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Biopac Student Lab | What I Learned This Summer

A Student’s Perspective

Guest post by Ashley F.

Like many of my university peers, I wrapped up my freshman year of college working a summer internship in hopes of gaining valuable professional experience. Rather than relaxing on the beach, I occupied my time between June and August with electronic breadboards and ice bucket plunges. All this took place at BIOPAC where I was tasked with reviewing the BSL PRO Lessons, helping the company continue to refine and improve these teaching aids.

Let me start by confessing that I am not a physiology or anatomy major, but rather a development and psychology major. Given this difference, I did not expect to find that so many of the BSL PRO Lessons connect to what I am studying. BSL PRO Lessons stand out compared to your average textbook for multiple reasons. For me, the primary difference is that with BSL PRO Lessons, you get to watch the data take shape in real-time. And it’s not just random data, but data from your own body—your heart beating, your finger twitching, your eyes tracking a pendulum. Because the data is from you and not a textbook, the lessons are more interesting to analyze.

Throughout the summer, I worked through each “human” BSL Lesson, gaining experience with the software, equipment, and workspace. Each lesson includes a ‘background’ section that provides context to the lesson and connects each one to different concepts. This context makes the data from each lesson relevant to more disciplinary studies than just physiology and anatomy, which in turn broadens the student’s knowledge. Because BIOPAC wanted to test the materials under realistic student lab conditions, I wasn’t given much guidance on how to approach individual lessons. Rather, I would simply read the manual and follow the instructions, which turned out to be surprisingly easy as I figured out how to do most of it on my own.

With a total of 39 BSL PRO lessons, you would expect at least a few to be quite similar. And yet, BIOPAC understood the importance of unique lessons and ensured that each one had a different background section, used different equipment, and covered a different topic.

Each lesson includes fun concepts to keep you engaged, like dunking your head in cold water to see how your heart rate changes in Lesson H08: Dive Reflex, using equipment to make your finger twitch in Lesson H06: Finger Twitch, or testing and timing your reflexes in H16: Reflexes & Reaction Time.

While each lesson is unique and covers a different topic in physiology and anatomy, the lessons do follow a clear progression as you move from BSL PRO Lesson 1 to 40. They start shorter, utilizing more basic concepts and equipment. Then, as you progress through the lessons, you begin to work through increasingly complex physiological concepts until you end on a lesson involving the use of a breadboard. This last lesson involves nine separate labs, each as involving as the earlier individual lessons. This amount of work may sound daunting at first, but the skills picked up while completing the previous lessons leave you well-prepared to complete the final lesson and analyze clear data.

Working through BSL PRO Lessons is a unique and interactive experience that allows students to learn, connect, and analyze personalized data from a broad range of physiological and anatomy concepts, leaving you with a well-rounded and contextualized education experience.

Learn more about BIOPAC’s education solutions, including complete teaching systems for a variety of life science disciplines. BIOPAC also provides a wide range of research systems for recording, displaying, classifying, and analyzing physiological signals & measurements.

BIOPAC Systems, Inc. helps life science researchers and educators
measure physiology anywhere, any time, from any subject.
Visit us at www.biopac.com.

Curriculum Roadmap: Guiding Students with HAPS Learning Goals

When planning any journey, choosing the right route can mean the difference between reaching one’s destination or becoming lost in the wilderness. It helps to know the purpose of the trip; is it merely to get from point A to point B, or is the journey itself as important as reaching the destination? What stops need to be made along the way?

These questions can also resonate for instructors as they guide students along their academic journeys, as the goal of instruction is not limited to just reaching a specific destination. It is often about what occurs along the way: experiences, obstacles, and challenges encountered that shape the student and their understanding of the subject matter.

To help students and instructors on the path to better life science education, BIOPAC created a roadmap with its curriculum for the Biopac Student Lab systems (BSL) for life science instruction. The BSL curriculum comprises more than 65 lessons that serve as carefully plotted points on a path to an in-depth and invigorating understanding of general life science disciplines.

