Valerie O'Loughlin, Personal Statement, 612015 PERSONAL STATEMENT

Valerie Dean O'Loughlin, Ph.D.

I initially was hired by !USM-Bloomington as a non-tenure track Assistant Professor of Anatomy, assigned to teach both medical gross human anatomy and undergraduate anatomy. I was promoted to non-tenure associate professor as I developed an extensive track record in anatomy educational research, directed graduate student research, and became a leader in various anatomy and physiology organizations. In 2010, I was hired in a new position at IUSM Bloomington - that of tenure-eligible Associate Professor of Anatomy and Cell Biology. Thus, I now am pursuing both tenure and full professor status with the IU School of Medicine. In the paragraphs below, I summarize my contributions in the areas of teaching, research and service, and discuss how I have become internationally recognized for developing future and current faculty to become teacher-sclto/ars. Please note that while my area of excellence is in teaching, my case illustrates how my teaching, (educational) research and service are all intimately linked.

TEACHING-Area of Excellence

My area of excellence is teaching for many reasons. I have taught multiple anatomy and health sciences pedagogy classes at the undergraduate, graduate, medical, and postgraduate (professional development) level, and have received consistently excellent teaching evaluations in these courses. I have received many institutional and national awards for teaching excellence. I have been very involved in curriculum development, especially in both the education track in anatomy PhD program, and the integrated curriculum model to be implemented at IUSM in August 2016. My co-authors and I have developed and published two separate and successful internationally-selling textbooks for both undergraduate anatomy and combined undergraduate anatomy& physiology courses. I advise and direct the research of MS and education track in Anatomy PhD students and have seen my mentees become successful as teacher-scholars and anatomy educators. As President of the Human Anatomy and Physiology Society (HAPS), I developed tools as well as professional development courses (taught by me) that facilitate faculty to become more methodical educational researchers and teacher-scholars. Most notably, I have presented and published extensively in the area of education research and have become internationally recognized for these efforts. In all, my in-rank record for teaching includes two educational research grants (totaling over $10,000), 14 presentations on teaching, 3 textbook edition publications, 2 book chapters on teaching, and 10 manuscripts/electronic multimedia/ and abstracts published on teaching. A more detailed description follows.

Statement of Teaching Philosophy

For the majority of my IU faculty career I have taught two dramatically different courses, Anatomy A2 l 5 (Basic Human Anatomy) and Anatomy A550-551 (Gross Human Anatomy). Anatomy A215 is a large (400+ student) undergraduate course, and this course is required for many pre-nursing, pre-allied health and Public Health majors. The students who enter this classroom have a diverse range of capabilities and prior experience with course materials. In contrast, Anatomy A550-551 is a year-long course for approximately 36 151-year medical students. Virtually all of these students have impressive academic credentials and tend to learn the material well regardless, yet still benefit from good teaching. Both courses share a common thread in that I want to inspire interest and lifelong learning in the subject of anatomy.

In order for students to learn the material presented, they must become active participants in the classroom and take responsibility for their own learning. In a large lecture course (like Anatomy A215), students often feel like they can be "anonymous" or perhaps not attend the lecture at all without penalty. One of my goals as a teacher is to increase student engagement in class, whether the class has 30 students or 300. I make the effott of learning as many names as possible of the students, and they frequently are surprised when I call on them by name, or start up a conversation with them in an arena outside of class. On one of my teacher evaluations, a student made this comment:

"She gave more personal attention in a class o/250+ than many do with much smaller classes. She consistently made us feel she wanted us to succeed, and that she would go the extra distance to make that happen."

In order to help my A2 l 5 students succeed, I have incorporated sh011 learning activities in lecture that allow the students to apply their knowledge and recognize where they may have knowledge "gaps." We review the material as a group, and 1 Valerie 0 'Loughlin, Personal Statement, 612015 thus can clear up misconceptions before we move on to another topic. Students have responded very positively to the learning exercises, both through unsolicited feedback as well as on mid-semester and end-of-year evaluations. I have methodically assessed the effects of using these exercises (and published my results in several peer-reviewed journals), and I have found that both student lecture exam scores and my teacher evaluation scores have risen as a result.

