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Mastering Microbiology is the online Learning Management System that accompanies the textbook Microbiology: An Introduction. Mastering Microbiology is packed full of instructor friendly resources that aid in student learning and understanding. These resources give students 24/7 access to learning opportunities, allowing them to take ownership of their learning. The Mastering Microbiology resources range from providing students with important background knowledge, to adaptive study tools, to clinical based applications of Microbiology. The resources in Mastering Microbiology are pedagogically focused to provide clear explanations of complex concepts and to engage learners in the material by providing practical applications of microbiology concepts.

The Mastering Microbiology resources available for Microbiology: An Introduction include:

In The Clinic Videos: These videos bring to life the scenarios of the “In the Clinic” features that open every chapter. The videos introduce a microbial disease and ask questions linking microbiology concepts to disease pathology. This helps students transfer their knowledge of microbiology to clinically relevant settings.

Pedagogy – The “In the Clinic” Videos are designed to take concepts found in the disease chapters towards the end of the book and move them forward in the class, introducing disease pathology in concert with the microbiology that explains the how and why behind the pathology. This connection between microbiology and disease pathology occurs in a clinical setting highlighting how microbiology understanding can be transferred to patient care. These real-world examples engage learners and help students develop critical thinking skills.

How to Assign – These assignments can be assigned after class to allow students to apply the new information they have learned. These assignments can also be used in class to provide active learning and/or peer to peer learning in class. An instructor can show the first part of the video and ask students to hypothesize answers to the questions. This will provide a scaffold for student learning while the instructor lectures over the content. Later on, the class can come back to the videos to see content application and spark classroom discussion. In an online setting, instructors can assign these after chapter reading assignments to apply and assess knowledge students have gained.

MicroBoosters: MicroBoosters are a suite of brief video tutorials that cover key background concepts students may need to review or relearn prior to diving into more complex microbiology content.

Pedagogy – Complex microbiology concepts often build from prior knowledge based in biology and chemistry. In a one semester Microbiology class, instructors are pressed for time to cover all of the microbiology concepts in detail, and they may not have time to cover all the background material as well. The MicroBooster video tutorials allow students to learn and review key background knowledge, ensuring they come to class prepared.

How to Assign – MicroBoosters can be assigned before class to give students the background knowledge they need for lecture topics. Assigning Microboosters before class allows the instructor to review student grades prior to class to determine if students know the needed background information for the lecture. In an online setting, Microboosters can be used either as a warmup before chapter content is assigned, or at the start of the class in a background introduction module.

Interactive Microbiology: Interactive Microbiology is a dynamic suite of interactive tutorials and animations that teach key microbiology concepts. Students actively engage with each topic and learn by manipulating variables, predicting outcomes, and answering assessment questions.

Pedagogy – Interactive Microbiology takes a scaffolding approach to presenting complex materials. This concept allows different microbiology concepts to build on one another, helping students to understand the answers to questions and mimic the type of thought process that would occur clinically. Each module starts with a case study to provide students with a real-world hook that increases interest and engagement. The activities use state-of-the-art animations to bring cell biology concepts to life and ask questions that allow students to own their learning and connect microbiology concepts to clinical applications. Interactive Microbiology helps to bridge the core concepts of microbiology like morphology, genetics, and metabolism, with the more advanced concepts of microbiology like pathology, immunology, and pharmacology in a realistic manner that makes the learning genuine.

How to Assign – Interactive Microbiology assignments can be assigned as post-lecture material, reinforcing and providing application for lecture content. These assignments can also be used to introduce upcoming lecture concepts, helping students connect basic knowledge with more advanced concepts.

Micro Lab Explorations: Micro Lab Explorations are branching style lab activities that use a Choose Your Own Adventure™ approach to teach lab techniques and concepts. These decision-tree style lab exercises present a clinically based scenario that walks students through the process of using microbiology lab knowledge to solve clinical problems.

Pedagogy – Decision-tree style lab exercises are designed to increase student ownership and interactivity in online environments, by allowing students to engage in the narrative of the lesson. Students are not just passively watching content, but rather directing the path of the content, answering questions, and learning from their mistakes in a low-stakes environment. These activities also help students develop critical thinking skills by linking microbiology concepts and lab techniques with clinical applications.