This curriculum follows a route established by the Human Anatomy and Physiology Society (HAPS). HAPS has created a set of learning goals, guidelines, and outcomes that bring together a range of topics covered in Anatomy and Physiology I & II courses at the university level for both clinical and academic degree programs.

The advantages of following such a path are fourfold. First, students are provided with an outline of course expectations. Just as every journey should begin with a clear understanding of where one is going, knowing learning goals allows students to focus their efforts on what matters most. Furthermore, instructors are encouraged to relate learning goals to real-life applications to provide meaning in a relatable context.

Secondly, with straightforward goals in mind, the instructor will find it easier to manage course design by focusing on key elements of their curriculum. These can include the following:

Order of topics to cover
Pedagogical strategies
Lab experiments
Periodic assessments that help students stay on track

Taking this a step further, by following HAPS’s goals, guidelines, and outcomes, instructors will be better equipped to plan a comprehensive program of study. Well-defined goals allow the instructor to build a solid foundation for future courses and guide learning specific to the program’s discipline. Additionally, it can reveal redundancies, overlaps, and gaps in the degree track.

Lastly, just as a good cartographer’s map provides evidence of where the traveler has journeyed, carefully plotted goals, guidelines, and outcomes trace the students’ track within the academic program. This provides valuable information for accreditation while ensuring students graduate with the necessary skills for their chosen field in the sciences.

To learn more about how the BSL system and curriculum can help students and instructors get the most out of anatomy and physiology courses, contact BIOPAC today.

Projection VR: Virtual Rooms Turn Science Fiction into Reality

Fans of Star Trek have long marveled at the technological innovations spawned from the imaginations of its creators—from warp drives that bend space to transporters beaming individuals from point A to B. Few of these speculative innovations inspired more wonder than the “holodeck,” a room that creates a simulated sensory experience nearly indistinguishable from reality, where crew members can train, study, or engage in recreation within the space’s artificial environments.

The border between science fiction and fact can be fluid, as proven by the proliferation of virtual reality (VR) technology in recent years, providing an immersive experience like that promised by the fictional holodeck. When thinking about VR in the modern sense, one usually envisions a person fitted with a head-mounted display (HMD) that delivers visual stimuli directly to the eyes, with movement and views controlled by directional sensors in the HMD and hand controllers.

While this can certainly deliver an immersive experience, HMD systems have their limitations. HMDs and controllers are often tethered via cables to the high-end computers needed to generate realistic imagery. This can limit the user’s ability to move and interact naturally in a virtual environment. A variation is something much closer to the holodeck of science fiction—a room in which a virtual environment is projected onto walls rather than displayed on a headset screen. This is the world of projection VR.

Virtual reality innovators like WorldViz are taking projection VR to the next level by creating highly-customizable virtual environments that can be scaled and adapted to a variety of tasks. One application in which VR projection rooms are being used is to train emergency medical technicians (EMT) and other first responders in realistic environments, such as on a virtual roadside. Trainees can move about performing first aid as cars seem to rush by, safe from real traffic hazards.

Outside of training and educational applications, projection VR and VR rooms have proven to be affective in a variety of research studies. These technologies have been used in machine learning and behavioral studies focusing on children with autism spectrum disorders (ASD). In such applications, HMD systems may cause motion sickness or discomfort for the participants with ASD. Projection rooms, however result in no significant negative impacts on the participants’ comfort while still providing an immersive experience.

As mentioned, projection VR experiences allow for additional technologies to be introduced seamlessly into the virtual experience. A 2020 study of driver gaze habits integrated driving environments created in Vizard 5.0 and projected on a screen with eye tracking to determine how drivers process visual information behind the wheel. Participants were able to interact with real driving controls while their “vehicle” moved through the virtual environment as they focused on visual cues.

VR projection rooms are no longer restricted to fictional flights of fancy. Their real world use is limited only by the imaginations of those applying these potent tools in the classroom and research lab.

