the classroom can become a place for student‐student and student‐teacher interaction. This workshop will examine a few internet‐based learning modules, review active learning strategies, e.g., cooperative quizzes, and introduce new learning methods, e.g., student produced video projects. Time for discussion will be provided. _____________________________________________________________________________________________________ Workshop 405 The Evolution of the Biology Learning Center (BLC): A Collaborative Process to Create a Center

That Serves the Needs of Motivated Anatomy and Physiology Faculty, Tutors and Students. Room E‐207 Repeats as Workshop 508 Bartlett Hall, Susan Allen & Juan Gutierrez , Lone Star College‐‐North Harris

This presentation chronicles the long process leading up to the creation of the Biology Learning Center, and the current qualitative and quantitative successes of this center. Mindful biology faculty and staff at LSC—North Harris first recognized a need for such a center to serve motivated anatomy and physiology students in need of a place to study, ask questions, and receive tutoring outside of class. Faculty obtained funding, and through collaboration with the faculty and staff in the Learning Center, the BLC was created. We have documented staggering differences in the performance of students who choose to utilize this service. _____________________________________________________________________________________________________ Workshop 406 Human Anatomy & Physiology Online Room E‐201 Repeats as Workshop 511 Stephen Sullivan Bucks County Community College

This workshop will offer you access to a fully‐online version of Human Anatomy & Physiology including virtual dissection, physiology lab simulations, clinical simulations, podcasts, lecture captures, and other web‐based and web 2.0 applications that engage 21st century students in 21st century ways. _____________________________________________________________________________________________________ Workshop 407 The Effective Use of Limericks to Engage Student Interest and Promote Learning of Anatomy &

Physiology Room E‐209 Repeats as Workshop 803 Jackie Carnegie, PhD, M.Ed., University of Ottawa

Anatomy and physiology (ANP) courses are filled with new terminology and concepts. This workshop will explore the effective use of limericks to promote memory and encourage deeper thinking about new course content. It will begin with sample limericks prepared by 300 undergraduate health science students. Students were asked to not only develop ANP‐associated limericks but also anonymously (authors and evaluators) evaluate the educational quality of limericks prepared by their peers. The learning value associated with having students justify assessments of limericks for accuracy, relevance and quality will be explored. Participants will develop their own limericks to bring back to the classroom. _____________________________________________________________________________________________________ Workshop 408 Utilizing digital assessment tools in the laboratory (computer lab) Room E‐208 Repeats as Workshop 801 Michael Kopenits Amarillo College

There are so many alternative ways to assess your students utilizing digital multimedia. This interactive, hands‐on workshop will feature a wide range of assessments focused on the anatomy & physiology laboratory. Utilizing a virtual cadaver dissection program, complete the paragraph questions, sequencing activities, physiology lab simulations and interactive labeling questions (fetal pig, cat, cadaver, and models) can yield positive results for both the instructor and student!

52

_____________________________________________________________________________________________________ Workshop 409 Teaching Anatomy with DyKnow Room E‐206 Repeats as Workshop 804 Mary Beth Davison Chatham University

Experience a new level of engagement in the classroom using DyKnow, an interactive classroom teaching software application that allows students to take notes and view the lecture material on their computers as it is being presented. In this hands‐on workshop, learn how the instructor projects the lecture material by drawing or writing on the computer screen. Participants will learn how to develop panels, embed pictures and video files, plus label and submit figures for assessment. The polling feature of DyKnow provides immediate feedback, ascertaining understanding, while shifting control of the screen to the student increases participation. _____________________________________________________________________________________________________ Workshop 410 How to Write Letters of Recommendation Room E‐211 Repeats as Workshop 708 Paul A. Gardner Snow College

Letters of recommendation quickly puzzled me when I began teaching in 1989. I called my former mentor, Dr. Kent Van De Graaff, and sought his advice. He gave me the basics. Since then I have written literally thousands of letters. I have had feedback from students, faculty, and members of admissions committees. I think I might finally have learned how to write meaningful letters, which help students and admission committees alike. This workshop will focus on what committees look for, how to best serve the student and the committee, and how to lighten the load of letter writing. _____________________________________________________________________________________________________ Workshop 411 Teaching A&P I and II Online Using Video Streaming and a Digital Atlas Room E‐213 Repeats as Workshop 709 Deborah Roiger St. Cloud Technical College

