COURSES

EDUCATIONAL RESEARCH

All courses are active learning environments with a laboratory and research component. Emphasis is placed on knowledge application, critical thinking, and collaborative learning. 

Yummy!

Edible nephron loop!?! Why not? Learn about kidney microanatomy and function AND end up with a yummy snack. 

“Doctor, why am I so tired and dizzy?” A Case Study for teaching neuroantomy. 

Alexis Grosofsky and Jennifer A. Stokes, Beloit College

The human brain is a remarkable organ and human behavior would not be possible without it. When there are problems with the brain a variety of symptoms such as headaches, nausea, personality change, trouble with movement, and changes in hearing or vision (among others) can present. While students can learn about human anatomy and physiology, they typically do not get the opportunity to apply their knowledge, especially in a real-life medical scenario. This case allows students to apply their learning to an actual case involving the disruption of the central and peripheral nervous systems.

This interrupted case study allows students to follow the real-life diagnosis and recovery of a college professor (Alexis) who had a large brain tumor impacting her behavior. Her primary symptoms that led to the initial visit to her internist were extreme fatigue and dizziness. Students receive details about the symptoms experienced chronologically and work in pairs to determine what the symptoms mean and what central and peripheral nervous system components may be involved. The case is designed to be delivered during one 2-hour class period. It could be divided to occur over multiple days if desired, as it is split up into 6 different steps.

Teaching objectives:

  • Enhance student understanding of cranial nerve structure and function

  • Give students practice applying knowledge of cranial nerves to behavior

  • Help students appreciate that what they learn in the classroom has application to real-life

Experimental Biology Poster; Chicago; April 2017

If you are interested in using this case study and associated activity please contact me

All materials for this activity can be found here: 

http://www.lifescitrc.org/resource.cfm?submissionID=11510

Beloit College (2016-2017)
BIOL 110: Human Biology
BIOL 256: Anatomy
BIOL 357: Human Physiology
Centenary College (2017-2020)
BIOL 301: Human Anatomy and Physiology I
BIOL 302: Human Anatomy and Physiology II
BIOL 306: Nutritional Physiology
BIOL 319: Psychopharmacology
BIOL 395: Exercise Physiology
BIOL 251: Medical Terminology

The science and scholarship of teaching and learning drives my course design and helps me create an active, engaging, and effective learning environment for my students. At Southwestern University I am continuing my pedagogical research on the following topics:

1) Assessing student engagement, learning, and retention in Human Anatomy and Physiology courses 

2) Collaborative exams and peer-to-peer teaching methods.

*Click on the posters below for a full-size PDF 

Southwestern University
KIN48-123: Introduction to A&P
KIN48-253/251:  Integrated Human A&P I + Lab
KIN48-263/261: Integrated Human A&P II + Lab
KIN48-406: Nutritional Physiology

Case-based critical thinking exercises to improve student learning and engagement in a hybrid A&P course

Jennifer A. Stokes, Southwestern University

An A&P course was redesigned to accommodate remote learning during the COVID-19 pandemic. The course was converted to flipped-classroom design and included synchronous in-person and virtual class sessions. Required biweekly virtual small group sessions allowed students to collaborate on case-based critical thinking problems. The exams were modified to include an open-book take-home case study in addition to the timed objective exam. I will discuss student perception of the case-based exercises and compare student assessment scores on the take-home exam and the objective exam. 

Presented at the Human Anatomy and Physiological Society's Annual Conference; May 2021

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Collaborative Exams in an Undergraduate Anatomy and Physiology Classroom Enhance Students’ Perceived Learning and Knowledge Retention 

Jennifer A. Stokes, Centenary College of Louisiana

Experimental Biology Poster; Orlando; April 2019

If you are interested in learning more about this study please contact me

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