How to Assign – Because Micro Lab Explorations contain videos on how to perform certain lab techniques, they are perfect to assign as pre-labs prior to in-person or virtual labs. Students will not only see the proper way to perform lab techniques but will also learn about the concepts behind the lab and how these lab techniques are used to aid in clinical diagnosis.

Interactive Labs: Interactive Labs for Microbiology is a suite of online microbiology lab simulations. These interactive labs allow students to perform lab techniques virtually, while receiving guided feedback.

During his more than two decades of teaching, Shawn Davis has spent years searching for the most comprehensive online learning solution for higher education. Now, he believes he’s found it.

With Revel, Shawn is able to leverage high-quality tools and resources that support his teaching practices as well as his students’ learning processes.

Support for educators

Shawn is currently using Revel in his Fundamentals of Psychology course at The Chicago School of Professional Psychology (TCSPP). Though he has worked with a variety of online learning platforms over the years — including WebCT, Canvas, and Connect — Revel stood out to him from day one. “It’s a lot smoother platform than I gave it credit for,” he says. “Revel is intuitive to the point where I could really just step right in as an instructor.”

The combination of a user-friendly interface and ����app’s comprehensive instructor support materials helped Shawn dive into Revel immediately. This head-start was especially beneficial when the template he was supposed to use for his course suddenly disappeared — on the night before the first day of classes — forcing him to rebuild his entire course from scratch in just a few hours.

Shawn says that knowing the ����app support team was available to help him, even in the middle of the night, gave him the confidence to take on this considerable challenge. Though it’s not an experience he wishes to repeat, he was able to get his course up and running in time for his first class.

Support for students

One of the most significant obstacles of teaching an online course is keeping students focused and interested. As Shawn has discovered, Revel can help educators address this issue by providing relevant materials and targeted support for students.

With Revel, instructors can decide how granular they want to go in their course customization. They can “set it and forget it,” or pick and choose the content they want to include. “There are so many parts and pieces with Revel that it gives students the impression that I am extremely engaged and hands-on with them,” Shawn says.

Revel’s video quizzes feature is one example of a customizable content option that encourages student engagement. The quizzes give students a brief review of key concepts and then have them apply those concepts to novel problems. Based on the results of these quizzes, Revel helps students identify areas of strength and opportunities for improvement.

Instructors can see students’ video quiz results on the Educator’s Dashboard and then adjust their teaching practices accordingly. “It is a really fast indicator of who is struggling,” says Shawn, “and I have used it to be able to reach out to those students to try to bring them back into the fold.”

Revel rises to the top

By efficiently delivering the tools, data, and content that support Shawn and his students, Revel has made the online teaching and learning experience more engaging and effective.

Read more about Shawn's experience with Revel in the full spotlight.

What can Revel do for you and your students?

As college students and their instructors return to school, it’s important to remember that fostering a growth mindset in students can significantly impact their learning experience and academic success. A growth mindset emphasizes the belief that intelligence and abilities can be developed through dedication and hard work. By cultivating this mindset from the beginning of the semester, instructors can empower students to embrace challenges, persevere through obstacles, and maximize their potential. Here are some valuable strategies college instructors can use to start the semester off right by nurturing a growth mindset in their students.

1: Encourage a Positive Classroom Culture

Create an environment that celebrates effort, resilience, and the value of mistakes. Encourage students to view challenges as opportunities for growth rather than setbacks. Emphasize that mistakes are an essential part of the learning process and provide specific feedback that focuses on improvement rather than solely on grades. Establish a safe and supportive atmosphere where students feel comfortable taking risks and seeking help when needed.

2: Set Growth-Focused Goals

Show students how to set meaningful goals that go beyond performance-based achievements. Guide students through regular self-reflections on progress and explain how they can adjust their goals based on their evolving needs and aspirations. This process cultivates a student’s sense of ownership and inspires them to have a proactive attitude towards their own learning journey.

3: Emphasize the Power of "Yet"

Encourage students to adopt the phrase "I haven't mastered it yet" instead of "I can't do it." Teach them to see setbacks as temporary and not indicative of their overall abilities. Foster resilience by providing examples of famous figures who faced failure before achieving success. Highlight stories of individuals who overcame obstacles through hard work, perseverance, and a growth mindset. These narratives can motivate students and reinforce the idea that effort leads to improvement.