For more information on how projection VR can benefit research, education, and training, join a webinar hosted by BIOPAC as we explore this virtual frontier where science fiction becomes science reality.

Top 10 Objections to Distance Learning

By: Jasmine Anderson, Biopac Student Lab Product Manager

Simulations are not enough. Students need a practical hands-on lab experience with room to make mistakes.
Internet is not reliable for students or the instructors and reading material alone does not lend to effective learning.
Instructors’ hands are tied with limited budgets for investing in distance learning tools.
Instructors struggle to adapt curriculum to new distance learning programs.
Most lab kits and software are too complicated for students to use without guidance.
Students lose the opportunity to collaborate and troubleshoot together while working in groups.
Many learning tools discourage academic integrity with answers visibly posted online.
Privacy concerns over personal data used in digital lab and simulation tools.
Online e-Learning does not accommodate many learning styles – especially for social and/or kinematic students.
Nothing compares to in-person labs and you won’t find a substitute.

Whether you’ve taught online in the past or are planning for your first time teaching online this fall, most educators agree that it’s not their preferred instruction method. However, the value of online education technology and its innate flexibility became clear this spring when campuses were forced to close early.

Now educators are planning for the fall and are once again having to evaluate how they will meet their learning objectives and goals in an online environment. There’s no question that the landscape of the traditional practical lab is changing, and we are now forced to ask ourselves: what is the “heart” of the practical lab and how can we translate that to the online classroom?

Simulations, virtual labs, and kitchen experiments meet a few of the marks, but none of them touch on the important interpersonal and professional skills gained in the laboratory. How can instructors incorporate communication skills and cooperative learning into the online classroom? And is it even possible to provide that HyFlex (high flexibility) course model given the current online tools?

These are valid and central questions to the new landscape of higher education. After seeing the consequences of the temporary plans put in place by educational institutions in the spring, BIOPAC worked to re-design our student lab systems for the new world of socially distanced learning.

In the old world, students would work around our lab stations in groups, completing guided lessons where they record physiological data from their own bodies. This encouraged cooperative learning, peer-to-peer instruction, and—most importantly—students learned effectively by doing.

With BSL Home, all the above is possible in an online environment. BSL Home includes the same trusted Biopac Student Lab physiology curriculum that is already used in 99% of the top 100 US universities and brings the physiology lab to your students, wherever they are.

BIOPAC can ship BSL Home kits to instructors on campus or directly to a student’s home address. It also comes with affordable purchase options to rent or buy. Unfortunately, the traditional lab is no longer a safe option and simulations or experiments using pipe cleaners and Play-Doh aren’t making the cut.

Practical lab experiments are critical for students that need a Bachelor of Science degree for a career in the medical front line, working in industry, or continuing their education. With BSL Home we can help you preserve your practical lab. For more information on how BSL Home can save your lab this fall, please join us for a live demo and contact us for BSL Home info.

T4 Conference Wrap-up

August is a month of barbecues, baseball, and last-minute vacations against the backdrop of a fading summer, and the eighth month of 2019 proved to be an equally exciting time at BIOPAC, with something of a pleasant vacation thrown in. On August 12-14, BIOPAC hosted its 2nd Biennial “Tools, Trends, Techniques, and Technology” Human Physiology Conference, known as “T4” to our friends and partners around the world. This three-day event, first held in 2017, featured lively, informative sessions hosted by BIOPAC staff, partners, noted academics, and industry experts, and covered a wide range of physiological techniques and disciplines. Over 150 attendees joined BIOPAC at the 2019 T4 Conference staged once again at the beautiful University of California at Santa Barbara campus. Participants and instructors winged in from China, Australia, Germany, Sweden, Italy, Spain, U.K., Ireland, and Egypt, as well as from wide regions of the U.S and Canada to soak up the idyllic surroundings of this ocean-side campus.

