Products, Publications, and Presentations

Active Learning Products

Journals or Juried Conference Papers

  • Bye TK, Carter KR, Carrier DR, Elmer SJ (2019). An outside the box activity to demonstrate how humans and animals turn. Advances in Physiology Education. 43, 282.
  • Lee TW, Carpenter BS, Birol O, Katz DJ, Schmeichel KL (2019). The Pipeline CURE: An Iterative Approach to Introduce All Students to Research Throughout a Biology Curriculum. CourseSource. DOI: https://doi.org/10.24918/cs.2019.29.
  • Purtell, A., Talbot, R., & Moore, M. E. (2020). Barriers to Learning Assistant engagement: An investigation into student encounters Learning Assistants find challenging and developing training to navigate those challenges. Journal of College Science Teaching, 49(6), 23-29.

 

Other Conference Presentations / Papers

  • Hendrickson J, Elmer SJ (2019). 3D physical model to experience how the human body works first hand. Annual meeting for the Michigan Space Grant Consortium. Ann Arbor, MI.
  • Schmeichel, KL. (2018). A Curriculum-Wide “Pipeline CURE” Provides an Alternative to Apprentice-Style Research Experiences for Biology Student Cohorts at a Primarily Undergraduate Institution. ASCB Annual Meeting. San Diego CA.
  • Jenkins, L.D. (2019). A PALM mentor’s perspective on Art and Movement as active learning. SACNAS. Honolulu, HI.
  • Elmer, S. (2018). Active learning of physiology using current events, historical lessons, and reverse engineering. EuroPhysiology Meeting – Innovations in Physiology Education Symposium (invited symposium speaker). London, United Kingdom.
  • Elmer SJ (2019). Beyond the weight room: the importance of skeletal muscle in health and disease. Annual Meeting for Experimental Biology. Orlando, FL.
  • Elmer, S.J. (2019). Beyond the weight room: the importance of skeletal muscle in health and disease. Experimental Biology Meeting – Medical Education Refresher Course (confirmed). Orlando, FL.
  • Raut, S, Brownell, S, Jenkins, L, Prunuske, A, and Lo, S (2019). Coming on board with evidence-based teaching practices in biology classrooms through the Promoting Active Learning and Mentoring (PALM) Network (panel discussion). SACNAS. Honolulu, HI,
  • Nguyen KL. (2019). Does flipped teaching improve student success in Anatomy at a community college? Annual Meeting of the Society for Advancement of Biology Education Research. University of Minnesota, Minneapolis, MN.
  • Sue Wick (2017). Helping instructors learn to use evidence-based effective active learning: the Promoting Active Learning and Mentoring (PALM) Network. American Society for Biochemistry and Molecular Biology Education meeting. Tampa, FL.
  • Sue Wick (2017). Helping instructors learn to use evidence-based effective active learning: the Promoting Active Learning and Mentoring (PALM) Network. American Society for Microbiology Conference on Undergraduate Education. Denver, CO
  • Sue Wick (2017). Helping instructors learn to use evidence-based effective active learning: the Promoting Active Learning and Mentoring (PALM) Network. Society for the Advancement of Chicanos/Hispanics and Native American Students (SACNAS). Salt Lake City, UT.
  • Elmer, S., Wakeham, T. (2018). High School Teachers Workshop (demonstrating PALM project). Michigan Physiological Society Meeting. Houghton, MI.
  • Johnson, KMS, Stieben, M, Wick, S (2019). Implementing Evidence-Based Teaching Practices: Support for Educators through the Promoting Active Learning & Mentoring Research Coordination Network (PALM Network). American Physiological Society Annual Meeting. Orlando, FL.
  • Nguyen KL. (2019). Matching lecture and lab contents to improve student success in Anatomy at a community college. Gordon Research Conference on Undergraduate Biology Education. Bates College, Lewiston, ME.
  • Cockfield B, Hook S, Gabe A, Hendrickson J, Hart L, Carter K, Elmer SJ (2019). National biomechanics day: 3D physical. Mt. Pleasant, MI.