This workshop is intended for those instructors thinking about offering A&P online. It will go through the development of resources to enable a successful online teaching environment. Those resources include video‐streamed mini lectures and a digital lab atlas. For the atlas seven hundred digital photos were taken of the models, charts, and slides in the SCTC A&P Lab. The photos were then pinned, and indexed. The student selects a photo with the pins, presses a button and all the labels appear. This gives the online student access to a virtual lab 24/7 wherever he/she has internet access. The resources have also increased success in the classroom‐based course. _____________________________________________________________________________________________________ Workshop 412 Mini‐White Boards & Round Robins: Engaging Them during Lab Reviews Room D‐201 Repeats as Workshop 507 Tom Lehman Coconino Community College

How do you get students to review material during lab sessions and know that they’re getting it or just nodding along? I have several sessions throughout the semester where the students get a semi‐structured setting of group review and practice writing out terms and listing/drawing structures. Come experience what they go through as they prepare for a lab practical exam. _____________________________________________________________________________________________________ Workshop 413 Creating Lessons with the Biopac Student Lab System Room E‐215 Repeats as Workshop 707 Jason Cole BIOPAC Systems, Inc.

This workshop is aimed at current Biopac Student Lab users, or those instructors who want to see the full extent of the Biopac Student Lab’s capabilities. Learn how to use the power of the BSL PRO software to create your won lessons and for independent projects. No programming required just simple pull‐down menu selections. The BSL PRO software allows you to perform exciting lessons on human and animal subjects. We have a wide range of BSL PRO lessons that are downloadable from our web site and include the lesson software (graph template file) and lesson instructions‐ everything you need to run the lesson. _____________________________________________________________________________________________________ Workshop 414 How Can You Teach Anatomy Online? Room E‐205 Repeat of Workshop 105 Betsy Brantley Lansing Community College

53

HAPS‐I Course Full‐Day Workshop (open to registered HAPS‐I course participants only) Advanced Respiratory Biology Room D‐204 This workshop is open only to students registered in the HAPS‐I Advance Respiratory Biology course. Workshop attendees will meet during all workshop sessions on Wednesday, 26 May. HAPS‐I Course Full‐Day Workshop (open to registered HAPS‐I course participants only) Advanced Neuroendocrine Biology Room D‐202 This workshop is open only to students registered in the HAPS‐I Advance Neuroendocrine Biology course. Workshop attendees will meet during all workshop sessions on Wednesday, 26 May. _____________________________________________________________________________________________________

SSeessssiioonn 55 WWeeddnneessddaayy 99::1155––1100::1155aamm ((6600 mmiinnuutteess)) Workshop 501 Medical Eponyms: Guideposts to the History of Our Discipline Room D‐100 Jon Jackson University of North Dakota

Medical eponyms are sometimes seen as confusing; sometimes they’re cleaved to with a fervor reserved for the religious or political. Nonetheless, eponyms dot and define the landscape on which we ply our trade as teachers of Anatomy & Physiology. Starting from the research of one of my talented undergraduate students, this workshop will examine some common eponyms still in widespread use today, introducing the men & women behind the terms and on whose names (eponym: epo‐, upon, + nym, name) many important structures still base their scientific identity. _____________________________________________________________________________________________________ Workshop 502 A Fun, Effective Approach to Teaching and Learning the Cervical Plexus Room D‐200 Repeats as Workshop 808 Mark Nielsen University of Utah

A strong knowledge of the peripheral nervous system is essential in using anatomy as a clinical problem solving tool. Last year I shared a fun, effective approach for both teaching and learning the brachial plexus using a powerful, tried and tested approach. Participants asked if I would share similar approaches to the other peripheral plexuses. This presentation will teach the detailed knowledge of the cervical plexus, again with a fun, effective approach that facilitates rapid learning and retention. _____________________________________________________________________________________________________ Workshop 503 Moving Beyond PowerPoint in Classroom Presentation Using the Visual Communicator

Program in Teaching Anatomy and Physiology Room E‐202 Repeats as Workshop 712 M. Eva Weicker, M.D, M.B.A. Alvernia University

In this interactive session I will illustrate the process of using a new presentations software package, Visual Communicator by Serious Magic in the preparation of 15 min video clip to be used in implementing class presentation especially in student with learning disability (ADHD). Participants will learn how I have incorporate power points from class lecture with visual animation, quiz to test the retention of materials and some tricks about it, and will have an opportunity to create their own interactive video presentation. _____________________________________________________________________________________________________ Workshop 504 Learning Outcomes and Assessments Room E‐205 Repeat of Workshop 314 Terry Martin Kishwaukee College Jackie Butler Grayson County College

WWeeddnneessddaayy,, 2277 MMaayy

54

_____________________________________________________________________________________________________ Workshop 505 Integrating Biomedical Topics for Teaching A&P Using All‐In‐One Text/Manual: Copyrights &