In my Gross Human Anatomy (A550-55 l) course, I want students to appreciate the variation in the human body and recognize that anatomy is not merely a course where one "memorizes terms for body parts". I consider it a successful teaching and learning day if I can stimulate discussion and questions about how anatomic structure influences clinical outcomes. One topic of particular difficulty in this class is embryology. In order to help students learn this difficult subject, I have collaborated with graphic artists and prepared embryology animations that students may access on the web. My students have stated that these animations helped them learn the material more easily and efficiently than if they had to rely on just the textbook. I also am helping students around the world, as I regularly receive e-mails from these individuals who state they found my animations on the web and they helped them learn the subject. As one e-mail respondent noted:

"]wanted to tell you they [the animations] are simply superb. I understand gut rotation in roughly 20 minutes ofwatching these animations rather than the hours I spent t1)1ing to think through my professor's lecture notes or a text book. "

Beginning in Spring 2010, I developed and taught an upper level anatomy course (Anat A480/580: Human Anatomy for Medical Imaging Evaluation). That previous summer I worked with our Campus Instructional Consulting Office and participated in their Course Development Institute. There I was introduced to backwards class design (described in L. Dee Fink's publications) and devised the learning goals and course objectives first, and then followed up with the day-to­ day agendas. This 3-cr course consisted of two weekly lectures and one weekly lab. In this course, I saw first-hand how traditional anatomy exams tested basic knowledge, but it was with the case studies I developed that I saw true learning, collaboration and understanding flourish. Students sometimes worked individually, and sometimes were assigned in groups, to evaluate various medical images and utilize case histories in order to understand potential pathologies and normal anatomy. Had I not developed this course using backwards design, I would not have developed these learning activities to evaluate my course goals and objectives - and both my students and I would have lost out of valuable learning opportunities. In addition, I had my students prepare weekly 'biogs' about their perceptions of their anatomy and medical imaging learning after they worked on a weekly case. This exercise modeled metacognitive strategies for my students, and provided an opportunity for a colleague and me to analyze the blog entries and present our educational research findings at national meetings.

In all of my anatomy classes, I try to emphasize that once they understand "the big picture", rote memorization is not necessary. I try to incorporate clinical examples whenever possible, and demonstrate how they will use and apply this information in their future careers. For example, future nurses probably will not have to regurgitate what functions a specific nerve plexus has. However, these nurses will have to interpret clinical symptoms (such as muscle paralysis) and apply this information to determine which group of nerves is damaged. I reinforce this by tailoring both my lectures and my exam questions to mirror the clinical situation, rather than simply asking the student to regurgitate an answer.

In recent years I have become involved in preparing graduate students to become future faculty and teacher-scholars. I teach a graduate level course entitled MSC! M620: Pedagogical Methods in Health Sciences. This advanced pedagogy class enrolls about 10-15 graduate students who already have some teaching experience and want to learn more about teaching and learning styles, course instruction and delivery, and be introduced to educational research methods and the scholarship of teaching and learning. M620 has inspired me and challenged me to become a better teacher. As we discuss the importance of active learning and multiple teaching methods, my students stimulate me to reflect on my teaching in my anatomy courses - am I really doing all I can to help my students learn in those classes? Should I be willing to step out of my 'safety circle' and really innovate in those classrooms? These graduate students are junior colleagues in training to me - I see them as peers who help me reflect on my teaching, just as I help them reflect on their teaching. Their questions and discussions reignite the enthusiasm I have for teaching.

I love to teach M620, but ultimately my colleagues and I wanted to know ifthe course helped these graduate students progress on the path to become teacher-scholars. Thus, M620 also became an educational research project for my colleagues and me, as we methodically assessed students' draft and final statements of teaching philosophy, their pre- and post-course evaluations of teaching and learning and their teaching po1ifolios. We also interviewed them six months after 2 Valerie 0 'Loughlin, Personal Statement, 612015 the completion of the course. Our assessments demonstrated that yes, these students were developing more complex views of teaching and learning and utilizing multiple teaching strategies in the classroom. They realized educational research was real research, and they felt M620 helped them develop as teacher-scholars, as evidenced by quote:

"I think I really grew as a teacher ... it made me a lot more conscientious about what I should be doing overall so that I actually am more aware ofreaching out to eve1J1body."

I advise and direct the research of both education track in Anatomy PhD students and Masters of Anatomy students. Both sets of students explore educational research questions as pati of their advanced degree work. As we meet for our weekly seminars and discuss educational research articles and themes, these students challenge and inspire me in the teaching arena. Some of these students may have started the program with naive thoughts about teaching and learning, but as they progress in the program and complete their educational research projects, I have seen how they've developed more nuanced and complex views of teaching and learning. I have reviewed several of them as they taught, and noted that they are adopting multiple teaching and learning strategies and truly progressing as excellent teachers.

