Texas Christian University (TCU) are strengthening science education through collaboration, preparing the next generation of scientists, researchers and health care professionals. TCU College of Education’s Andrews Institute for Research in Mathematics and Science Education and TCU College of Science & Engineering’s Pre-Health Professions Institute partnered to host a free, two-day professional development workshop for North Texas high school anatomy and physiology teachers.
Educators from 12 area school districts gathered at TCU for this pilot program, designed to foster collaboration between high school and university instructors teaching anatomy and physiology. According to Kristen Brown, postdoctoral fellow, professional development opportunities tailored to anatomy and physiology teachers are less common than more popular science subjects like biology and chemistry. Recognizing this gap, Brown, and instructor Stephanie Wallace, science education doctoral candidate, launched the initiative to provide targeted support for anatomy and physiology educators.
“This presents opportunities for collaborating with peers teaching the same subject matter—many of whom are the only anatomy and physiology instructor at their school,” said Jodie Deinhammer, anatomy and physiology teacher in Coppell ISD. “It’s insightful to experience the college version of my course so I can better prepare students for college success.”
The two-day workshop featured a curated schedule of sessions highlighting anatomy and physiology coursework, teaching method, pedagogy and college-level readiness expectations.
Workshop Highlights
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Anatomy and Physiology Lab Tour – A guided exploration of TCU’s advanced classroom learning spaces.
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Lab Observations – Educators observed a college-level anatomy and physiology lab class, gaining insights into college-level instructional techniques and student engagement strategies.
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Lecture Shadowing – Participants attended a university-level anatomy and physiology lecture, experiencing firsthand the depth and rigor of higher education instruction.
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Breakout Groups and Focus Sessions – Teachers collaborated in small groups to discuss curriculum trends, instructional innovations, assessment methods and strategies to align high school and university courses.
“It’s been inspiring to be in community and share ideas with other teachers,” Deinhammer said.
Matt Chumchal, professor and director of the Pre-Health Professions Institute, shared insights on program admissions and the transition from high school to college. He emphasized that equipping high school teachers with new knowledge and instructional strategies ensures students enter college-level anatomy and physiology courses with a strong foundation, increasing their chances of success in rigorous pre-health and science programs.
“The ultimate goal is to answer the call for more professional development to improve student outcomes,” Brown said. “By investing in teachers, we are investing in our future scientists, researchers and health care providers.”
TCU faculty will use feedback from this pilot program to shape future continuing education opportunities for pre-health teachers, as well as summer learning experiences for high school students.
With a growing interest in STEM careers and increasing demand for health professionals, the Andrews Institute for Research in Mathematics and Science Education at TCU is committed to fueling a well-prepared, motivated pipeline of future scientists and health professionals.