The focus of BIOPAC’s T4 Conference was to provide a fun, relaxed environment while hosting nearly 40 hands-on, human physiology training workshops chaired by over 20 distinguished instructors from around the globe. One of the many conference highlights was the “Mindfulness, Meditation, and Measurement: Mindfulness Exercises in Physiological Monitoring” session, hosted by Dr. Allan Weiss of the University of Southern California and BIOPAC Co-founder and Director of R & D Alan Macy. These sessions, conducted in two parts over a two day period were booked beyond capacity, even though the early morning fog hadn’t yet lifted from the campus skyline.

The varied additional sessions covered a range from the basics, “Setting Up Your Lab, Getting Great Data and Troubleshooting,” (hosted by Dr. Terry Blumenthal of Wake Forest University, and BIOPAC’s Alan Macy and Tim Cook), and “Creating Your Own Lessons Using BSL PRO,” (hosted by Dr. Taffeta Elliot of the New Mexico Institute of Mining and Technology), to exciting new technologies such as “Integrating Screen-based Eye Trackers with AcqKnowledge,” with Keith Jackson of BIOPAC partner company EyeTech, BIOPAC CEO Frazer Findlay, and BIOPAC Engineering Manager Ed Peterlin. Additional wide-ranging physiological disciplines were also covered, including MRI techniques, stimulation, and exercise physiology. All sessions were conducted using BIOPAC hardware and software systems, as well as platforms provided by BIOPAC partners such as Cedrus, fNIR, WorldViz, Psychology Software Tools, and CNSystems. At the end of each day, it was time to relax and unwind with a beverage of choice, a a walk along the beach, and some good conversation. Each evening featured excellent meals and camaraderie in the relaxed yet elegant environment of some of Santa Barbara and Goleta’s most stunning surroundings. After three great days of immersive sessions, it came time for everyone to part ways, having forged new collaborative partnerships and an enhanced knowledge about the full potential of BIOPAC and BIOPAC partner products.

You don’t have to wait for T4 2021 to learn more about life science data—watch Fundamentals of Physiological Data Recording now!

For a closer look at T4, and a preview of what is sure to be an exciting 2021 event, we invite you to visit our T4 Human Physiology Conference page.

Looking for additional resources, tips, tricks, and expert advice on BIOPAC and BIOPAC Partner products? Please also visit our Webinars and Video Tutorial pages.

BIOPAC offers a wide array of wired and wireless equipment that can be used in your research. To find more information on solutions for recording and analyzing signals such as ECG, heart rate, respiration and more using any platforms mentioned in this blog post, you can visit the individual application pages on the BIOPAC website.

ECG – The Little Wave You Can’t Live Without

For millennia, ancient healers across the globe long recognized the human heart as immeasurably vital to human life. Other organs may take an occasional time out, but not the heart. This sinewy fist-sized pump contracts and relaxes an average 60 to 80 beats per minute and faithfully repeats this cycle some two and a half billion times over an average human lifespan, constantly driving and recirculating lifeblood through 100,000 miles of veins, arteries, and capillaries. It’s a monumental task that we take for granted, but if the process stops for more than a few minutes, so will this mysterious force we call life.

It’s intriguing to consider the wonder with which the ancients must have contemplated this organ that thumps so audibly. They knew it was of critical importance, and over the centuries learned its form and surface physiology, but what did they imagine animated it? What force kept the heart moving so steadily and faithfully, while remaining implacably divorced from the consciousness of its host? (Go ahead. Try to stop your heart. On second thought, don’t.)

The answer, in a word, is electricity. Although the stethoscope, invented in 1816 by French physician René Laennec, augmented audible heart sounds, it wasn’t until 1901 that Dutch physician Willem Einthoven developed a “string galvanometer,” capable of reliably recording the heart’s electrical activity. Einthoven’s work established a standard configuration for recording the electrocardiogram (ECG) and garnered him the Nobel Prize in 1924. Because the ECG reflects electrical activity, it is a useful “picture” of heart normality or abnormality through the observation and analysis of various distinct components of the cardiac cycle. If there are interruptions of the electrical signal generation or transmission, the ECG changes. These changes can be useful in diagnosing changes within the heart.