Patent Information Room E‐209 Repeat of Workshop 104 Lakshmi Atchison, Ph. D., Chestnut Hill College _____________________________________________________________________________________________________ Workshop 506 Point and Click: Use Free Online Resources to Update and Engage Room E‐206 Repeat of Workshop 305 Amy Feuerstein The American Physiological Society _____________________________________________________________________________________________________ Workshop 507 Mini‐White Boards & Round Robins: Engaging Them during Lab Reviews Room D‐201 Repeat of Workshop 412 Tom Lehman Coconino Community College _____________________________________________________________________________________________________ Workshop 508 The Evolution of the Biology Learning Center (BLC): A Collaborative Process to Create a Center

That Servest the Needs of Motivated Anatomy and Physiology Faculty, Tutors and Students Room E‐207 Repeat of Workshop 405 Bartlett Hall, Susan Allen & Juan Gutierrez Lone Star College ‐ North Harris _____________________________________________________________________________________________________ Workshop 509 A&P and Student Learning Styles: the VARK Method Room E‐213 Repeat of Workshop 304 Max Weber Central Carolina Technical College _____________________________________________________________________________________________________ Workshop 510 Back to Basics: Using the "ABC's" for learning in science courses Room E‐211 Repeat of Workshop 306 Laurie Montgomery Community College of Baltimore County _____________________________________________________________________________________________________ Workshop 511 Human Anatomy & Physiology Online Room E‐201 Repeat of Workshop 406 Stephen Sullivan Bucks County Community College _____________________________________________________________________________________________________ Workshop 512 VHD Lesson Development Room E‐208 Repeat of Workshop 113 Sandy Taylor Delaware Technical & Community College _____________________________________________________________________________________________________

SSeessssiioonn 66 WWeeddnneessddaayy 1100::3300aamm––1122::0000ppmm ((9900 mmiinnuutteess)) Workshop 601 Graded Exercise Testing in the Human A&P Lab Room E‐201 Sam Drogo, Don Kelly, & Bill Perrotti, Mohawk Valley Community College

For the past fifteen years, a graded exercise test has been the capstone activity of our second semester anatomy and physiology laboratory experience. The presenters will share the development of this activity from its inception as a relatively inexpensive, low‐tech affair to its current high‐tech status. Find out what works and what doesn’t. If you currently perform a similar activity, share your experiences and insights. If you don’t, consider whether involvement at some level of graded exercise testing is right for your situation. Participants will actually have an opportunity to perform an abbreviated version of a graded exercise test using the AD Instruments Metabolic Data Acquisition System.

55

_____________________________________________________________________________________________________ Workshop 602 Advanced Physiology Data Recording using iWorx ‐ Basal Metabolic Rate and VO2/VCO2 Room E‐202 Steve Andre iWorx Systems, Inc.

Come learn how to do more sophisticated recordings such as BMR (Basal Metabolic Rate) and VO2/VCO2 using the iWorx systems. The LabScribe V2.0 data recording software and physiology lab kits from iWorx make it easy to do human and animal physiology experiments. Kits include the hardware (except computer), software, and courseware needed to do over 200 different exercises. The programming of the software and the data recorder, the display of the learning materials that assist the students, and the collection of data are accomplished with the click of a button. With LabScribe V2.0, students can change display times, pause the data display to take measurements as recording continues, or work in an interactive journal on the screen as data recording is also displayed. The selection of pertinent data, the simultaneous measurement of data from multiple channels, and the measurement of parameters like the volumes in spirograms are made easy. Instructors can easily select and organize laboratory exercises into lab manuals suited for their courses with LabScribe V2.0. _____________________________________________________________________________________________________ Workshop 603 A&P Case Studies Workshop ‐ How to Build a Teaching Case Study Room E‐205 Brian R. Shmaefsky, Ph. D., Lone Star College ‐ Kingwood

