Murray Jensen

Another A & P Dual Enrolment Program - Northland Community and Technical College

When I was a child, I caught a fleeting glimpse. Pink Floyd

Teach me, Lord. I know I'm not a hopeless case.. U2

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1131 -My U - 1135 - Onestop -CEHD Intranet - POGIL MnSCU - FSO - FSO Forms - PerDiem - SKY - CAR

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Anne Marie and Jeff - and Mike

1. What is a flipped classroom / Why do I want a flipped classroom
2. Example unit - what I have to do to "flip" this one unit - your prep work - what did you d
3. Example unit - What happens in the classroom - what do students do
4. What do you see / hear in your classroom that make you think it's good! How do you know students are learning?
5. Advice to others who are thinking of flipping their classrooms.

UCare: Dan N ess .. and An n R o gers

Gizmodo

Learning Objects from England - Nursing

Burton Office

Book: The Global Achievement Gap by Tony Wagner

Inquiry Chem - POGIL

Username = msjens enEND
Password = l en C as e Stu dies

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OCM Room Viewer

Fun Home - Research Home -

Kiva - Nver - Armenia

Nabt lin

Watch this: Across the Universe - movie

MSJ 2

TwJenMurden

Dr. Jeffrey Hanson

Northeast Clinic

Dr. Alan Sadowsky 763-572-5705

Fridley Fairvew Clinic

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Hen Tech - MACH TOOL TECH

j 2 4

l 4 2 !

12 0 47 51 2

Books:

Adrenaline and the inner world

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1942 Spring 13

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FlipGrid Mgmt

PP, print to iTunes, - Books - Sync - iBooks on iPad

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PULSE . HHMI - Bio Ed Reform

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Bozeman Anatomy and Physiology

Bozeman Biology

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Khan Academy Anatomy Physiology

Integrated Bio - Bio Program

Passport Approved

EAT Music: 1World Rollins KCRW

Fairview MyChartmurjen li4!

PP .. Save as pictures (JPEG) to new folder
Import into Library (iPhoto)
Create New Albume (new Import)
Go to iTunes, slect "iPad" and go to top and select "Photos"
Select "selected albums" .. the SYNC

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http://www.hfhl.umn.edu/GrantPrograms/index.htm

Book: Move Yourself: The Cooper Clinic Medical Director's Guide to All the Healing Benefits of Exercise (Even a Little!)"

Welding Links:

Ana Sci Edu - In order to plan a cad dis lab expereince for high school anatomy instructors, we would like to know what skills and knowelge a teacher should have after completeing a two day lab experience. We are planning both the event and the evaluation of the event. How do we know we did a good job?

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206 Burton Hall
178 Pillsbury Dr. SE
Minneapolis MN 55455

612-624-3496

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Authentic Intellectual Work (AIW).

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U Plan Wellness Crap

may42 len42

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Humanized Physics Project

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October 17 and 18 2014
Eastview HS

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Use this .. http://www.ck12.org/? Biology Stuff Internet

MAY Sat 25 . Dinner with rick, Sun 26 Presentation at 1030 ..Title/Topic: Process Oriented Guided Inquiry Learning (POGIL): A Student-Centered Approach to Science Instruction Leave Sunday PM.

The world no longer cares about what you know; the world only cares about what you can do with what you know.
Tony Wagner

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Bands: Dream Theater, Chevelle, Blink 182, Sick Puppies, Thousand foot krutch

Professor Jensen’s research focuses on teaching and learning in entry-level science courses. In particular, he examines how strategies such as experiential learning, inquiry, and cooperative group learning can be implemented within traditional science courses such as human anatomy and physiology.

APS Curriculum Development Guidlines - Melinda and Marsha

Anatomy Lectures- Academic Earth

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Anat- Science Blog - Anatomy Terms

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Nature of Scinece - YouTube Video

Evolution in 2 Minutes - Videos

Medical Mnemonics

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Golden Femur Fall 2009

Tissue Cells ... Henretta Lacks

Assessment give s you a number, and measurement puts that number on a scale and gives the number (validity and reliablity) a meaning.

Evaluation should provoke an action .. a "true value" - identifies worth.

A measurement requires an insturment

Accountability identifies winners and losers .. Evaluations gives it "worth" -- should it be used?

Always start wtih outcomes ... what will be the end product? How will you get there? (A student will be able to ...)

Objectives must be SMART : Specific, Measureable, Attainable, Realistic, Timely

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Minneapolis MN 55455-0226

Jensen Stowe History

"Read, mark, learn, and inwardly digest" might be the best phrase I've
read in several weeks. I'm going to use it with my anatomy and physiology
students - who historically have real difficulty reading their text books.

