Joel MichaelRush Medical CollegeChicago, ILUSAJmichael40@gmail.comWilliam CliffNiagara UniversityLewiston, NYUSAbcliff@niagara.edu Jenny McFarlandEdmonds Community CollegeLynnwood, WAUSAjmcfarla@eail.edcc.eduHarold ModellPhysiology Educational Research ConsortiumSeattle, WAUSAmodell@physiologyeducation.orgAnn Wright (deceased)Formerly at Canisius CollegeBuffalo, NYUSA

• Reforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to “unpack” a core concept?-  The “unpacked” core concept of homeostasis.- The “unpacked” core concept of flow down gradients.- The “unpacked” core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.

Joel MichaelRush Medical CollegeChicago, ILUSAJmichael40@gmail.comWilliam CliffNiagara UniversityLewiston, NYUSAbcliff@niagara.edu Jenny McFarlandEdmonds Community CollegeLynnwood, WAUSAjmcfarla@eail.edcc.eduHarold ModellPhysiology Educational Research ConsortiumSeattle, WAUSAmodell@physiologyeducation.orgAnn Wright (deceased)Formerly at Canisius CollegeBuffalo, NYUSA

• Reforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to “unpack” a core concept?-  The “unpacked” core concept of homeostasis.- The “unpacked” core concept of flow down gradients.- The “unpacked” core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.

Joel MichaelRush Medical CollegeChicago, ILUSAJmichael40@gmail.comWilliam CliffNiagara UniversityLewiston, NYUSAbcliff@niagara.edu Jenny McFarlandEdmonds Community CollegeLynnwood, WAUSAjmcfarla@eail.edcc.eduHarold ModellPhysiology Educational Research ConsortiumSeattle, WAUSAmodell@physiologyeducation.orgAnn Wright (deceased)Formerly at Canisius CollegeBuffalo, NYUSA

• Reforming science education/reforming physiology education.- What is the new paradigm and what is new about it?- What are the core concepts of physiology?- What does it mean to “unpack” a core concept?-  The “unpacked” core concept of homeostasis.- The “unpacked” core concept of flow down gradients.- The “unpacked” core concept of cell-cell communication.- Organizing an introductory physiology course based on core.- Teaching physiology using the new paradigm: three examples.- Using core concepts in physiology in designing learning resources.- Conceptual assessment of student learning.- Core concepts and the physiology curriculum.- Extending the paradigm.- Summing up.