Anatomy and physiology coursework is not merely an exercise in memorization. Students must be able to apply their A&P knowledge in a variety of clinical and research workforce environments. Educational research shows that case studies instill life long critical thinking skills related to course content. It is an effective form of application instruction. This workshop will provide a brief introduction to case study development. Afterward, participants will research and design case study that they can take back to the classroom. Ample examples and resources will be provided. _____________________________________________________________________________________________________ Workshop 604 Anatomy and Physiology Fully Online: It Can Be Done. Room D‐100 Repeat of Workshop 205 Nahel Awadallah Johnston Community College Penny Perkins‐Johnston California State University San Marcos Ron Krempasky Hands‐On Labs Andrea Mayer WolfVision _____________________________________________________________________________________________________ Workshop 605 A Hands‐on Approach to Teaching the Sliding Filament Theory Room D‐207 Repeat of Workshop 209 Mark Bigelow, LMT Denoyer‐Geppert Science Company _____________________________________________________________________________________________________ Workshop 606 Making your PowerPoints into interactive tutorials Room E‐208 Repeat of Workshop 206 Patricia Bowne Alverno College _____________________________________________________________________________________________________ Workshop 607 Case Studies and Course Design Room E‐207 Repeat of Workshop 211 Mary Gahbauer Otterbein College _____________________________________________________________________________________________________ Workshop 608 Wonderful Wiki Workshop ‐ how to easily create and share A&P teaching resources Room E‐211 Repeat of Workshop 212 William Karkow, MD University of Dubuque Thomas M. Lancraft St. Petersburg College _____________________________________________________________________________________________________ Workshop 609 A Practical Introduction to Problem Based Learning Room D‐200 Repeat of Workshop 208 Robert B. Tallitsch, Ph.D., Augustana College _____________________________________________________________________________________________________ Workshop 610 Human Body and Pathology through Art Room E‐213 Repeat of Workshop 210 Linda Moussakova St‐Laurent College

56

_____________________________________________________________________________________________________ Workshop 611 The Autonomic Nervous System: Playing the Role Room E‐209 Repeat of Workshop 207 Leslie S. Cane, Ph.D. Life University‐ Basic Sciences Division _____________________________________________________________________________________________________

SSeessssiioonn 77 WWeeddnneessddaayy 11::3300––22::3300 ppmm ((6600 mmiinnuutteess)) Workshop 701 STARS: A Cadaveric Exploration of Anatomy for High School Students and Teachers Room D‐100 Kristen Blake Bruzzini Maryville University

Students and teachers had the opportunity to learn gross anatomy during an intensive workshop entitled Students and Teachers Anatomical Research Series (STARS). Teachers participated in a two‐week program consisting of lectures, cadaveric dissection, lesson plan development, and student teaching. Students participated in traditional cadaveric dissection and hands‐on small group workstations. Real world correlation of anatomy was incorporated. Daily assessment and testing demonstrated enthusiasm, an increased appreciation and understanding of the human body and retention of the material covered. Teachers indicated the material was applicable to their curriculum and felt the workshop was an excellent opportunity to generate an appreciation of anatomy and an excitement for learning at the high school level. _____________________________________________________________________________________________________ Workshop 702 A Taste of What's New in Physiology and Anatomy Room E‐207 Katja Hoehn Mount Royal College

The last 3‐4 years have seen many exciting developments in the areas of physiology and anatomy. In this fly‐through overview, I will present my “top ten” list of the most interesting new developments in this vast field. Some of the items on my list will be updates applicable to the classroom, but for a select few I will delve into more detail. In particular, I’ll present some of the current debates and controversies in the area of taste physiology. My focus will be on basic science rather than new clinical developments. _____________________________________________________________________________________________________ Workshop 703 Revolutionize Your Student Laboratory with LabTutor! Room E‐201 Amy Simpson ADInstruments Inc.

LabTutor and LabAuthor are a complete teaching solution customizable to fit your curriculum. LabTutor’s integrated approach to experiments ensures the scientific principles remain students’ focus rather than experimental procedures. The interactivity and content of LabTutor captures and keeps students' attention, thereby inspiring them to learn. All data acquisition, analysis and reporting ate done from within LabTutor’s user‐friendly web browser interface with the option to submit reports electronically! Make your printer the next obsolete piece of lab equipment. _____________________________________________________________________________________________________ Workshop 704 Structure and Function: Learning by Doing Room D‐200 Maria Squire The University of Scranton

Finding it difficult for your students to truly understand physiological principles? Interested in trying out new activities to get your students actively involved in the learning process? In this workshop, I will present a number of activities that I have used to help my students learn concepts ranging from the transmission of a motor impulse along motor pathways (somatic and autonomic), antibody‐antigen relationships and blood typing, and countercurrent exchange in the convoluted tubule. These activities have been used with classes of up to 35 students.