  • Elmer SJ, Bye TK, Carter KR (2018). Physiology Friday with Michigan Tech University: using lumber, woodscrews, and power drills to facilitate understanding of human and animal movement in rural high schools. Annual Meeting for Experimental Biology. San Diego, CA.
  • Wick, S and Wolyniak, M (2019). Sustained Mentorship for Active learning in the Undergraduate Classroom (PKAL Featured Session, Facilitated discussion, National-Level Interventions). AAC&U PKAL conference, Transforming STEM Higher Education. Chicago, IL.
  • Wick S. and Wolyniak M.J. (2019). Sustained mentorship promotes the development of active learning strategies in undergraduate biology classrooms: evidence gained from the Promoting Active Learning and Mentoring (PALM) Network. American Society for Biochemistry and Molecular Biology Annual Meeting. Orlando, FL.
  • Wick, S. & Wolyniak, M.J. (2018). Sustained mentorship promotes the development of active learning strategies in undergraduate biology classrooms: evidence gained from the Promoting Active Learning and Mentoring (PALM) Network. Experimental Biology. San Diego.
  • Wick, S. & Wolyniak, M.J. (2018). Sustained mentorship promotes the development of active learning strategies in undergraduate biology classrooms: evidence gained from the Promoting Active Learning and Mentoring (PALM) Network. ASCB Annual Meeting. San Diego CA.
  • Raut SA, Brownell SE, Wick SM, Prunuske AJ, Wolyniak MJ, Peifer M. (2018). Sustained teaching mentoring works and benefits mentors as well as those mentored – An update on the Promoting Active Learning and Mentoring (PALM) Network. 25th American Society for Microbiology – Conference for Undergraduate Educators Annual Meeting. Austin, TX.
  • Raut SA, Brownell SE, Wick SM, Prunuske AJ, Wolyniak MJ, Peifer M. (2018). Sustained teaching mentoring works and benefits mentors as well as those mentored. An update on the Promoting Active Learning and Mentoring (PALM) Network. Annual Meeting of the Alabama Academy of Sciences. Birmingham, AL.
  • Raut SA, Brownell SE, Wick SM, Prunuske AJ, Wolyniak MJ, Peifer M. (2018). Sustained teaching mentoring works and benefits mentors as well as those mentored. An update on the Promoting Active Learning and Mentoring (PALM) Network. Biology Leadership Conference Annual Meeting, Pearson. Grande Lakes, FL.
  • Cockfield B, Wakeham T, Bruning J, Stelly S, Elmer SJ (2019). Teaching skeletal muscle contraction through reverse engineering. Annual meeting for the Michigan Space Grant Consortium. Ann Arbor, MI.
  • Cockfield, B., Elmer S. (2018). Teaching skeletal muscle contraction through reverse engineering. Michigan Space Grant Consortium Meeting. Ann Arbor, MI.
  • Sue Wick, Michael Wolyniak, Mark Peifer, and Amy Prunuske (2017). The Promoting Active Learning and Mentoring (PALM) Research Coordination Network. Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN.
  • Sue Wick, Michael Wolyniak, Mark Peifer, and Amy Prunuske (2017). The Promoting Active Learning and Mentoring (PALM) Research Coordination Network. Annual Biomedical Research Conference for Minority Students (ABRCMS). Phoenix, AZ.
  • Sue Wick, Michael Wolyniak, Mark Peifer, and Amy Prunuske (2017). The Promoting Active Learning and Mentoring (PALM) Research Coordination Network. Society for Neuroscience. Washington, DC.
  • Tejada-Simon, M.V. (2019). Using Low-tech gamification to teach physiology: a pharmacy example. Teaching and Learning symposium: HTXedu. Center for Teaching and Learning Excellence.
  • Elmer SJ (2020). Using history of physiology in teaching about science: revisiting the physiological cost of negative work. History of Teaching Symposium at the Annual Meeting for Experimental Biology. San Diego, CA.
  • Paliulis LV (2019). Using modeling and animation to overcome previously-held misconceptions. Annual Meeting of the American Society for Cell Biology, Washington, DC.

PALM Posters