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Communicating Human Anatomy and Physiology

Course Description

This course will train students to deliver information about human anatomy and physiology to elementary learners. Students will develop presentations, create interactive workshops, present to in-service elementary science teachers, travel to local elementary schools, and reflect on their performance. The undergraduate students will learn communication strategies and critical thinking skills.

Athena Title

Communicating A & P

Prerequisite

CBIO 2200-2200L and CBIO 2210-2210L

Semester Course Offered

Offered fall

Grading System

A - F (Traditional)

Student Learning Outcomes

  • Students will be able to identify scientific fact in printed material.
  • Students will be able to select verifiable, peer reviewed sources as evidence and to cross-reference the information.
  • Students will be able to recognize how personal biases might impact effective communication.
  • Students will be able to formulate clear, measurable goals for the presentation.
  • Students will be able to illustrate the importance of a specific anatomical concept.
  • Students will be able to design age-appropriate, thought-provoking active learning strategies for elementary learners.
  • Students will be able to evaluate one's skills and knowledge and apply revisions.

Topical Outline

  • Concept map creation Purpose and Description: To visually represent an anatomical concept to better understand complex information. Task: The student will choose a topic, identify the key concepts, arrange the concepts in an organized manner, and label the relationship between the concepts. Supporting details will be added. Assessment: The accuracy of the map, use of visual elements, and overall layout will be assessed to generate the final grade.
  • Cognitive bias checklist Purpose and Description: To use a tool to examine one's thought processes and identify biases or faulty conclusions. Task: The student will complete rating scales in response to several prompts. Their responses will provide information on how often and how strongly they experience biases. Assessment: Group discussion and reflective writing will follow to explore how these biases could have impacted one's decision-making.
  • Quality of data analysis assessment Purpose and Description: To ensure the information that is presented is valid and reliable. Task: The student will identify high-quality data that explains the anatomical concept they chose. Assessment: Reflective writing to determine if there are inconsistencies in the data. If so, what are the missing components? How does this alter the interpretation of this information?
  • Presentation preparation and role playing Purpose and Description: To learn skill building activities to improve performance and to better handle real-world scenarios. Task: The student will review the state of Georgia fifth grade elementary learner standards to understand the purpose of the presentation and the level of the audience. They will use credible sources to gather accurate and relevant information. They will structure the presentations in a logical and organized manner and rehearse, get feedback, and prepare for potential difficulties. Assessment: The student will use rubrics for peer grading to access the use of software, use of research tools, presentation flow, and response to feedback.
  • Scientific explanation Purpose and Description: To enhance understanding and to promote clear ideas that increase understanding. Task: During the preparation phases, the student will be given incorrect content and asked to think critically to analyze the information for errors. They will deepen their fact-checking skills and ability to elucidate misinformation. Assessment: The student's participation in class discussion about the topic will reinforce the importance of fact verification and illuminate the ways that misinformation spreads. They will record their thoughts with a written or video-based reflection.
  • Ability to incorporate active learning Purpose and Description: To incorporate activities that engage the elementary audiences to encourage them to think deeply about the content. Task: The student will create or acquire a hands-on/take home component to accompany the presentation. The fifth-grade elementary learners will be encouraged to associate something tangible with the topic the student presented. Assessment: Elementary teachers will observe student engagement and participation. They will complete a rubric based on their observation.
  • Reflections and feedback Purpose and Description: To gain a deeper understanding of the student's experiences, improve learning, and improve critical thinking abilities. Task: The student will complete frequent written of video reflection in response to a given prompt. Assessment: The quality of completed reflections will be assessed for depth of thought.
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