Michael, Joel A. and Harold I. Modell. Active Learning in Secondary and College Science Classrooms: A working model for helping the learner to learn. Mahwah, NJ: Routledge, 2003. ISBN 978-0-8058-3948-7.
• Michael, Joel A. Challenges and Responses: My Evolution from Research Scientist to Teacher, Educator, and Educational Researcher in Rangachari and Dorsey eds. Students Matter: University teaching is rewarding. Southern Illinois University Press, pp. 123-134, 2012.
• Modell, H.I. Why do I do this? in Rangachari and Dorsey eds. Students Matter: University teaching is rewarding. Southern Illinois University Press, pp. 135-151, 2012.
Workshops and Short Courses
Since PERC was formed in 1997, PERC members have conducted over 50 faculty development workshops and short courses. Workshops are typically 2 to 8 hour sessions held in conjunction with national meetings or on college/university campuses. Short courses are multiple day events held on college/university campuses.
Sample titles of past workshops/short courses include:
• Physiology for Physiology Teachers: Helping Students Visualize Mechanisms.
PERC members also organize and/or participate in symposia at National/International meetings and make presentations at meetings focused on faculty development. Recent participation includes the following symposia and meetings:
• Wright, A. How to use the Homeostasis Conceptual Assessment as a formative assessment. Annual HAPS Meeting, Jacksonville, FL, 28 May 2014.
• Wenderoth, M.P. (Co-Chair) Using Retrieval Practice and Other Advances from Cognitive Science to Enhance Student Learning. Experimental Biology 2014, 27 April 2014.
• Wright, A. What visual representations of homeostasis do faculty use? Annual NARST meeting, Pittsburgh, PA. 31 March 2014.
• McFarland, J. (Chair). Concept Inventories: Assessing Concepts and Competencies to Improve Learning and Teaching. Experimental Biology 2013, 22 April 2013.
• McFarland, J. Concept inventories in biology related to anatomy and physiology. Annual HAPS Meeting, Victoria, B.C. 2011.
• Michael, J. How do I know what they understand: Testing students’ mental models. Conceptual assessment in Biochemistry and Molecular Biology meeting, Bethesda, MD, 2010.
• Michael, J. and J. McFarland. Less is more: Coping with the knowledge explosion in the physiology classroom. Ninth International Society for the Scholarship of Teaching and Learning Conference, Indiana University, Bloomington, IN, 2009.
• Cliff, W. Concept mapping as a window into student understanding. Experimental Biology 2008.