title: Offering an anatomy and physiology course through a high school-university partnership: the Minnesota model.
abstract: This article describes a one-semester anatomy and physiology course that is currently offered through the concurrent enrollment program at the University of Minnesota. The article explains how high school teachers are prepared to teach the course and describes efforts to promote program quality, student inquiry, and experiential learning. Recommendations are made for anatomy and physiology instructors who are involved in similar endeavors.
authors.affiliation: Post Secondary Teaching and Learning, College of Education and Human Development, University of Minnesota, Minneapolis, MN 55455, USA. msjensen@umn.edu
authors.forename: Murray
authors.initials: M
authors.lastname: Jensen
authors.forename: Allison
authors.initials: A
authors.lastname: Mattheis
authors.forename: Anne
authors.initials: A
authors.lastname: Loyle
mesh_terms: D000715:Anatomy / Q000193:education*; D003299:Cooperative Behavior; D003479:Curriculum; D004032:Diet / Q000009:adverse effects; D005178:Faculty; D005246:Feedback; D005247:Feeding Behavior; D006801:Humans; D007373:Interinstitutional Relations; D008910:Minnesota; D017145:Models, Educational; D010827:Physiology / Q000193:education*; D018794:Problem-Based Learning; D016730:Program Development; D015397:Program Evaluation; D040242:Risk Reduction Behavior; D012574:Schools; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D014495:Universities
keywords: concurrent enrollment; constructivism; experiential learning; high school teachers; inquiry