My big question with this phrase is "can you teach these skills?" or -
are you born with the ability to learn and inwardly digest complex text? My
gut tells me that there are very few humans that can achieve this higher
order cognitive activity.

Walter Mischel and Goleman - Delayed Gratificaion - Marshmellow Experiment - Deffered Gratification

Scantron Proceedures

Key: Key and Verify

All programs - to Apperson Ed Products --- DataLink

Feed Key

Feed Exams / Scantrons

IF no ID, right click on that cell and Change ID number"

Under "File" Save Test - Murrays Stuff is on Desktop"

-- first save as Scantron (under File)

-- next save as Excel (under Scanner Results - top menu)

Exort to Excel Complete Test Results

ID Cell -- convert to number (within Excel) -- Past special if necessary

Five Predictors - George Will? Academic Success:

days absent from school

hours watching TV

pages read for homework

quantity and qality of reading mateial at home

number of parents

MURRY

Murray Jensen is an Associate Professor and teaches Human Anatomy and Physiology, The Principles of Biological Science, and a freshman seminar titled The Science and Politics of Genetics and Reproduction. His research interests include the promotion of conceptual learning and student inquiry in freshman science courses, the development of higher order thinking skills in students, the use of technology in learning anatomy and physiology, cooperative learning, students’ understanding of biological evolution, and food literacy

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Mouse Party (Drug Actions)

Postman Notes

But we are suggesting neither that the human race would voluntarily turn power over to the machines nor that the machines would willfully seize power. What we do suggest is that the human race might easily permit itself to drift into a position of such dependence on the machines that it would have no practical choice but to accept all of the machines’ decisions. ... Eventually a stage may be reached at which the decisions necessary to keep the system running will be so complex that human beings will be incapable of making them intelligently. At that stage the machines will be in effective control. People won’t be able to just turn the machines off, because they will be so dependent on them that turning them off would amount to suicide. Kaczinski

Survey - CIS

CIS Survey In Progress - From Jennifer

Goals for Student Learning in Anatomy and Physiology
The following goals relate to content and processes that are intended to provide students with a full understanding of anatomy and physiology. A future project of the HAPS Curriculum & Instruction Committee will be to link these goals to specific activities that instructors can use to help students achieve these goals.
Fundamental Content & Process Goals

These goals form the unifying foundation for all topics in anatomy and physiology and are to be emphasized throughout Anatomy and Physiology I and II. They are directly linked to the learning outcomes written by the HAPS Curriculum & Instruction Committe

1. Develop a vocabulary of appropriate terminology to effectively communicate information related to anatomy and physiology.

2. Recognize the anatomical structures and explain the physiological functions of body systems.

3. Recognize and explain the principle of homeostasis and the use of feedback loops to control physiological systems in the human body.

4. Use anatomical knowledge to predict physiological consequences, and use knowledge of function to predict the features of anatomical structures.

5. Recognize and explain the interrelationships within and between anatomical and physiological systems of the human body.

6. Synthesize ideas to make a connection between knowledge of anatomy and physiology and real-world situations, including healthy lifestyle decisions and homeostatic imbalances.

7. Demonstrate laboratory procedures used to examine anatomical structures and evaluate physiological functions of each organ system.

8. Interpret graphs of anatomical and physiological data.

Broader Process Goals
The skills included in these goals should be developed while students are taking Anatomy and Physiology, but will also be reinforced in other curricular coursework. It is recommended that assignments and projects be used that develop these skills within the context of the fundamental content and process goals (1-8, above). The HAPS Curriculum and Instruction Committee has not linked these goals to specific learning outcomes in anatomy and physiology. Rather, the goals can be adapted to fit where the instructor feels they are most appropriate within the course content. There is no expectation of equal emphasis throughout all anatomy and physiology topics.

9. Demonstrate information literacy skills to access, evaluate, and use resources to stay current in the fields of anatomy and physiology.

10. Approach and examine issues related to anatomy and physiology from an evidence-based perspective

11. Communicate clearly and in a way that reflects knowledge and understanding of the human body and demonstrates the ability to adapt information to different audiences and applications.

Improving Teacher Quality State Grants Program

3/4 cup loosely packed mint leaves
1 cup freshly squeezed lime juice
2/3 cups simple syrup
1 1/2 cups rum
3 cups club soda
ice
Instructions:

Makes 1 Large Pitcher

Use a mortar and pestle to mash up or "muddle" the mint leaves. If you don't have a mortar and pestle, you can use the back of a spoon to mash up the mint leaves. The point is you want to release the flavors and oil in the leaves as much as possible.