Both my mentees (PhD and MA advisees) and M620 students help remind me that my development as a teacher-scholar is ongoing - that I must continually reflect on my teaching, not be afraid to innovate in the classroom, and to methodically assess the effectiveness of my teaching.

Local, Regional, and National Recognition for Teaching Excellence Local: My teaching evaluations have been consistently outstanding over the course of my employment (my in-rank teaching evaluations range from 4. 7 to 4.9 out of a high score of 5). The comments on my teaching evaluations note my willingness to go the extra mile to ensure my students learn and succeed. Students note I challenge them in the classroom, and they are rewarded with a thorough understanding of the subject. My M620 (Pedagogical methods) graduate students report that as a result of this class, they are better prepared to be instructors of record and they have a better understanding of how people learn.

Regional: I have received numerous Indiana University Trustee Teaching Awards over the course of my career, two of which were received in-rank in 2012 and 2014. This spring 2015, I was elected as Outstanding Basic Science Faculty Member - Bloomington by the IU School of Medicine class of 2015. I am a member of FACET (Faculty Colloquium on Excellence in Teaching), a prestigious organization that selects members based on teaching excellence and scholarship. I have been nominated multiple years for the Indiana University Student Choice Award, a teaching award offered by the IU Student Alumni association.

National: I've received several awards that recognize both teaching excellence and scholarship in education. I was awarded the 2007 Basmajian Award by the American Association of Anatomists, the major international professional organization for anatomists. The Basmajian Award is a competitive award given in recognition of excellence in the teaching of gross anatomy and outstanding accomplishments in biomedical research or scholarship of education. In 2014, I received the IU School of Medicine Scholar Educator Award. This award (given to a single recipient each year) recognizes faculty who approach teaching and learning from a scholarly lens. Awardees are noted for educational leadership, teaching effectiveness, and scholarly activity related to teaching and learning.

Internationally Recognized Textbooks Created for Anatomy and Physiology Education

I am a co-author of an original and internationally -published textbook entitled Human Anatomy. This 878 page text is published by McGraw-Hill and geared toward undergraduate human anatomy curricula, and currently holds a 29% of the market share (as determined by PubTrack- see appendix E for fmiher info). This book's main competition includes texts such as Martini's Human Anatomy and Marieb & Mallatt's Human Anatomy. Our first edition was published in March 2005 and was very successful. My co-authors and I spend extensive time and effort with each new edition. The fourth edition was published in 2014 (copyright date 2015) and we currently are working on 5th edition

3 Valerie 0 'Loughlin, Personal Statement, 612015 Inspired by the success of the Human Anatomy text, McGraw-Hill signed my two co-authors and me to develop a new Human Anatomy and Physiology text. The McKinley/O'Loughlin/Bidle text, Human Anatomy and Physiology, An Integrative Approach (le) was published in 2013 and is being used by over 200 schools in the US. It sold over 25,000 units and acquired 6% market share its first year of publication. The 2nd edition of this text was published this January 2015. This 1170+ page textbook has been very positively received and is competing well with other well-known works such as Marieb & Hoehn's Anatomy and Physiology.

Efforts to Advance Anatomy Education and Anatomy Educational Research

I began pursuing the Scholarship of Teaching and Learning (SOTL) in 2000, when I assessed the effects of interactive learning exercises on student exam performance in my undergraduate anatomy course. Among my anatomy educational research projects are assessing the effects of embryology animations on learning human embryology, evaluating the change from optical to virtual microscopy, and assessing metacognitive development in anatomy students through the use ofreflective writing. All of these research projects have led to regional, national and international presentations and publications. I also successfully completed Tier One of the IUSM Academy of Teaching Scholars in 2011.

I have actively pursued educational-research and teaching-related funding and submitted several grant applications to intra- and extramural sources. One of these educational research projects (the development and assessment of human embryology animations) led to the acquisition of over $40,000 of educational grant monies for this project from such sources at the IU School of Medicine, IHETS (Indiana Higher Education Telecommunication System) and the SBC/Ameritech Fellows Program. In-rank, I have led (or have been a pat1 of) two educational research projects that combined received a total of $10,025 from IU Scholarship of Teaching and Learning Grants. These projects examine the effects of formal courses in pedagogy on the development of graduate students as teacher-scholars. I applied for (yet did not receive) an American Association of Anatomists Innovations Grant for the development of an Anatomy Educational Research Institute. However, the AAA gave us positive feedback on our grant and my team and I plan to reapply for funding (worth up to $50,000) this fall.

