1. NCAT Mid-Course Sharing Workshop June 20, 2012, Columbia, MO Human Anatomy Redesign

2. Our lab construction was delayed Our lab construction was delayed The lab is completed and ready for full implementation in the Fall! The lab is completed and ready for full implementation in the Fall! beforeafter Human Anatomy Redesign

3. 8 custom designed team learning stations 8 custom designed team learning stations Touch screen HP computers Touch screen HP computers Complete set of core models Complete set of core models Two microscopes Two microscopes Histology set Histology set Dual screens/projectors Dual screens/projectors ADA station/Demonstration cart ADA station/Demonstration cart Panning demo camera Panning demo camera Human Anatomy Redesign

5. Old Format Old Format Anatomy content split over two semesters; taught only in lab sections Anatomy content split over two semesters; taught only in lab sections New Format: New Format: 1 50-min lecture (all students) 1 50-min lecture (all students) Weekly content goals, difficult concepts, communication Weekly content goals, difficult concepts, communication 1 110-min supervised lab (40 student sections) 1 110-min supervised lab (40 student sections) Demos, exercises, learning modules, group assessment Demos, exercises, learning modules, group assessment Self assessment that evening Self assessment that evening 1 110-min recitation/open lab (40 student sections) 1 110-min recitation/open lab (40 student sections) Composite assessment score directs student to recitation or open lab Composite assessment score directs student to recitation or open lab Human Anatomy Redesign

6. Approach: Approach: Perform pre- and post tests Perform pre- and post tests 20 questions (15 from past exams, 5 critical thinking) 20 questions (15 from past exams, 5 critical thinking) Collect ACT scores- validate as a normalizer Collect ACT scores- validate as a normalizer Utilize common content from past/future exams to compare traditional vs. redesign Utilize common content from past/future exams to compare traditional vs. redesign Utilize enrollment in Human Physiology as evidence that the students persisted in their program Utilize enrollment in Human Physiology as evidence that the students persisted in their program Utilize learning style and opinion surveys for course satisfaction data Utilize learning style and opinion surveys for course satisfaction data Human Anatomy Redesign

7. Average score; error bars= standard deviation; *=p <0.005 (T-test) Average score; error bars= standard deviation; *=p <0.005 (T-test) 13% increase 23% increase

8. Human Anatomy Redesign Mean increase 21%

9. Human Anatomy Redesign

10. Curriculum issues related to the transition of a course series Curriculum issues related to the transition of a course series Required a staggered approach to teach out Required a staggered approach to teach out Impact on certified programs Impact on certified programs Articulation issues Articulation issues A shifting opinion on the value of the effort A shifting opinion on the value of the effort Fear of a loss in quality due to computer components Fear of a loss in quality due to computer components Sustainability of model Sustainability of model Resistance to change pedagogy Resistance to change pedagogy Human Anatomy Redesign

11. Linking the course to electronic resources links you to the new version of the text Linking the course to electronic resources links you to the new version of the text Big problem in Rental Systems Big problem in Rental Systems E-book vs. Bound E-book vs. Bound No consensus reached on level of McGraw Hill support for campus No consensus reached on level of McGraw Hill support for campus Package all components- sell to students Package all components- sell to students A La Carte approach through bookstore A La Carte approach through bookstore Human Anatomy Redesign

12. The traditional course was mainly taught by tenure-track and full-time instructors The traditional course was mainly taught by tenure-track and full-time instructors A significant change to GAs/ULAs reduced the need, as designed A significant change to GAs/ULAs reduced the need, as designed Displaced faculty are slow to acclimate to the changes and will likely replace the GAs/ULAs in the short-term Displaced faculty are slow to acclimate to the changes and will likely replace the GAs/ULAs in the short-term Human Anatomy Redesign