Fill the bottom 1/4 to 1/3 of the pitcher with ice. Toss in the muddled mint leaves and remaining ingredients. Fill the remainder of
the pitcher with ice. Stir well and serve on the rocks.

1135 Survey

Swivel - Graphs

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Picture Release Form from CEHD

Chute A and P Page

Cardiac Cycle - Flash Animation -

U of M Web Space

Schnappi - Carter - 2005

U of M - Paul - Coop Learning / Cooperative Quiz Workshop - CTL

Learning Styles - Tom L. Official Site on Learning Style - Stephen D. Brookfield

ANATOMY & PHYSIOLOGY MODELS AT COCHISE COLLEGE

HIGH ALTITUDE PHYSIOLOGY

Anatomy and Physiology Case Studies - SUNY Buffalo

Science Learning Workshop - cardio and biomechanics

Posters - Templates

U of M Image Library

Yummy Lefse Recipe
Ingredients:
3 cups boiling water
2 t salt
1/8-cup sugar
3/4-cup butter (1 and 1/2 sticks, I believe)
2 1/4 cups Carnation evaporated milk
4 cups Hungry Jack potato flakes
3 cups all purpose flour

Equipment needed:
Lefse griddle
Lefse stick (for flipping the lefse rounds)
Grooved rolling pin and rolling pin covers
24" pastry board and pastry board cover (this really helps)
You can order all these great items by following this link: http://www.houseofjacobs.com/ (it is
much easier with the right equipment)

Instructions:
1. Bring the water to boil, add salt and sugar, and stir.

2. Add butter and stir till butter melts.

3. Turn off heat and add the evaporated milk and stir.

4. Stir in the potato flakes gradually, then stir for about a minute or two, or until VERY thick.
WARNING, it should not be a soupy consistency, more on the order of thick mashed
potatoes. If it is too soupy, you probably didn't put in enough flakes. If you err, err on the
side of slightly too much potato flakes, rather than too little.

5. Cover the pot with a towel and refrigerate overnight.

6. The next day, add 3 cups of flour and mix, preferable in a mixer with a dough hook, or do it
with your hands (this can get messy).

7. Add 1/3 to 1/2 cup ice cold water to make the dough come together better, forming a large
dough ball. Take the dough ball out of the mixer bowl and roll it together between your
hands, then place on the rolling surface (make sure it is floured) and roll out with both hands
until it forms a log that stretches about 24 inches across.

8. Then carefully, so you don't cut or tear the cloth-rolling surface, cut into 24 equal-size pieces.
Take each piece and roll into a ball, place on a cookie sheet and refrigerate.

9. Plug in your grill and heat to 500 degrees.

10. Flour your rolling pin and rolling surface prior to rolling each lefse ball.

11. Take the lefse, one ball at a time, place in center of floured rolling surface, rollout to a size
that is slightly smaller than your grill (you will get a feel for this) and then gently slide the lefse
stick under the center of your lefse round and gently lift it off the rolling surface. If you have
used the right amount of flour, your lefse will lift without sticking.

Arm and Heart Labs - Parts - Denoyer-Geppert Co

Best of lists .. Andrew, Graham

Lederman: scientific knowledge is1) tentative, 2) empirically based, 3) subjectively derived, 4) involves human inference, imagination, and creativity, and 5) is grounded in social and cultural activities. A distinction needs to be placed on the difference between observation and inference. Lederman 2007.

Anatomy Bowl Image size 280 pixels high, The maximum width is 540 pixels.

Re start server:

<support@software. umn. edu>

Please restart ab. umn.edu

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The Anatomy Bowl
Anatomy Bowl Image size 275 pixels high, The maximum width is 540 pixels.
Be familiar with the file naming system! -- Look in the “GR” folder.1. Resize the image (275 high and 540 wide – Maximum!)
2. Save as JPEG. (Anatomy bowl can only use jpeg files)
3. Add arrows and letters pointing to specific anatomical structures.
Think “what is this?” (Need to use some graphics program for this portion of your work)
Note: Always save a “blank” image – no arrows or letters. This is to use at a later time if needed.
Each image should have a maximum of 5 items to identify. Use the letters “A, B, C, D, and E” – to identify the 5 items.
Send Murray a few of the images – he’ll put them on the server.
Save a copy of these files so you know their names.
5. Using the Anatomy Bowl Content Manager (A web based program)– create questions. To do this you enter your list of options (Think multiple choice test) – and then select the correct answer. Also, select the difficulty. (100, 200, 300, etc.) – I’ll let you use your judgment here.
100 – 8th grade
200 – 12th grade
300 – college freshman
400 – 3000 level anatomy course
500 – advanced 3000 level questions
600 – don’t go here….
Very important: be sure to know what your doing with the question manager. You can do damage here if you goof up.
CHECK SPELLING!!!!

