PERC Research & Development

Papers by Current PERC Members

•  Silverthorn, D.U. and J. Michael.  Cold stress and the cold pressor test. Adv. Physiol. Educ. 37:93-96, 2013.
• Michael J, McFarland J. The core principles (“big ideas”) of physiology: results of faculty surveys. Adv Physiol Educ 35: 336 –341, 2011.
• McFarland, J. Teaching and assessing graphing in biology related to anatomy and physiology. MathAMATYC Educator. 1:32-39, 2010.

• Cliff W. Chemistry misconceptions associated with understanding calcium and phosphate homeostasis. Adv. Physiol. Educ. 33:323-328, 2009.
• Michael, J., Modell, H., McFarland, J., and Cliff, W.  The “core principles” of physiology: What should students understand? Adv. Physiol. Educ. 33:10-16, 2009.
• Modell, H.I., F.G. DeMiero, and L. Rose.  In pursuit of a holistic learning environment: the impact of music in the physiology classroom.  Adv. Physiol. Educ. 33:37-45, 2009.
• Cliff, W., S. Freeman, P.A. Hansen, J.D. Kibble, M. Peat and M.P. Wenderoth. Is formative assessment an effective way to improve learning? Adv. Physiol. Educ. 32:337-338, 2008.
• Nesbitt, L.M. and W.H. Cliff. How the story unfolds: exploring ways faculty develop open-ended and closed-ended case designs. Adv. Physiol. Educ. 32:279-285, 2008.
• Michael J, McFarland J, Wright A. The second Conceptual Assessment in the Biological Sciences workshop. Adv Physiol Educ 32: 248–251, 2008.
• Michael, J.  Conceptual assessment in the biological sciences: A National Science Foundation-sponsored workshop. Adv. Physiol. Educ. 31:389-391, 2007.
• Michael, J.  What makes physiology hard for students to learn? Results of a faculty survey.  Adv. Physiol. Educ. 31:34-40, 2007.
• Modell, H.I.  Helping students make sense of physiological mechanisms: the “view from the inside.” Adv. Physiol. Educ. 31:186-192, 2007.
• Michael, J.  Faculty perceptions about barriers to active learning. College Teaching. 55:42-47, 2007.
• Cliff, W.H. Case-based learning of blood oxygen transport. Adv. Physiol. Educ. 30:224-229, 2006.
• Cliff, W.H. Case study analysis and the remediation of misconceptions about respiratory physiology. Adv. Physiol. Educ. 30: 215-223, 2006.
• Michael, J.  Doing and reporting educational research (Editorial). Adv. Physiol. Educ. 30:99, 2006.
• Michael, J.  Where’s the evidence that active learning works? Adv. Physiol. Educ. 30:159-167, 2006.
• Michael, J.  “Big science” and interdisciplinary science (Editorial). Adv. Physiol. Educ. 29:55, 2005.
•  Cliff, W.H. and A.W. Wright. A friend in need is a friend indeed: a case study on human respiratory physiology. J. College Science Teaching. 35:37-39, 2005.
• Modell, H., J. Michael, and M.P. Wenderoth.  Helping the Learner to Learn: The role of uncovering misconceptions. Am. Biol. Teach. 67:20-26, 2005.
• Cliff, W.H. and L. Nesbitt. Open or shut case? Contrasting approaches to case study design. J. College Science Teaching. 34:14-17, 2005.

• Modell, H. I., Michael, J. A., Adamson, T., and Horwitz, B.  Enhancing active learning in the student laboratory.  Adv. Physiol. Educ.  28: 107-111, 2004.
• Modell, H.I.  The Claude Bernard Distinguished Lecture: Evolution of an educator: Lessons learned and challenges ahead.  Adv. Physiol. Educ. 28:88-94, 2004.
• Michael, J.A., et al. Undergraduates’ understanding of cardiovascular phenomena. Adv. Physiol. Educ. 26:72-84, 2002.
• Michael, Joel. The Claude Bernard Distinguished Lecture: In pursuit of meaningful learning. Adv. Physiol. Educ. 25:145-158, 2001.
• Modell, H.I. How to help students understand physiology? Emphasize general models. Adv. Physiol. Educ. 23:101-107, 2000.
• Modell, H.I., et al. Helping undergraduates repair faulty mental models in the student laboratory. Adv. Physiol. Educ. 23:82-90, 2000.
• Cliff, W.H. and L. Nesbitt-Curtin. The directed case method: teaching concept and process in a content-rich course. J. College Science Teaching. 30:64-66, 2000.

• Michael, J.A., et al. Undergraduate students’ misconceptions about respiratory physiology. Am. J. Physiol. 277(Adv. Physiol. Educ. 22):S127-S135, 1999.
• Rovick, A.A., et al. How accurate are our assumptions about our students’ background knowledge? Am. J. Physiol. 276(Adv. Physiol. Educ. 21):S93-S101, 1999.
• Michael, J.A. Students’ misconceptions about perceived physiological responses. Am. J. Physiol. 274(Adv. Physiol. Educ. 19):S90-S98, 1998.
• Modell, H.I. How can we help students learn respiratory physiology? Am. J. Physiol. 273(Adv. Physiol. Educ. 18):S68-S74, 1997.