The methods for recording ECG have become increasingly sophisticated with the advent of digital technology and have put state-of-the art acquisition and analysis of ECG within reach of not only clinicians, but also researchers and educators. Wired in-lab systems such as the BIOPAC MP160 System with AcqKnowledge software are widely used for Research applications, while the MP36 System with Biopac Student Lab software are the industry standard for physiology education around the globe. Wireless systems such as BioNomadix or BioNomadix Smart Center can be used to collect ECG and other body signals in an untethered environment and the BioNomadix Logger is a great solution for acquiring ECG and other body signals over extended periods outside the lab.

We have come a long way since our forebears contemplated the mysteries of the vital mechanical wonder that beats in every chest, and we now have a myriad of accessible options for unlocking its secrets.

For further exploration of ECG, we invite you to enjoy the following comprehensive free ECG webinars:

Recording Great ECG

HRV & RSA – Fundamental ECG Analysis Techniques

Think As Scientists Think—Empirical Research Skills

Learning to think as scientists think is empowering and drives this process and “Hard” and “soft” research skills combine well with Biopac Student Lab Lessons.

(Photo © 2016 Knowledge Growers, Inc.)

By Howard Iver Thorsheim, Ph.D., St. Olaf College

“Hard” and “soft” research skills combine well with Biopac Student Lab Lessons; for example:

Working as members of cooperative-learning teams;
Learning about basic psychophysiological measures;
Organizing supplies;
Following a protocol to greet a participant;
Explaining proposed procedure, and obtaining written informed consent using a form they draft;
Preparing participant, placing electrodes, and manipulating independent variables;
Debriefing participant;
Analyzing and graphing results;
Writing up research results in APA format.

Since the goal is learning skills for thinking, many of the usual requirements for rigorous research headed for publication can be relaxed for beginning students. This can motivate students for advanced student research honors projects or faculty/student research. Some examples of requirements that can be relaxed include naive participants (team members can serve as experimental participants in each other’s explorations—availability samples), sample sizes large enough to attain statistical power (instead two or three can be sufficient), and random assignment to conditions.

Learning to think as scientists think is empowering and drives this process, and some examples include students thinking about:

Articles of interest students find in data base searches that lead to their own research questions to explore;
Which psychophysiological measures they have practiced would provide information to help them learn more about their research question;
What they want their participants to do;
Key issues of experimental and statistical control, and
Any other equipment or supplies they might need to arrange for in addition to what is available within the limitations of available apparatus and facilities.

Before they may proceed, beginning students present their thinking on such issues to me as their consultant.

I provide a rubric with many tips, such as noting what they observed during the experiment that could have unintentionally influenced the results, describing strengths and limitations of their conclusions based on their findings, and answering the “So what?” question to extend their findings into their own life and think about the implications such findings might have for them.

See following for more ideas for teaching empirical research skills to help students think as scientists think, with research support:

Thorsheim, H. I. (2015). Experimental psychology. In D. S. Dunn (Ed.), The Oxford Handbook of Undergraduate Psychology Education. New York: Oxford University Press, 387-401. (Focus is.)

Learn more about BIOPAC’s education solutions, including complete teaching systems for psychophysiology and the life sciences. BIOPAC also provides a wide range of research systems for recording, displaying, classifying, and analyzing psychophysiological measurements.

BIOPAC Systems, Inc. provides life science researchers and educators with data acquisition and analysis systems that inspire people and enable greater discovery about life. Visit us at www.biopac.com.

Professor Thorsheim is a licensed Psychologist, educator, and author. He has published or presented over 125 papers, journal articles, books, book chapters or monographs, and received a patent in 1985 as a co-inventor for an educational book design with interactive elements. His work has been funded by marquee foundations across the globe. His most recent work is Doing Psychophysiology: Getting Started, available from Knowledge Growers, Inc., available as an iBook download in 51 countries.