57

_____________________________________________________________________________________________________ Workshop 705 A Picture Is Worth a Thousand Words: The Use of Technology in Teaching Histology Room E‐205 Vonnie Shields Towson University Thomas Heinbockel Howard University

Traditionally, teaching a histology laboratory to undergraduate or graduate students has been accomplished using brightfield light microscopes and glass slide boxes. Typically, the instructor gives a verbal description of specific histological structures, with the addition of notes written on the chalkboard and/or projected using an overhead projector. Subsequently, students are required to locate these structures using their own microscopes. Often, this may be a daunting task because structures may be difficult to locate. This may lead to students becoming frustrated and intimidated, especially if they feel uncomfortable to ask questions in front of their peers. These feelings may be further intensified if there is a relatively high student enrollment in the class. We will describe the results of incorporating technology in the histology laboratory. One technique uses high‐resolution video‐imaging equipment, consisting of a color digital camera mounted to a binocular, compound brightfield microscope. Another technique takes advantage of a virtual microscope set‐up using digital images. We have found both techniques to be very successful in actively engaging the students in the histology laboratory. _____________________________________________________________________________________________________ Workshop 706 Using digital media to enhance lecture and lab presentations (computer lab) Room E‐208 Repeat of Workshop 310 Greg Reeder Broward College _____________________________________________________________________________________________________ Workshop 707 Creating Lessons with the Biopac Student Lab System Room E‐215 Repeat of Workshop 413 Jason Cole BIOPAC Systems, Inc. _____________________________________________________________________________________________________ Workshop 708 How to Write Letters of Recommendation Room E‐211 Repeat of Workshop 410 Paul A. Gardner Snow College _____________________________________________________________________________________________________ Workshop 709 Teaching A&P I and II Online Using Video Streaming and a Digital Atlas Room E‐213 Repeat of Workshop 411 Deborah Roiger St. Cloud Technical College _____________________________________________________________________________________________________ Workshop 710 A Hybrid Hands‐on Histology Lab Activity for A&P Room E‐206 Repeat of Workshop 307 John Robertson Westminster College _____________________________________________________________________________________________________ Workshop 711 Utilization of Clinical Vignettes To Promote Critical Thinking in Physiology Room D‐201 Repeat of Workshop 308 Charles L. Wright III, M.D., M.S. , Community College of Baltimore County _____________________________________________________________________________________________________ Workshop 712 Moving Beyond PowerPoint in Classroom Presentation Using the Visual Communicator

Program in Teaching Anatomy and Physiology Room E‐202 Repeat of Workshop 503 M. Eva Weicker, M.D, M.B.A, Alvernia University _____________________________________________________________________________________________________

58

SSeessssiioonn 88 WWeeddnneessddaayy 22::4455––33::4455 ppmm ((6600 mmiinnuutteess)) Workshop 801 Utilizing digital assessment tools in the laboratory (computer lab) Room E‐208 Repeat of Workshop 408 Michael Kopenits Amarillo College _____________________________________________________________________________________________________ Workshop 802 Use of Interactive Extra‐classroom Media in the Instruction of Anatomy & Physiology Room E‐201 Repeat of Workshop 111 Will Kleinelp Middlesex County College _____________________________________________________________________________________________________ Workshop 803 The Effective Use of Limericks to Engage Student Interest and Promote Learning of Anatomy &

Physiology Room E‐209 Repeat of Workshop 407 Jackie Carnegie, PhD, M.Ed. University of Ottawa _____________________________________________________________________________________________________ Workshop 804 Teaching Anatomy with DyKnow Room E‐206 Repeat of Workshop 409 Mary Beth Davison Chatham University _____________________________________________________________________________________________________ Workshop 805 Respiratory Chemoreflexes – The Role of Central and Peripheral Chemoreceptors in the Control

of Breathing Room E‐213 Repeat of Workshop 110 Trevor A. Day, Ph. D Mount Royal College _____________________________________________________________________________________________________ Workshop 806 Skeletal Muscle Metabolism Room E‐207 Repeat of Workshop 114 Ed Westen Wartburg College _____________________________________________________________________________________________________ Workshop 807 Innovative Strategies to Engage and Assess Undergraduates in an A&P Course Room E‐202 Repeat of Workshop 309 Eileen Lynd‐Balta St. John Fisher College _____________________________________________________________________________________________________ Workshop 808 A Fun, Effective Approach to Teaching and Learning the Cervical Plexus Room E‐205 Repeat of Workshop 502 Mark Nielsen University of Utah _____________________________________________________________________________________________________ Workshop 809 Charting a New Course: Developing Interactive Pedagogical Manipulatives Room D‐200 Repeat of Workshop 106 Jennifer Bridges, Ph.D. Saginaw Valley State University Carla Lents, M.S. Denoyer‐Geppert Science Company _____________________________________________________________________________________________________ Workshop 810 Introducing the New BIOPAC MP45‐ A Budget Beating Physiology Lab Solution for Community

Colleges Room E‐215 Repeat of Workshop 109 Jason Cole BIOPAC Systems, Inc. _____________________________________________________________________________________________________