4: Promote Effort and Process

Shift the focus from grades and outcomes to the learning process itself. Delay giving them a numerical grade on an assignment until they have reviewed your feedback, identified specific areas for improvement, and set goals that challenge them to develop new skills. Encourage students to value effort, persistence, and dedication. Praise their hard work, strategies, and the steps they take to solve problems. Highlight the significance of seeking challenges, utilizing effective study techniques, and actively engaging in class discussions. By recognizing and valuing effort, you foster intrinsic motivation and a love for learning.

5: Cultivate Collaboration and Peer Support

Create opportunities for collaborative learning and peer support. Encourage students to work together, share knowledge, and provide constructive feedback to one another. Collaborative activities allow students to gain different perspectives, learn from their peers, and develop essential teamwork and communication skills. When instructors foster a supportive learning community, students feel more comfortable taking risks and seeking help when faced with difficulties.

6: Model a Growth Mindset

Lead by example and demonstrate a growth mindset in your own teaching practices. Share personal stories of challenges you have faced and the strategies you employed to overcome them. Embrace feedback and continually seek opportunities for professional growth. By modeling a growth mindset, you inspire students to adopt the same attitude towards their own learning journies.

Conclusion

Nurturing a growth mindset among students is a powerful tool that college instructors can use to help students unlock their full potential. By creating a positive classroom culture, setting growth-focused goals, and emphasizing effort and the learning process, instructors can lay the foundation for a successful and transformative semester. Remember, by fostering a growth mindset, you empower students to embrace challenges, develop resilience, and ultimately achieve greater academic and personal growth.

Of the many things I have learned over the years, there are a few that I will never forget: how to identify a Loblolly Pine tree, how to visualize a tangent line to a curve, and over 1,000 vocabulary words. I remember these specific things because of how they were taught to me.

In 7th grade, my science teacher took us on a “field trip” to the wooded area just beyond the school parking lot. There I was able to see, smell, and touch an actual Loblolly Pine tree. Of the many trees we studied in class via the usual worksheets, the Loblolly is the only one I remember today. In my Calculus class, my professor would roll a yardstick around his bald head to show us how the slope of the tangent line changes as it moves over a curve. When prepping for the GRE, I made and studied from flashcards with not only words and their definitions, but also silly mnemonics and drawings for those 1000 words. I took those flashcards with me everywhere and flipped through them whenever I had a free moment.

What do these memorable examples have in common? Each learning situation involved multiple senses and multiple modes of learning. They went beyond the basics and involved sight, sound, touch, movement, smell, words, and symbols.

How can you as an educator create deep learning that “sticks” with your students for years to come? You can do that by creating lessons that engage multiple sensory systems in your students. Think VARK: Visual, Auditory, Read/Write, and Kinesthetic/Tactile. Let’s define these terms and look at some examples of teaching methods that use each.

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Visual learning happens through non-word based visual information

• Include pictures, diagrams, and graphics in notes and videos
• Demonstrate how to annotate text (underline, highlight, circle or box important information)
• Choose a text with symbols denoting different types of content
• Color code notes
• Provide flowcharts for multistep problems
• Use graphic organizers to break down big ideas and show connections

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Auditory learning involves sounds

• Read directions or notes aloud.
• Have students read aloud
• Record and share verbal feedback on assignments
• Record and post lecture videos
• Ask students to explain back to you
• Facilitate student-led discussions that explore complex topics
• Use small group activities during class so students can talk with each other
• Share rhymes or songs to remember facts, formulas, names, etc.
• Encourage Office Hours to discuss topics

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Read/Write is text-based learning

• Assign readings before and/or after class
• Model neat, organized, and thorough hand written notes
• Give students time to write down their thoughts and ideas before raising their hands
• Have students make flashcards for formulas, definitions, dates, etc.
• Write formulas in both symbols and words
• Closed caption or subtitle videos

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Kinesthetic/Tactile involves learning connected to movement and/or touching

• Use models, figures, or manipulatives
• Have students stand and write on the board during class (this can also apply to read/write learning)
• Use your hands/arms to gesture during class
• Provide students with “stress ball” on test day
• Take a field trip

Some of these teaching strategies could fit in more than one category, which is even better. Flashcards, for example, can involve writing, reading, speaking, and moving, and can include words, colors, and pictures. When you engage students’ brains on many levels and in many ways during the learning process, the understanding is deeper.