Abstracts by Current PERC Members

•  Wright, A. et al.  What visual representations of homeostasis do faculty use? FASEB J. 28:531.14, 2014.
•  McFarland, J. et al.  Conceptual assessment of physiology: development of a concept inventory for homeostasis. FASEB J. 28:531.13, 2014.
•  Brownell, S. et al. BioMap: an interpretation of the core concepts of vision and change for general biology majors. FASEB J. 28:531.11, 2014.
•  Wenderoth, M.P, S. Eddy and M. Converse.   PORTAAL: a practical observation rubric to assess active learning in the college science classroom. FASEB J. 28:531.9, 2014.
•  Brownell, S., M.P. Wenderoth, and A. Crowe.  Building a learning progression of undergraduate students’ conceptions of two important aspects of experimental design: sample size and repetition of experiments. FASEB J. 28:531.10, 2014.
•  Modell, H.I. and J.A. Michael.  Interactive computer tutorials illustrating a pedagogy promoting conceptual change.  FASEB J. 27:740.10, 2013.
•  Michael, J., et al.  Homeostasis in undergraduate physiology textbooks. FASEB J. 27:739.4, 2013.
•  Wright, A. et al.  Preliminary Results on the Prevalence of Physiology Students’ Homeostatic Misconceptions.  FASEB J. 27:739.5, 2013.
•  Schlegel, W.H., J.L McFarland and K.E. Marley. PULSE Partnerships for Change: Moving from “Vision” to “Change” in Undergraduate Life Science Education. FASEB J. 27:739.6, 2013.
•  Cliff, W.  Backward design helps faculty develop case studies. FASEB J. 26:720.3, 2012.
•  Modell, H.I., J.A. Michael,  and C. Knoche.  Web delivered program to demonstrate a pedagogy promoting meaningful learning. FASEB J 26:719.1, 2012.
•  McFarland, J., et al.  Conceptual frameworks and misconceptions associated with core principles of physiology, including homeostasis. FASEB J. 26:720.4, 2012.
•  Wenderoth M.P., A. Crowe,  and J. McFarland.  Biology Education Research Group (BERG) at University of Washington. FASEB J. 25:672.12, 2011.
•  Wenderoth, M.P. Does Your Teaching Encourage Deep or Superficial Learning?
FASEB J. 25:672.11, 2011.
•  McFarland, J.L. and J.A. Michael.  The core principles (big ideas) of physiology: results of faculty surveys.  FASEB J. 25:672.13, 2011.
•  Cliff, W.H.  Case based learning of high altitude acclimatization promotes integrative understanding of physiology.  FASEB J. 25:672.2, 2011.

• Wenderoth, M.P. Using General Models, Summary Sheets and Learning Paragraphs to Integrate Learning in Physiology.   FASEB J. 24:445.11, 2010.
• McFarland, J.L. Interdisciplinary Physiology: Walkable Neighborhoods, Obesity & Diabetes.  FASEB J. 24:445.12, 2010.
• Cliff, W. Impact of teleological thinking on student understanding of physiology. FASEB J. 23:632.12, 2009.
• Wenderoth, M.P and K. Henson. Using General Models in Physiology can Enhance Student Understanding. FASEB J. 22:767.9, 2008.
• Modell, H.I.  First principles for promoting meaningful learning.  FASEB J. 22:767.5, 2008.
• Nesbitt, L. and W. Cliff. Faculty design of open-ended and closed-ended case studies. FASEB J. 21:479.7, 2007.
• Cliff, W. Students endorse case-based learning in human anatomy and physiology. FASEB J. 20:A864, 2006.
• Schlegel, W., L. Hodges. and W. Cliff. Case-based pedagogies enhance understanding by engaging both cognitive and affective aspects of student learning. Second Annual Conference, ISSOTL, 506.1, 2005.
• Cliff, W. and W. Schlegel. Implementing case-based pedagogies in the natural sciences. Second Annual Conference, ISSOTL, 202.1, 2005.

• Cliff, W. Using concept mapping to assess understanding of cardiovascular physiology.  FASEB J. 18:300.6, 2004.
• Modell, T.W. and H.I. Modell. Strategies for promoting meaningful learning in physiology. FASEB J. 18:300.4, 2004.
• Cliff, W., M.P. Wenderoth, and J.A. Michael. Probing student understanding of glomerular filtration. FASEB J. 17(5):A816, 2003.
• Wenderoth, M.P., W. Cliff, and J.A. Michael. Undergraduates’ understanding of general models and renal physiology. FASEB J. 17(4):A383, 2003.
• Michael, J.A., M.P. Wenderoth, and H.I. Modell. The inability to use general models is one possible source of student conceptual difficulties. FASEB J. 16(5):A756, 2002.
• Modell, H.I., J.A. Michael, and M.P. Wenderoth. Improving learning in the student laboratory. FASEB J. 16(4):A381, 2002.

• Michael, J.A., et al. CIRCSIM-TUTOR: A “smart” tutor about blood pressure regulation. FASEB J. 13(4):A18, 1999.
• Modell, H.I. and J.A. Michael. Improving conceptual change during laboratory instruction. FASEB J. 13(4):A361, 1999.
• Michael, J., et al. Student misconceptions about respiratory physiology. FASEB J. 12(4):A59, 1998.
• Modell, H.I. and T.W. Modell. A simulation-based computer tutorial focused on application of a general model of mass and heat flow. FASEB J. 12(4):A59, 1998.

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