UM Google Mail Onestop

CIS Summer Workshop: June 15-17 2015


Feb 24 - at Burton

Spring Workshop Feb 24

videos OnLineA&PTextbook -New Site

PsTL IntraNet (x500)

CIS 1135 - for teachers and students

POGIL Brief Blurb Page

1135 CIS Offical Description Site / CIS Office

Murray's Teaching

Onestop - HR - OCM

UM Calanders/ Exams
CIS - STEM - - CIS Office / 1135

MurrayPsTL / PsTL / - PsTL Directory - KinDir - SciEd - Dean -
CEHD Tech Tasks

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

Mary Lee Leadbetter NSF

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


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

Cranial Nerves - Caleb - First - Second

OCM Room Viewer

Fun Home - Research Home -

Kiva - Nver - Armenia

Nabt lin

Watch this: Across the Universe - movie




Dr. Jeffrey Hanson

Northeast Clinic

Dr. Alan Sadowsky 763-572-5705

Fridley Fairvew Clinic

Urgent Care Brooklyn Park

Urgent Care - Andover


CIS Moodle Murray

CIS Moodle All

AP Modules

AUS Fullbright - THIS - APP

Fullbright Speciality List - Tips

1 - core principles of anatomy

2 - watching lectures at home at 2X speed.

3 - The active learning classroom - Part 1 - the need for good curriculum

4 - The active learning classroom - Part 2 - the changing role of the instructor

Research on Education and Learning

Integrated NSF Support Promoting Interdisciplinary Research and Education  

CIS 1135 Moodle Commons (OLD!)

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

Quiz: PP - save as Pictures - New Folder - open iPhoto, Import to Library, New Album, Sync

FSO - Forms - CEHD

Bozeman Anatomy and Physiology

Interactive Biology - Videos

Khan Academy Anatomy Physiology

Integrated Bio - Bio Program

Passport Approved

EAT Music: 1World RollinsKCRW

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

J ason H offa Pearson Book Rep

University-Community partnerships Food Grant II


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

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

Basic Arc Welding

OxyAcetylene Welding

Lincoln Welding

Miller Welding

Animated Lectures from England

CEHD Tech - Onestop - Intranet

Tech People CEHD - UM CIS Office

Ed Intranet - Education Coconut - MSR

Active Learning / Coop Classroom

iTunes U - Think Anatomy

APS Archive

APS Archive - (1135)

Academic Earth - Lectures - Great!

Postsecondary Teaching and Learning
206 Burton Hall
178 Pillsbury Dr. SE
Minneapolis MN 55455


State Higher Ed Grants

gapminder.org <http://gapminder.org>Cool Graphs

Authentic Intellectual Work (AIW).


UM Med School Rec

Old PoGl

M B E -Rollins -KCRW ALL - WBGO - KEXP - MBE2

My Hennepin Tech D2L

My Hennepin Tech Email

Murray - POGIL at Monash

Changes to my WebSite - Form for Offical stuff

HAPS Connect E Mail

HAPS Connect - Site

Marshmello Test for Kids

SCST / CAST (texas)

Humanized Physics Project

MIT Technology Review

STSS Room .. Tables 1-14 -- bad ones 10,5, 9 STSS 412

1135 CIS Official Description

Parking Snow Mpls

Review of Transformational Teaching Strategies

U2 - Intro - Best of the Year

Rob da Bank - Pandora

Anatomical Science Education

APS Project Flow Chart

PearsonHigherEd - CourseLin

POGIL Abstract

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

NIN U2 Metallica Twins - Green Day

Pandora - A and P Teaching Professor

HAPS: Teaching and Learning A & P

Log in

Anat- Science Blog - Anatomy Terms

U of M Student Learning Outcomes

Classroom Management (New Room)- SCST - DMC - AAA Links - NOS

The A & P Professor (Kevin Patton)

CDC - Diseases - Health Stats - CDC

Picture Blog - Fun - 2 Leap - Scribol

Nature of Scinece - YouTube Video

Evolution in 2 Minutes - Videos

Medical Mnemonics

Diabetes Video from F09 1135 - Good!

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








612-624-3496 office


(651) 270-6346 Mim

206 Burton Hall

178 Pillsbury Drive SE

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



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



Montana Meth Ads

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



PSTL 1135: Essentials of Human Anatomy and Physiology

Teacher Qualifications

Minimum Qualifications

Teachers interested in applying to teach PSTL 1135 must have adequate experience in the discipline and understand how to teach with Process Oriented Guided Inquiry Learning (POGIL) and cooperative learning pedagogies.