When designing your lessons, ask yourself the following questions:

• What senses did I engage in my instruction?
• What auditory inputs did I give?
• What visual information did I provide?
• What written directions or notes were given?
• What writing was necessary?
• Was the sense of touch and movement utilized?

Let’s look at a specific example: you want your students to learn how to construct a model airplane. If you merely present them with a pile of pieces and say “Go,” the chances of getting a correctly completed model plane are very low. How could you guide them to the desired result in a multi-sensory, multi-modal way?

• Show them a picture of the desired final product. (visual)
• Present a list of the pieces needed to complete the plane. (read)
• Allow them to hold and manipulate the pieces. (kinesthetic/tactile)
• Describe verbally the process to build the plane. (auditory)
• Show a video of the plane being built. (visual and auditory)
• Encourage students to work with a peer to build the plane. (kinesthetic/tactile, auditory)

At this point, most students would be able to complete the model. To verify the learning, give a follow up assignment in which students draw a schematic (visual), write a manual (write), and make a video describing and showing the construction process for a different model airplane (kinesthetic/tactile, visual, and auditory). If you incorporate all the senses into the learning process, your students will know how to build model airplanes for years to come, just like I can spot a Loblolly pine from 20 paces.

The landscape of higher education has changed dramatically over the past few years – a global pandemic, the push for greater access in education, and the advent of generative AI have all played a role in altering how, when, and where people learn. Online and hybrid degree programs have become more mainstream, enabling a larger population of people to gain access to learning opportunities.  

The need for students’ perspectives to be considered by decision-makers in higher education has never been more urgent. This need is what inspired ����app to conduct our Student Success Survey, a review of college and university students that gives voice to their experiences and paves the way for meaningful improvement in the design and development of courses and tools in higher education. 

The challenges: time management and focus 

The top two issues facing the group of students surveyed were: time management and staying focused. 

Time management issues 

The survey responses show that students need more support when balancing their coursework with their other obligations. As one student from Merced College wrote, “I am constantly updating my time management system but none of it seems to work.”  

Time management is a significant sticking point, not because students do not know how to manage their time, but because their lives have become so busy that the usual methods of keeping track of their to-dos are insufficient.  

Many students must juggle full-time work and family responsibilities in addition to their studies. One respondent, a mom of three kids studying at the Delta College of San Joaquin, wrote, “Between classes, assignments, and activities, it can be difficult to find enough time in the day to get everything done. I try my best to prioritize my tasks and create a schedule, but sometimes unexpected events can throw me off track.” 

Once a student gets knocked off track, it can be extremely difficult to help them get back on, especially at the higher education level.  

Trouble focusing 

Challenges with maintaining focus while reading and studying was the other primary problem for the students who participated in the survey. Nearly 40% of students reported trouble focusing as a significant obstacle to their learning. 

Another Merced Community College student cites the pandemic as the turning point for their ability to focus on schoolwork. “I feel that after the pandemic I haven't been able to focus on anything.” 

That student is not alone in feeling as though the COVID-19 pandemic has had an enduring negative impact on their ability to learn, even though many aspects of daily life have returned to a pre-pandemic state of functioning. A recent study published in found a link between the increased levels of stress and fear experienced by many college students during the pandemic and ongoing issues with focus and attention. 

����app’s solution: Make students’ learning more efficient and engaging  

The best way to learn how a student wants to learn is to hear it directly from them. Listening to student voices is essential, especially now, which is why we continue to connect with students directly, through focus groups, surveys, etc.  

The results of the new Student Success Survey made it obvious that we are on the right track when it comes to understanding the two most significant issues for students: 

• Time management
• Maintaining focus and engagement 

We also found that the existing resources provided by ����app have proven useful in addressing these areas of concern.  

ChatGPT is game-changing technology. As a large language model tool designed to respond to prompts based on a wealth of information it already possesses, the program has taken artificial intelligence (AI) to a new level. With just a simple request, ChatGPT can write essays, poems, computer code, and more. While some of those working in higher education are concerned about ChatGPT, many see great potential in AI technology.