How to Promote Cooperative Thinking

By Howard Iver Thorsheim, Ph.D., St. Olaf College. How to promote cooperative thinking of team members doing psychophysiology, draw from their richly diverse interests and ideas, and in the process teach a “soft” skill that could transfer to later life.

(Photo © 2016 Knowledge Growers, Inc.)

By Howard Iver Thorsheim, Ph.D., St. Olaf College

Howard Iver Thorsheim is Professor of Psychology and Neuroscience at St. Olaf College, Northfield, Minnesota, USA. In these blogs he offers his first-person insights into effective teaching techniques gleaned from a combination of scholarly research and over 40 years in the classroom.

The Challenge:

The challenge was how to promote cooperative thinking of team members doing psychophysiology, drawing from their richly diverse interests and ideas, and in the process to learn a “soft” skill that could transfer to later life.

The Solution:

I adapted a tried-and-true group process to help team members doing psychophysiology research identify diverse ideas and think about their group project in a cooperative way. (The technique can be scaled up to engage many teams simultaneously). The technique is called the Nominal Group Technique, first developed by DelBecq and Van de Ven (1975).* The reason for the word nominal is evident in Step 1.

Step 1. Each student in a team was given a stack of 25 or so Post-it® notes. Because each student is working alone at this point, they are a group in name only (i.e., nominally a group). Their homework assignment was to think independently about ideas and interests that came to mind for them, and jot down a few words identifying their idea or interest on each of the Post-it notes. Interaction comes in step 2.

Step 2. The next class, the team members gathered together near a whiteboard. In a round-robin interactive fashion, one at a time, the students placed their Post-it notes on the board: One person started by placing the top Post-it from their stack on the board; the second person placing their first Post-it note close or further away from the first person’s Post-it note, depending upon their sense of closeness of the ideas. So it goes with the other students, with the round robin continuing until all Post-it notes are placed on the wall. Step 3 is the convergence!

Step 3. Again in a round-robin fashion, students take turns with a non-permanent marker drawing dashed lines around clusters they observe, and jotting down their idea for a name for each cluster. The result from the large group of individual ideas or interests becomes a smaller cluster of related ideas. The result is more coherence of ideas, engagement, social cohesion, and team focus. It works every time in any team or group!

See how the Center for Disease Control adapts the technique in this Nominal Group Technique (NGT) Evaluation Brief.

*Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planners: a guide to nominal group and Delphi processes. Glenville, Illinois: Scott Foresman.

Start the First Class with EDA and Emotional Responses!

By Howard Iver Thorsheim, Ph.D., St. Olaf College. I wanted to start the first day of my class with an activity that would engage students’ curiosity and enthusiasm, to set the stage for introducing the course and going over the syllabus!

By Howard Iver Thorsheim, Ph.D., St. Olaf College

I find Electrodermal Activity (EDA) to be a great way to demonstrate psychophysiology measurement at the beginning of a course: students easily understand it. It takes little time to set up and record because it only involves two sensors on the finger tip pads. It works every time as a “window” to emotions with clear responses to a variety of stimuli (e.g., visual, auditory, gustatory, olfactory).

I show students a picture of a rock climber climbing a cliff, then ask them to jot down some notes of what they might feel when climbing like the woman pictured, and then buzz with a person sitting next to them about what they wrote. I ask for a show of hands of who has mentioned the bag hanging from the climber’s belt. Depending on the amount of time I choose to devote to the activity, I lead the entire class through a number of probing questions; for example:

“Who knows what the bag is for?” (Chalk for fingers.)

“Why does the climber use chalk?” (Reduce slipperiness from sweat.)

“Why do fingers get slippery?” (Emotion.)

“What other people encounter emotion daily?”

I then set the stage for EDA: changes in skin conductivity are due to the amount of sweat in sweat glands of the skin, which are produced by the sympathetic branch of the autonomic nervous system responding to emotion.