59

LLUUNNCCHHTTIIMMEE CCOOMMMMIITTTTEEEE MMEEEETTIINNGGSS

TTUUEESSDDAAYY,, 2266 MMAAYY 22000099 12:15 PM – 1:45 PM

Room Committee

E‐201 Web & Technology

E‐202 Testing

E‐205 Partner Associations

E‐206 Public Affairs and Membership

E‐207 Nominating

E‐209 Safety

E‐213 Executive Committee

E‐215 Animal Use

D‐200 Curriculum & Instruction

D‐201 HAPS‐I

D‐202 Cadaver Use

D‐204 HAPS‐Ed

D‐207 Grant and Scholarships

60

CCBC Catonsville Campus 800 South Rolling Road Baltimore MD 21228

Directions from the hotel to CCBC: • Head east on MD‐147/E Pratt St toward South St.

• Turn left at South St. • Turn left at E Lombard St/MD‐147. • Turn left at Light St/MD‐2. • Turn right at E Conway St. • Turn left at I‐395 S. • Take the exit onto I‐95 S toward Washington.

• Take exit 47B‐A to merge onto I‐195 W/MD‐166 N toward Catonsville.

• Continue to follow I‐195 W. • Turn right at MD‐166/S Rolling Rd. CCBC will be on the left in about 0.8 miles.

Park in white‐lined spaces,

shuttle available

Q Theater and Lounge

D and E Buildings

To Rolling Road

61

62

63

64

BBAAWWLLMMEERREESSEE 110011 UUnnddeerrssttaannddiinngg tthhee LLaanngguuaaggee ooff BBaallttiimmoorree

BByy CCaarrooll VVeeiill

WWoorrddss DDeeffiinniittiioonnss UUsseedd iinn aa SSeenntteennccee

Bawlmer, Merlin city & state where HAPS 2009 is being held

Welcome to Bawlmer, Merlin!

dantan downtown I’m glad our hotel is in dantan Bawlmer.

torst one who’s traveling to see the sights

There’s lots to do as a torst in Bawlmer.

Litlitlee Little Italy, the place to go for Italian food in Baltimore

Let’s go to Litlitlee for dinner tonight.

hon term used to address virtually anyone

How’s it goin, hon?

tarred sleepy, exhausted Been a long day – I’m tarred, hon!

baffroom tawlit where you go for micturition Hope there’s more than one tawlit in the baffroom.

worsh what you do after using the baffroom

Don’t forget to worsh your hands, hon!

varse one of the targets of your immune system

I’m scared of that swine flu varse!

fard the anterior, superior part of the face

I like my hat to come down over my fard.

plooshin what’s messing up the air and water The plooshin’s getting bad in the Chesapeake Bay.

jeet Did you ingest any food? Jeet yet, hon?

nair 60 minutes Let’s eat in about nair.

init Isn’t it? Weather’s nice, init?

O’s the local baseball team How about dem O’s?

anfem the national one, “Oh say can you see ...”

I love to sing da National Anfem right before de O’s game.

downy oshun to the beach Every summer, we go downy oshun.

macely mostly I macely like to ride dem waves downy oshun.

haome home I got lots to tell my family when I get haome from HAPS in Bawlmer.

65

Baltimore is an exciting city with a long history. Founded as a port in the early 1700’s, its location near the mouth of the Patapsco River near where it enters the Chesapeake Bay continues to make it important to international shipping. Baltimore’s maritime history is celebrated at the Inner Harbor through the USS Constellation Museum and the Baltimore Maritime Museum, including the World War II‐era US submarine Torsk, US Coast Guard Cutter Taney, and an historic lighthouse once used on the Chesapeake Bay. Fort McHenry, famous for protecting Baltimore from British naval invasion during the War of 1812 and Frances Scott Key’s Star Spangled Banner, lies about 2 miles from the Inner Harbor.

Several of Baltimore’s historic neighborhoods are within walking distance of the Renaissance Hotel including the Inner Harbor, Little Italy, Fell’s Point, and Federal Hill. Sites and attractions in the Inner Harbor area include the National Aquarium in Baltimore, Maryland Science Center and Port Discovery children’s museum. Federal Hill Park and the American Visionary Art Museum are also close.

AABBOOUUTT BBAALLTTIIMMOORREE

66

To the east, the Reginald F. Lewis Museum of African‐American History and Culture and the Star‐Spangled Banner Flag House are located in Historic Jonestown. Farther east lies the Jewish Museum of Maryland. A short cab ride or hop on a northbound Metro or Light Rail train will take you to the Mount Vernon area where you will find the Walters Art Museum, Maryland Historical Society, and other sites. To the west you can visit the Edgar Allen Poe House and Museum and Westminster Hall.