Murray Jensen teaches PsTL 1135—Human Anatomy and Physiology, PsTL
1131—Biological Science: Principles, and also freshman seminar PsTL 1903 -
The Science and Politics of Genetics and Reproduction. His research
interests include the use of technology in science education, cooperative
learning, and students’ understanding of evolution. He is a member of the
University's Academy of Distinguished Teachers, and has received both
University of Minnesota Alumni Association's Horace T. Morse Award for
outstanding contributions to undergraduate education, and the Society of
College Sciences Teaching's Outstanding Undergraduate
Science Teacher Award. Professor Jensen’s hobbies include tennis, mountain
biking, and distance running.

Drawing a better analogy from religion, we suggest that, instead of
preaching about evolution, science teachers should bear witness to the facts
supporting evolution, to its central role as a powerful scientific
explanation, and possibly even to its beauty and mystery. We believe
students will respond much better to the winsome witness of a sensitive
science teacher than they will to the dogmatic sermons of an evolutionary
fundamentalist. (p 107) (Meadows et al., 2000)

Meadows, L., Doster, E., & Jackson, D. F. (2000). Managing the conflict
between evolution & religion. American Biology Teacher, 62(2), 102-107.

Golden femur

2012 1 Minnehaha, 2 Egan, 3 CDH

2013 1 Dover Eyota, 2 Eastview, 3 Minnehaha Art 2013 1 New Longdon Spicer, 2 Rogers, 3 St. Clair

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World View Theory and Evolution Education

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Nature of Scinece NOS:

# Empirical NOS: Science is based, at least partially, on observations of the natural world;
# Tentative NOS: Scientific knowledge is subject to change and never absolute or certain;
# Inferential NOS: The crucial distinction between scientific claims (e.g., inferences) and evidence on which such claims are based (e.g., observations);
# Creative NOS: The generation of scientific knowledge involves human imagination and creativity;
# Theory-laden NOS: Scientific knowledge and investigation are influenced by scientists’ theoretical and disciplinary commitments, beliefs, prior knowledge, training, experiences, and expectations;
# Social and cultural NOS: Science as a human enterprise is practiced within, affects, and is affected by, a lager social and cultural milieu;
# Myth of the “Scientific Method”: The lack of a universal step-wise method that guarantees the generation of valid knowledge; and
# Nature of, and distinction between scientific theories and laws (e.g., lack of a hierarchical relationship between theories and laws).

Augustana Outcomes:

As I organize my courses (regardless of the content) my driving goals are always such that the students will
Tallitsch Robert <RobertTallitsch@augustana.edu>, <HAPS-L-owner@hapsweb.org>

increase overall problem-solving skills, including students' ability to define problems, gather and evaluate information, and develop solutions
develop effective knowledge acquisition skills in each student
learn how to work effectively within a team setting
increase written and verbal communication skills
increase self-assessment skills
increase their ability to assess the work of others
increase their ability to identify, find and use appropriate resources
develop a 3-dimenstional understanding of anatomical relationships for all of the structures discussed within each region of the body
increase their test-taking abilities
develop a firm understanding of anatomical terminology

And for Bob, most of the driving goals you listed, I think are applicable to learning in general, not just A&P. My courses are all performance-based. My “study sheets” for each topic / chapter begin with “You should be able to”…. followed by itemized statements listed with action verbs (‘explain’ / ‘define’ / ‘identify’ / ‘compare’) very similar to the HAPS learning outcomes project that we saw completed last year. For “develop a firm understanding of anatomical terminology”, my examinations include questions about visual identifications of body parts from an artist’s image, labeled by letter; they must write the proper term in the answer blank; terms themselves, for which they must write a proper definition; and “compare terms”, such as the “little finger is ___ to the thumb”; the “iliac crest is ___ to the femur” {tougher}”, etc. Our nursing program produces the highest first-attempt pass rate on the NCLEX in the entire Commonwealth of Pennsylvania, and MOST of those students come through either my lecture course or lab course or both. They take their competencies during the A&P II course (usually sophomore year); most pass those with flying colors.

A good teacher will produce consistently great results every time because he or she is well-organized, imaginative, and creative, drawing on many life experiences, among a host of other skills. I once said that a good teacher is a great entertainer…. I’ve since revised that to also include great motivator.