Recently, ����app hosted a well-attended AI webinar featuring a panel of education experts and innovators. Part of the conversation centered on helping educators better understand what ChatGPT offers. But the overall focus of the event was to provide perspectives and glean insights on what emergent AI technology means for educators now and in the near future.

The panelists began by discussing how ChatGPT is changing education. “This is historical,” said panelist Erran Carmel of the American University’s Kogod School of Business. “This will change everything.” Carmel and the other panelists went on to provide plenty of insight on the ways faculty can best embrace AI technology and benefit from it.

ChatGPT Concerns & Alleviations

Among those in higher education, the top three concerns surrounding ChatGPT and other generative AI include:

• Will it be harder to engage students in critical thinking and learning?
• Will cheating be more common and more difficult to detect?
• Will students leave school unprepared to contribute to the world?

While the panelists for ����app’s webinar acknowledge the potential downsides of ChatGPT, they also recognize the many opportunities. And they have a lot of good advice on how to approach ChatGPT and related AI technologies going forward. This advice includes:

1. Adapt a growth mindset

In a recent ����app survey, fewer than 15% of educators are ready to embrace ChatGPT. But the webinar experts agree that reticence is not the best approach. Instead, the experts recommend that educators familiarize themselves with AI technology and focus on the ways it can benefit teaching methods and student learning. Randy Boyle of Weber State University drove home the importance of embracing the technology when he said, “The organizations that are saying ‘how can we use ChatGPT to enhance our education’ are going to win.”

2. Bring AI into the classroom

“Innovative faculty find innovative ways to use disruptive technology.”��

Panelist Darcy Hardy of Anthology Education and Research Center made this point early in the discussion and the other experts agreed. Instead of banning ChatGPT and similar AI technology, the panelists advocate for teaching it. They suggest designing assignments that teach students how to use AI tools like ChatGPT and how to differentiate between generative AI and human-created works. Doing so can help students understand the applications and limitations of AI. Even simple projects where students critique work done by AI can help them see where AI provides value versus where humans provide value. Such lessons can help students prepare for a future with AI while also helping educators learn more about the ways students use and interact with the technology.

3. Discuss the impact of AI on the future����

As generative AI technology continues to improve, it will become capable of doing more tasks at a more complex level. However, this is not the same as replacing human critical thinking and expertise. Both faculty and students can learn how to incorporate AI to be more effective at their respective teaching and learning.

4. Normalize citing AI

When used properly, ChatGPT can be a student’s co-pilot. It can help them brainstorm, improve phrasing, and learn new concepts. The webinar’s experts recommend educators determine how they would like to incorporate ChatGPT into their classroom and set guidelines for students to follow. Panelist Anna Mills of City College of San Francisco said she teaches critical AI literacy and believes in “setting a norm of transparency and labeling of AI text.” She recommends students clearly label any portion of an assignment that was generated with ChatGPT or another AI tool—just like they would cite other sources.

5. Reinforce the value of writing

Yes, ChatGPT can write an essay. But how does that improve learner outcomes? The panelists agree that writing encourages critical thinking and students need to engage in it. To ensure they do, educators should reinforce the value of writing and set boundaries to ensure the development of critical thinking.

6. Continue to follow core teaching methodologies��

Just because technology is evolving doesn’t mean the foundational best practices of teaching have changed. Building a rapport with students, assigning drafts and edits, and being active in student learning can help students understand the value of education and use ChatGPT as a tool rather than a substitute for learning.

7. Modify the curriculum

Cheating has been an issue in education for a long time. And, every time technology has changed, new methods of cheating have arisen. In other words, “innovations” in cheating is not a new problem. Educators can respond to ChatGPT in the same way they have responded to other new technologies over the years: they can adjust the curriculum to help prevent the new methods of cheating and ensure students are absorbing the material. “The academic integrity issues are important,” said panelist Erran Carmel, “but we should focus on learning… Let’s not get distracted by [the cheating aspect].”��

What is the expert consensus on the future of ChatGPT in higher education?��

The panelists who participated in the webinar all agree that we are in a historic moment of change—and the potential for positive change is high. To make the most of the moment, institutions of higher education should embrace ChatGPT and learn how to make use of it.