Educational Background

  • A minimum of one year of human anatomy and physiology related courses. Acceptable related courses include: human physiology, human anatomy, embryology, vertebrate physiology, immunology, etc. Others may be accepted upon review. The following course examples are not acceptable substitutes: botany, general biology, ecology, ornithology, etc. To request consideration of other courses, please provide a description of the course.
  • Participation in an official three-day Process Oriented Guided Inquiry Learning (POGIL) workshop. (This workshop has previously qualified for professional development funding through secondary schools.)
  • Knowledge of cooperative quizzes and usage with your current students. All PSTL 1135 instructors must implement weekly cooperative quizzes.
  • Familiarity with Murray Jensen's essays on inquiry and a firm understanding of "what is inquiry" vs. "what is not inquiry." For more information on inquiry, Prof. Jensen recommends Neil Postman's book Teaching as a Subversive Activity.

Teaching Experience

  • Taught human anatomy and physiology courses at the high school level, and taught advanced students (juniors and seniors).
  • Licensed in secondary biology/life sciences.


  • Visit Murray Jensen's classroom at the U of M to observe the pedagogies in practice. Contact Prof. Jensen to schedule an observation.

Application and Interview Process

  • In an application cover letter, please address your interest in teaching the University course, and your understanding of cooperative quizzes and inquiry.
  • CIS application forms and requirements are found on the CIS website. Completed applications are reviewed and qualified teachers are subsequently invited for an interview.

School Responsibilities

  • Schools with teachers accepted to offer PSTL 1135 must meet all of the responsibilities related to offering a U of M course through CIS (see the School Partnership Agreement in the Teacher Applicant Handbook).
  • Schools must also agree to schedule the U course over one full academic year, provide adequate lab facilities, and provide release time for an accepted applicant to observe another CIS instructor/PSTL 1135 class during their first year.


College in the Schools teachers are approved by the University of Minnesota academic department from which the course is offered. CIS teachers are typically lifelong learners, committed to staying current with both pedagogy and content through reading and ongoing professional development. They are energetic and committed to challenging both themselves and their students. CIS teachers value participation in a true community of learners.

At least a few years' experience at the site where they will teach the CIS course also is helpful for identifying students and for managing administrative tasks.



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


1135 Survey

Dan L - BioMechanical Arm Model - Supplier


Higher Ed - Teacher Grant - CIS

1135 Ss Opinion Survey

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 and Physiology Case Studies - SUNY Buffalo

Science Learning Workshop - cardio and biomechanics

Posters - Templates

U of M Image Library


Yummy Lefse Recipe
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)

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.

Clement Algernon Gisselquist
  parents: John (Johannes) O Gisselquist 10/28/1888
                 Ida Lillie Engelstad 04/29/1892

                   John O's parents: Ole Gisselquist 08/20/1852
                                                Siri Christine Helland
                      Ole (Ola) parents:  Per Jonsson Gisselqvist 05/30/1819
                                                     Agda Martensdotter 05/29/1824
                        Per's parents:         Jens Persson Gisselquist 06/23/1790
                                                       Jarta Olsdotter 05/09/1788
                         Jen's parents:         Per Martensson 02/21/1758
                                                        Matta Olsdotter 02/29/1764
                          Per's parents:          Marten Olsson
                                                          Sara Olsdotter 02/13/1726

Ida Lillie Engelstad parents: Nels Engelstad
                                             Anna Halverson
   Nels' parents: Hens Nelson Engelstad 05/07/1818
                          Martha Gulbrandson 01/14/1821


  Borghild Eleanora Stenoien
    Gilbert Stenoien and Emma Nelson
       Ole Pederson Stenoien 1861-1940 and Johanna Svensdatter Gillan 1864-1948
           Peder Larson Stenoien 1825-1908 and Ingeborg Johannesdatter Johnson 1824-1900
               Lars Olssen Stenoien 1796-1879 and Marta Rebekka Pedersdater Gilset 1795-1879




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



World View Theory and Evolution Education

JAWS Server support: support@software.umn.edu - ht tp://ab .umn.edu/ - Apache Tomcat/5.5.4

Server - Enterprise Application Systems in Central Computing Operations

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>

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.