An Evolution in Student-Centered Teaching

The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say...

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Bibliographic Details
Published in:	Advances in physiology education 2016-09, Vol.40 (3), p.278-282
Main Author:	Goodman, Barbara E
Format:	Article
Language:	eng
Subjects:	Active Learning Biology Claude Bernard Distinguished Lecture College Science Doctoral Programs Education, Graduate - methods Education, Graduate - trends Educational Measurement - methods Graduate Students Health Occupations - education Health Occupations - trends Higher education Humans Learning Medical Students Physiology Physiology - education Physiology - trends Science education Science Instruction Societies, Scientific - trends South Dakota Student Centered Learning Students, Health Occupations Teachers Teaching Methods Team Teaching Video Technology Wisconsin
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Summary:	The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was "nothing in education makes sense except in the light of student learning." My presentation began with a video of my "And, But, Therefore" description of my educational scholarship (see Randy Olson "Great Challenges Day" at TEDMED 2013, Ref. 10). "Physiology is the basic foundation of all the health professions AND physiology can be hard for students to figure out BUT many physiology courses expect students to memorize a large number of facts; THEREFORE, my scholarship is to help students learn physiology better for the long-term with various types of student-centered learning opportunities." To stress the goal of student-centered learning, my brief video was followed by a 2-min video of one of my students describing her experiences with student-centered learning in one of my two-semester Advanced Human Physiology classes. Since I have been convinced that Randy Olson is an expert on science communication (11), the rest of my presentation was the story about how I have evolved from a sage-on-the-stage lecturer into a student-centered learning facilitator. I have chosen Olson's "And, But, Therefore" approach to narrative for this written version of key aspects of the presentation.
ISSN:	1043-4046 1522-1229