I explain to the class that I will be the first volunteer, and guarantee that no shock is involved using BIOPAC equipment. I connect electrodes on the volar pads of my index and middle fingers, and take a deep breath, which will generate EDA. Then I tell the class I will think of emotion-producing situations, and ask them if they can see any EDA detected by the equipment. There will be a few good chuckles because in anticipation of doing so, my response will already appear. Two of several easy classroom measurements of EDA include latency (about 1 to 3 seconds between a stimulus and beginning of the electrodermal response), and peak amplitude (the maximum size of the response). My eBook Doing Psychophysiology–Getting Started on the Apple iBooks Store has a graphic narrative and a one-minute video explanations about EDA, as well as other psychophysiology measures you can show your students. The Biopac Student Lab system also includes two lessons in which students can engage in interactive learning activities while measuring EDA; a lesson on the principles of biofeedback and one on the standard physiological measures of a polygraph.

An excellent summary of Electrodermal Activity is provided in the following chapter:

Dawson, M. E., Schell, A. M. & Fillion, D. L. (2007). The electrodermal system. In J. T. Cacioppo, L. G. Tassinary, & G. G. Berntson (Eds.). Handbook of psychophysiology (3^rd ed. pp. 159-181). New York: Cambridge University Press.

Forming Cooperative Learning Groups: The Solution

By Howard Iver Thorsheim, Ph.D., St. Olaf College. Students think psychophysiology is cool…. It generates all kinds of buzz, interest, excitement, questions–even from other faculty and administrators–and psychophysiology appeals to many students in related disciplines,

By Howard Iver Thorsheim, Ph.D., St. Olaf College

Howard Iver Thorsheim is Professor of Psychology and Neuroscience at St. Olaf College, Northfield, Minnesota, USA. In these blogs he offers his first-person insights into effective teaching techniques gleaned from a combination of scholarly research and over 40 years in the classroom.

Extensive research* documents the validity and benefits of constructivist learning and peer mentoring. The challenge is how to introduce students to psychophysiology so that they have the opportunity to be engaged.

Psychophysiology is inherently engaging to students because it links with most course topics, as well as whatever are their interests. “Students think psychophysiology is cool…It generates all kinds of buzz, interest, excitement, questions—even from other faculty and administrators–and psychophysiology appeals to many students in related disciplines, creating opportunities for cross-disciplinary collaboration among faculty and student.” (Thorsheim, LaCost & Narum, 2010, p. 27-28).

In what I call The Appetizer Process, the assignment for the next class meeting is for students to search the Internet on a combination of three topics: (1) Their interests (whatever they have a passion for), (2) The word “Psychophysiology,” and (3) The topic for the day in the course I am teaching.

They are to see what pops up, look for a link that strikes them as intriguing, click on it, and print out one first page from that link to bring to the next class meeting. I tell them they will be asked to share what they have found and why it’s intriguing to them, and turn the sheet in so I can learn more about their interests.

Next class, I ask students to form pairs, and tell their partner what their sheet is about and something about why it interests them. While pairs are talking, I identify two or three pairs that seem to be particularly engaged in conversation and ask them if they would be willing to share about 15 seconds worth of what they talked about when we regroup.

I tell the large group that the reason for asking the pairs to share what they talked about is to demonstrate the richly diverse connections that people construct.

I remind the class to make sure their names are on their sheets when they turn them in so I can connect them and their interests. (Another option is to compile all the names and links to share back to the class).

Whatever the plan is for the rest of class, after pairs share and hear from the two or three pairs, I find students are engaged because they have actively constructed connections with their interests, psychophysiology, and the topic for the day.

*Galindo, J. H. (2011). Authentic learning (Simulations, Lab, Field). Download it here.

Mayo, J. A. (2010). Constructing undergraduate psychology curricula: Promoting authentic learning and assessment in the teaching of psychology. Washington, DC: American Psychological Association.

Thorsheim, H., LaCost, H., & Narum, J. L. (2010). Peer mentoring of undergraduate research in community colleges: A “transplantable” model for workshops. Council on Undergraduate Research Quarterly, 31(2), 26-32. View it here.