Sports fans may enjoy watching the Baltimore Orioles play the Toronto Blue Jays at Camden Yards Tuesday evening. You may also enjoy visiting the ESPN Zone where you can watch your favorite team on big screen TVs while enjoying good food and better company with fellow HAPSters.

Shopping and dining are readily available in the Inner Harbor. The Gallery, located in the same building as the Renaissance Hotel, and Harborplace across the street offer a wide variety of shopping and dining possibilities. Retailers include J. Crew, Ann Taylor, Coach, Brooks Brothers, Urban Outfitters and Banana Republic. Twenty small eateries and twelve restaurants offer a variety of dining alternatives in addition to the fine restaurants in the Renaissance Hotel. Historic Lexington Market is a bit farther away and can be reached by Light Rail and Metro. Its many shops feature local cuisine including crab cakes and other Baltimore favorites. Lexington Market also features jazz and rock and roll bands on Fridays and Saturdays.

Baltimore is home to many outstanding colleges and universities including the world‐renowned Johns Hopkins University and the University of Maryland, Baltimore. Researchers from these universities and other institutions will speak with us during our update seminars on Sunday and Monday.

The Catonsville campus of Community College of Baltimore County (CCBC) will host two days of workshops. Our campus was one of the two original community colleges in Baltimore County established in 1957. In 1998, Catonsville Community College merged with her sister colleges, Essex Community College and Dundalk Community College to form the Community College of Baltimore County. Located on the Knapp Estate in the southwestern part of the county, the college sits on the rolling acres of a former dairy farm. The campus is easily accessible from I‐95 (via I‐195 and Rolling Road).

On behalf of the HAPS 2009 Annual Conference Committee, the Community College of Baltimore County President Dr. Sandra Kurtinitis, and Dean of the School of Math and Sciences Dr. Donna Linksz, we welcome you to our campus and hope you will enjoy our hospitality as much as we’ll enjoy your company.

67

EEAATTIINNGG IINN BBAALLTTIIMMOORREE

$$: Less than 15$; $$$: 15$‐30$; $$$$: Over 30$ In Federal Hill:

Thirsty Dog Pub ($$): 20E Cross Street, Baltimore, Maryland 21230; (410)727‐6077A locally owned and operated pizza and drafthouse where they serve up some of the best personal size gourmet pizza and salads you've ever tasted, and offer a wide selection of their own house‐brewed craft beer. Don’t miss the “Dog Deal”‐ two mugs of the same kind at the same time for only $4.

Thai Arroy ($$): 1019 Light St Baltimore, MD 21230 ‐ (410) 385‐8587; A small storefront restaurant with great Thai food. They do not have a liquor license, so BYOB (there is no corking fee). The small restaurant is elegantly designed and gives an inspiring ethnic feel. The food is flavorful, the prices reasonable and the service is friendly!

The Metropolitan Coffee House and Wine Bar ($$): 902 South Charles Street Baltimore Maryland 2230 (410) 234‐0235 The Metropolitan was listed as one of Baltimore’s best neighborhood restaurants by Baltimore magazine in 2007. It serves American, Tapas, American Contemporary food and the atmosphere is casual, but chic, with a strange, but loveably hip hodge podge of food, wine, coffee and free Wi‐Fi.

Sobo Café ($$$), 6 W. Cross Street, Baltimore Maryland 21230; (410) 752‐1518; Funky restaurant with a creative menu that features American cuisine with a menu that classis renditions of traditional Yankee staples like mac 'n' cheese and chicken pot pie, along with more creative choices. Count on pleasant dining in a relaxed atmosphere

Regi’s American Bistro ($$$): 1002 Light Street, Baltimore, Maryland 21230 (410) 539‐7344 Contemporary, reasonably priced American cuisine which features an eclectic mix of comfort foods (like lamb chops, jumbo crab cakes, turkey, jambalaya, meat loaf and burgers) and a healthy assortment of salads. Martinis are a Regi's specialty!

Fells Point/Inner Harbor East:

James Joyce Irish Pub and Restaurant ($$): 616 S. President Street, Baltimore, Maryland, 21202; (410) 727‐5107; The James Joyce is a traditional Irish Pub and Restaurant, which was designed and built in Ireland and shipped to Baltimore where it was then fitted on site. Well prepared Irish fare and American cuisine.

Kooper’s Tavern ($$): 1702 Thames Street; Baltimore, Maryland 21231; (410) 563‐5423; Kooper’s Tavern offers lunch and dinner 7 days a week and "City Papers Best Brunch" on Sundays. Enjoy a steak and a bottle of red, a burger and a beer, huge crab cakes, fajitas and ritas or omeletes and spicy bloody's for brunch. Koopers Tavern is located directly across from the Broadway Pier. Waterfront dining is available from all windows.

