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The SEI project in IPHY concentrated on creating learning goals and, in some cases, assessments for the following courses. Additional course materials may be available by emailing teresa.foley@colorado.edu.

Teaching assistant training

• Ìý(zip file).
• The initial impact of IPHY TA trainingÌý(±è´Ç²õ³Ù±ð°ù)

2800-introduction to statistics

• Learning goalsÌý(±è»å´Ú)
• Other course materials included clicker questions and SPSS computer-based homeworks. Not publicly available.

3060 - cell physiology

Introduces the biology of eukaryotic systems at molecular, cellular, and systems levels of integration, emphasizing the complementarities of structure and function and physiological mechanisms of regulation at the cellular and molecular level. Prerequisite courses are biology lecture & lab, human physiology and is restricted to sophomores and above.

• Learning goalsÌý(±è»å´Ú)
• Other course materials included clicker questions, aligned homework and exam questions

3410 - anatomy

• Learning goalsÌý(±Ê¶Ù¹ó)
• (not validated)Ìý(zip)
• Other course materials include clicker questions, terminology/root-word homeworks, and group activities. These are not publicly available.

3470 - human physiology I

Integrative physiology 3470, human physiology I, is the first semester of our two-semester sequence. This is a major’s course that focuses on scientific thinking, cell physiology, neurophysiology, endocrinology, immunology, and musculoskeletal physiology. This course prepares them for the second semester in which students may take one of two courses, human Physiology II or comparative animal physiology. These courses focus on digestion, renal, cardiovascular, respiratory, and reproduction physiology. Students entering this course will have successfully completed biology, chemistry and anatomy.

• Learning goalsÌý(±è»å´Ú)
• (not validated)Ìý(zip)
• (zip)
• Other course materials include clicker questions, aligned homework and exam questions, common student difficulties, and "prepared for future learning" assignments and quizzes. Not publicly available.

3480-human physiology II

• Learning GoalsÌý(±è»å´Ú)
• (not validated)Ìý(zip)
• Other course materials included clicker questions, terminology/root-word homeworks, concept-based homeworks, and group activities. Not publicly available.

4440 - endocrinology

• Learning goalsÌý(PDF)
• Ìý(not validated) (zip)
• Other course materials included concept maps (not publicly available).

4600 - immunology

• Learning goalsÌý(±è»å´Ú)
• (not validated)Ìý(zip)
• Other course materials included concept maps (not publicly available).

4720 - neurophysiology

Describes how the nervous system controls the activity of muscles and how the sensory effects of muscle activity influence the function of the nervous system. Prereqs., IPHY 2800, 3430 or 3470. Prereq.or coreq., IPHY 3410. Restricted to junior/senior IPHY majors.

• Learning goalsÌý(±è»å´Ú)
• Other course materials developed were homeworks, labs, and clicker questions. Not publicly available.

5800 - graduate statistics

• Learning goalsÌý(±è»å´Ú)

Other resources

• How not to lose your students in concept maps, by F. Benay and K. Semsar, J. College Science Teaching (2011).ÌýRelated poster.
• The Å·ÃÀ¿Ú±¬ÊÓƵ Learning about Science Survey (CLASS) for Use in Biology:ÌýCBE, Life Sciences (2011).ÌýRelated poster.
• How physiology students use and value learning goals. (Poster)
• Neuron Simulation: Allowing students to visualize the invisible during the action potentialÌý(±Ê´Ç²õ³Ù±ð°ù)
• Course Alignment. A 2-pager on promoting course alignment by developing a suite of questions targeting a learning goal that can be used in different settings to measure student learning.
• Don't have a pre-post test, use a Bloom's rubric! The development and validation of a rubric for "blooming" assessments to measure student learning.Ìý(±Ê´Ç²õ³Ù±ð°ù)
• Heads, shoulders, knees and toes. What concepts should your anatomy students know?Ìý(±Ê´Ç²õ³Ù±ð°ù)
• Ìý(±Ê´Ç²õ³Ù±ð°ù)
• Thought questions: A new approach to Using clickersÌý(±è´Ç²õ³Ù±ð°ù)
• Instructor manual of "Best Practices in Clicker Use"
• : A Digital Library

This material is based upon work supported by the university of colorado, boulder science education initiative.

Any opinions, findings and conclusions or recomendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the national science foundation (NSF).