“From a global perspective on education, I could not be more excited,” said Darcy Hardy. The statement echoed the sentiments of all the panelists. There are always challenges when it comes to new technology but, with the right approach, ChatGPT and other generative AI tools can change education for the better.

As a nurse, your work entails being compassionate, ready, and strong in one of the most stressful environments. The overwhelming nature, unpredictability, and volume of your work can impact your physical and mental well-being in ways you may not realize but nevertheless feel. To avoid burnout, you have to take care of yourself while taking care of your patients.

How burnout can affect your life

Research findings published in the Journal of the American Medical Association indicate that 31.5% of nurses who left their job reported burnout as a contributing reason.¹

Your well-being can be at stake if the quality and quantity of the work you’re doing surpasses the amount you can take. External stressors often lead to internal distress. Dealing with—or the inability to deal with—a high frequency of uncontrollable stressors could lead to physical weakness, depression, inadequate nutrition, and stress in your personal life.

What are the causes of burnout?

• Working extra hours to cover staffing issues
• Long shifts
• Lacking helpful supervision
• Not getting along with colleagues
• A high volume of patients
• Difficult patients
• Performance metrics that measure numbers and patient evaluations

The warning signs of burnout include:

• Lack of empathy and expressing indifference toward patients, colleagues, family, and friends
• Work-related exhaustion that takes a physical and mental toll
• Disinterest in work
• Feeling cynical
• Feeling depressed
• Social disconnection

If you are beginning to experience or already experience some or all of these signs, then you need to take a step to prioritize yourself.

Why you should prioritize yourself

The American Nurses Association Health Risk appraisal revealed that 68% of nurses place their patients' health, safety, and wellness before their own.²

Showing signs of weakness or withdrawing from work shouldn’t be stigmatizing. You are human and if you neglect signs of physical, psychological, and emotional weakness, you put yourself and your patients at a greater risk. Incorporating self-care practices into your routine can improve your health, decrease stress, make your personal and professional life happier, and put you in a better position to care for others.

Prioritize yourself with self-care

Practice Anatomy Lab, or PAL 4.0, is a virtual anatomy lab study and practice tool created by faculty (like me) who teach Anatomy and A&P courses to undergraduates at 2-year & 4-year institutions. It is included within Mastering A&P at no extra cost. Conveniently located in the Study Area, it provides students with 24/7 lab access to the most widely used lab specimens and is inclusive of the most common materials used to teach gross anatomy: human cadavers, anatomical models, histology, cat, and fetal pig. What makes PAL 4.0 a secret weapon in your students’ learning journey is the intentional and helpful extras that promote active learning and encourage students to practice using tools such as:

• Built-in audio pronunciations. For students and faculty alike! Latin and Greek-based anatomical terms aren’t easy. Make sure you are saying them correctly.
• Muscle Origin, Insertion, Action animations. These focused animations make it easier to visualize where muscles are attached to the bone, and what the action looks like.
• Flashcards. Customizable and a student favorite!
• Practice quizzes. Multiple-choice format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit quiz.
• Practice lab practicals. Fill-in-the-blank format. The instructor bank has hundreds of different questions if you want to create a practice or for-credit practical.
• 3D Interactive Models. Students can rotate 360°, remove structures, select to see names, and view side-by-side model/cadaver images for comparison. Each of the 30 models is a tour through a system (or part of a system) and allows students to explore and manipulate.
• Instructor resources. Looking for an image from PAL that is fully labeled? Want to be able to edit those labels and move the leader lines? Show one of the animations in your lecture? Or maybe you just want an image of a single structure highlighted? Downloadable instructor resource files have all of this and more in editable PowerPoints, making it easy to incorporate into a lecture presentation, create a worksheet, or add to one of your LMS assignments.

PAL 4.0 nudges students to take control of their own learning by implementing more effective learning strategies that activate different areas of the brain. And we know that utilizing different parts of the brain is an important part of the learning process.
Intrigued by what it has to offer but overwhelmed by trying to figure out how to incorporate it into your course? Here are some suggestions. (Pro tip: pick just one to start with to see how it works for your class and your style of teaching.)