Berthas Restaurant & Bar ($$$): 734 S. Broadway, Fells Point Baltimore, Maryland 21231; (410)327‐ 5795; In Baltimore, Bertha’s means world famous mussels and blues. The rest of the food is great too! The decor is warm and funky, the atmosphere lively, and, on weekends, even rowdy.

Pazo ($$$): 1425 Aliceanna Street, Baltimore, MD 21231; 410‐534‐7296; Hip restaurant with beautiful architecture and interior design. The Western Mediterranean peasant cuisine offers tapas and main items and includes Neapolitan pizza, regional cheeses, house‐made breads, grilled seafood, spit‐roasted game and aged ribeyes.

68

Charleston Restaurant ($$$$): 1000 Lancaster St, Baltimore, MD 21202; (410) 332‐7373; Pricey but has received rave reviews from the Wine Spectator, The New York Times, The Washington Post and others. The cuisine is rooted in French fundamentals and the Low Country cooking of South Carolina, engaging both regional and international influences

Mount Vernon: Restaurante Tio Pepe ($$$): 10 E Franklin St; Baltimore, MD 21202; (410) 539‐4675; Heralded as one of Baltimore's most popular restaurants, this old‐timer has great Spanish ambiance, great service, and basically Spanish food with a continental/French interpretation. According to Zagat Survey, a New York‐based research firm, the Spanish‐style restaurant received the most votes when restaurant surveyors named their top five Baltimore establishments

Sascha’s 527 Café ($$) Sascha’s food can best be described as creative American, with global touches from Asia to France, and Morocco in between. Along with grilled and sautéed entrees, it features "taste plates", a smart way to sample a variety of tastes as an alternative to a single entrée. Described by Style Magazine as "drop dead sexy".

Inner Harbor:

McCormick and Schmick’s Seafood Restaurant ($$$) 201 E. Pratt Street, Baltimore, Maryland (410) 547‐9333. Enjoy classic American cuisine in an atmosphere reminiscent of legendary eateries of the early 20th century. Our menu features steaks and prime chops, fresh daily seafood selections, roasted chicken, pot roast and pasta specialties served in a timeless presentation.

Philips Seafood ($$) 301 Light Street, Baltimore, MD 21202; (410)685‐6600; Located in the Light Street Pavilion in downtown Baltimore, Phillips sits on the edge of the Harbor providing stunning waterfront views. Seasonal outdoor seating, full front and back bars, and beautiful dining rooms create the perfect backdrop to dine on the freshest, finest seafood available

Little Italy:

Aldo’s Ristorante Italiano ($$$) 306 South High Street; Baltimore, Maryland 21202 (410)727‐0700; This restaurant has received multiple awards and was described as "a polished, romantic space" and "the most sophisticated restaurant in Little Italy" by Southern Living magazine. The menu focuses on regional Italian cuisine with a Southern Italian influence and features natural, seasonal, organic ingredients.

Chiapparelli’s Restaurant ($$) 237 S. High Street; Baltimore, MD (410) 837‐0309; One of Little Italy's best‐known and best‐loved restaurants, the menu includes homemade pasta, seafood specials, veal dishes and their famous house salad and features a family friendly atmosphere.

DaMimmos ($$$): 217 S. High Street, Baltimore, Maryland; (410) 727‐6876; A winner of multiple awards, this restaurant features dishes from every region in Italy. Over the years, DaMimmo has become renowned for their signature dishes of Veal Chop alla Florentina, Swordfish Meditteraneo,Tenderloin of Veal, Seafood Ravioli, Lobster Tettrazini and many others.

Della Nolte Restaurante ($$):801 Eastern Avenue; Baltimore, Maryland; (410) 837‐5500; The food at the award winning Della Notte Ristorante is an interesting blend of both Innovative and Traditional Mediterranean‐inspired Italian cuisine using only the finest pasta, veal, beef, lamb, poultry and fresh seafood. Enjoy classic Italian cuisine as well as innovative new world culinary creations prepared in an open kitchen.

Sabatinos ($$); 901 Fawn Street, Baltimore, Maryland; (410) 727‐9419; Sabatino's specializes in home‐made pastas and specialty dishes such as Veal Francese, Shrimp Renato and an award winning Bookmaker's Salad (famous for it's house dressing) along with a variety of other Central and Southern Italian delights. Baltimore Magazine continues to rate Sabatino's as one of Baltimore's finest restaurants.

69

Documents

HAPS 23rd Annual Conference Program