The American Physiological Society Press Release

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Phone: 301.634.7209

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Trends in Science Education Take Center Stage at APS Institute on Teaching and Learning

More than 100 physiology educators convene in Madison, Wisconsin

Madison, Wis. (June 18, 2018)—The American Physiological Society’s (APS) Institute on Teaching and Learning (ITL) kicks off today. The conference includes a robust line-up of experts presenting research on what’s next and new in science education.

“Teaching is integral to the physiology pipeline and to energizing the next generation of physiologists,” said ITL conference co-organizer Thomas Pressley, PhD, of Texas Tech University Health Sciences Center. “The workshops and sessions being presented will provide beneficial content and actionable methods that physiology educators can use to improve learning and retention among their students.”

The conference will cover:

  • using new classroom technologies and teaching innovations to improve how and where students learn,
  • encouraging mastery of information in both classroom and web-based environments,
  • optimizing exams to improve reliability and fairness,
  • establishing mechanisms to assess the effectiveness of instruction, and
  • determining the impact of summer research programs on long-term career engagement in science.

The workshop will include plenary talks, concurrent workshops, poster sessions and networking opportunities. After the workshop, participants can continue their discussions and collaborations in the Physiology Educators Community of Practice online portal in the Life Science Teaching Resource Community.

“This year’s meeting is the third ITL that APS has hosted, underscoring the importance of physiology education in preparing students for health careers,” said conference co-organizer Barbara Goodman, PhD, of the University of South Dakota Sanford School of Medicine. “We’re looking forward to an exciting meeting where attendees will be challenged to gain new skills, use best practices in designing and implementing educational research, and share findings with colleagues.”

Program Highlights

Monday, June 18

Keynote Lecture 1: Student-Instructor Interactions in a Large-group Environment
Speaker: Prem Kumar, University of Birmingham

Tuesday, June 19

Plenary I: Teaching Best Practices
Speaker: JaeEun Russell, University of Iowa

Plenary II: Why Collaborative Learning Works and How to Make It Happen
Speaker: Robin Paige, Rice University

Wednesday, June 20

Plenary III: Learning and Forgetting
Speaker: Robert A. Bjork, University of California, Los Angeles

Plenary IV: Transcending Content and Teaching Context: How to Foster Meaningful Scientific Literacy in the 21st Century
Speaker: Cyndi Brandenburg, Champlain College

Keynote Lecture II: What Determines the Physiology that Students Learn
Speaker: Tony Macknight, AD Instruments

Thursday, June 21

Plenary V: Integrating Research into the Undergraduate Experience
Speaker: Paula Mazzer, Dakota Wesleyan University

Plenary VI: Engaging in the Scholarship of Teaching and Learning
Speaker: Jennifer Friberg, Illinois State University

Friday, June 22

Plenary VII: Inclusive Practices for Diverse Student Populations
Speaker: Kathryn Johnson, Beloit College

More details about the meeting are available on the APS website. Hear more from meeting organizers and attendees in this video.

NOTE TO JOURNALISTS: The third Institute on Teaching and Learning Workshop will be held June 18–22 in Madison, Wis. To schedule an interview with the conference organizers or presenters, contact the APS Communications Office or 301-634-7209. Find more research highlights in the APS Press Room.

Physiology is the study of how molecules, cells, tissues and organs function in health and disease. Established in 1887, the American Physiological Society (APS) was the first U.S. society in the biomedical sciences field. The Society represents more than 10,500 members and publishes 15 peer-reviewed journals with a worldwide readership.



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Forgetting May Help Improve Memory and Learning

Released June 20, 2018 - Forgetting names, skills or information learned in class is often thought of as purely negative. However unintuitive it may seem, research suggests that forgetting plays a positive role in learning: It can actually increase long-term retention, information retrieval and performance. The findings will be presented today at the American Physiological Society’s (APS’s) Institute on Teaching and Learning in Madison, Wis.

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