Integrate images into your lectures and assignments. Screen shots and editable labeled images are available for every image and highlighted structure by downloading the PAL 4.0 instructor resource files. You can use these images in a multitude of ways: add to your lecture presentation, create a worksheet, or include as part of a quiz or assignment in your course LMS.

Create and assign pre- or post-lab quizzes in Mastering A&P. Mastering A&P has an extensive test bank that includes hundreds of multiple-choice quiz questions, all of which feature an image from PAL. These questions can easily be selected to create a quiz within Mastering A&P. Assigning the quiz and syncing the grade is easy to do through your LMS.

Create and assign lab practicals in Mastering A&P, for practice or credit. Students love the opportunity to practice. Mastering A&P has an extensive test bank that includes hundreds of fill-in-the-blank questions, all of which feature an image from PAL. These questions can easily be selected to create a practical within Mastering A&P. This can be created as a practice assignment or assigned for a grade. Syncing graded assignments with your LMS gradebook is easy to do!

The jigsaw method: encourage students to teach each other. This is a favorite of mine. Students are broken into two or three groups, and each group is assigned a portion of the structures from the weekly lesson to learn before they come to lab. They do this using PAL 4.0. Using the test bank that already exists in Mastering, a short pre-lab quiz can be created to hold them accountable. Once they are in lab, they are paired with someone from the other group and must teach each other the material. As we all know, having to teach someone else is a powerful way to learn!

Use the interactive 3D models in class. Why show static, 2D images in lecture when you can use a 3D model? I love the way these models can be easily rotated, structures can be removed, and relationships of structures can be better demonstrated. Students can access these 3D models in PAL to review and study. Each model is a series of 3D images that can be manipulated and take you on a tour through a body system or portion of a body system. You really should check these out.

Use Muscle Origin, Insertion, and Action animations in your lecture or recitation. I will confess to occasionally accessing these animations when I have a hard time explaining an action to a student. Whether you use plastic models, human cadavers, or cats in your lab, it can be extremely hard to see where exactly the muscle originates from and/or where it inserts. These animations isolate a single muscle so all of this is easy to visualize, and then shows and narrates the movement. There are also a series of videos specific to the major synovial joints that demonstrate the muscles involved in movement at that specific joint.

Impromptu “how to pronounce” breaks during lecture or lab. I frequently use this feature to settle arguments as to the “right way” to pronounce a specific structure. Whether it is a colleague or a student that isn’t quite sure, it is easy to click on the name of a structure in PAL and hear the pronunciation. These pronunciations were all carefully vetted by my eloquent co-author Dr. Nora Hebert.

Make up assignments or provide extra credit. The last few years have taught us to expect the unexpected. PAL 4.0 can help. If a student has an excused absence or if a weather closure (or pandemic) cancels lab, assigning students to review structures in PAL combined with a quiz or lab practical created in Mastering A&P can replace the missed work.

Beef up your online course. Prior to COVID, I would have told you it wasn’t possible to successfully teach an anatomy course in an online format. Well, I proved myself wrong. We are fortunate to have resources that make it possible for students to have virtual access to resources that support their learning in an online environment. PAL 4.0 is a perfect tool for helping students learn anatomy and, paired with the assessment tools available in Mastering A&P, provides the perfect partner to your online course.

Independent & supplemental learning. A favorite feature of students is the ability to create their own flashcards. Additionally, faculty can create a customized list of structures for students to review in PAL 4.0, and then create questions in Mastering around this list.

There are so many ways PAL 4.0 can be incorporated into your course to better support students’ learning. Have you thought of other ways to use PAL 4.0? We would love to hear about it!

Our mission is simple: to help people make progress in their lives through learning. Because wherever learning flourishes, so do people. We'll only be successful when our educational materials are accessible to all users, and we’ve long been committed to providing access to learners with disabilities. That commitment is woven into the fabric of our learning materials, development processes, innovation efforts, employee culture, and partnerships.

We’re proud to have been recognized as a Benetech Global Certified Accessible™ (GCA) publisher. The first third-party EPUB certification program to verify eBook accessibility. (, and our new partnership with Benetech.)

Accessibility in MyLab and Mastering����

����app’s Faculty Advisors recently led best practice webinars for our two leading learning platforms, exploring accessibility features designed to help more learners succeed. (We invite you to watch the recorded webinars: MyLab or Mastering.)����