I was one of several IUSM anatomy faculty who developed the education track in Anatomy PhD program at IU School of Medicine. This program was among the first formalized in the US to produce the next generation of anatomy educators who not only are excellent anatomy instructors, but also are able to produce rigorous educational research and other scholarly work necessary for promotion and tenure. I co-developed a course designed to train these students in pedagogical methods (MSCI M620), I serve on the admissions committee for this program, and I oversee the program implementation on the IUSM Bloomington campus. The first student (from either the Bloomington or Indianapolis campus) to graduate from the program in 2013 was my advisee, Audra Schutte, who has been faculty at University of California San Francisco and will become faculty at IUSM-Evansville in July 2015.

My research on best practices and development of more effective means of anatomy education has garnered international recognition. The President of the American Association of Anatomists asked me to be pat1 of an AAA group to present bench- and educational research at the 22nd International Symposium on Morphological Sciences in Sao Paulo, Brazil in 2012. My presentation there was entitled "Educational Research on and Pedagogical Methods for Teaching Anatomy to Pre-Medical (Undergraduate) Students" and was positively received by the pat1icipants (through unsolicited feedback), all of whom were involved in teaching anatomy in some capacity in their own respective countries. In addition, I was selected as program chair and keynote speaker at the 1st Annual International Conference on Microscopic and Macroscopic anatomy in Singapore (July 2014). There I spoke to an international group about performing educational research in gross anatomy and microscopic anatomy.

Finally, I was invited by Ors. Wojciech Pawlina (College of Medicine, Mayo Clinic) and Lap Ki Chan (Li Ka Shing Faculty of Medicine, University of Hong Kong) to write a book chapter for the edited volume Teaching Anatomy: A Practical Guide, published by Springer© 2015. The contributors to this volume are all recognized leaders in anatomy education throughout the world. My chapter is entitled Scholarship of Teaching and Learning in Anatomy, and provides the reader with information about venues to present anatomy educational research findings and guidelines for publishing educational research.

4 Valerie 0 'Loughlin, Personal Statement, 612015

A Focus on Preparing Future (and Current) Faculty to Become Teacher-Scholars

Much of my teaching, educational research, and service activities have a common focus: preparing future (and current) faculty to become teacher-scholars. In the SOTL literature, a distinction is made between excellent teachers and scholarly teachers (or teacher-scholars). An excellent teacher may use best classroom practices and properly gauge students' level of understanding. A teacher-scholar goes further by using evidence-based practice in one's teaching. S/he gathers evidence about one's teaching and reflects and analyzes the data in order to improve as an educator.

Some graduate level pedagogy courses may help guide graduate students along this path of development. In fact, the graduate health sciences pedagogy course I co-developed in 2007 (MSCI M620) was designed to not only inform students about the basics of teaching, but also introduce them to assessment of teaching and scholarship of teaching. My colleagues and I have used multiple quantitative and qualitative educational research methods to determine that MSCI M620 does in fact help graduate students develop as teacher-scholars. We have presented our findings at multiple national and international meetings (see CV), and recently published a book chapter on our findings.

This research focus on evaluating graduate student development as teacher-scholars has grown beyond a single course. I've partnered with IUB School of Public Health faculty to evaluate the effectiveness of their pedagogy course (H750) for graduate students. We received a 2013 IU SOTL grant to fund this ongoing research, which already has been presented at numerous disciplinary conferences and a described in a manuscript accepted (with minor revisions) to the journal College Teaching. More recently, I and several IU faculty have been collaborating to perform an institution-wide evaluation of the effect of discipline-specific pedagogy courses on the development of graduate students as teacher-scholars. The larger sample sizes of our research should allow for more generalizable results that likely will expand beyond a single discipline or a single institution. We recently received $5000 in monies from a 2015 IU SOTL grant, and are in the process of data collection for this research.

My paiticipation in the development, administration and evolution of the education track in Anatomy PhD program is something of which I am paiticularly proud. This IUSM program is among the first formally recognized PhD programs to train anatomy graduate students to become teacher-scholars. I organized an AAA symposium in 2008 that examined and assessed our PhD program, as well as other anatomy educator programs. As mentioned earlier, I direct the research of almost half of the PhD students in this program and work closely with them as they progress in their development to become anatomy teacher-scholars. Two of these graduate students each received a prestigious AAA educational research fellowship, and several more have been American Association of Anatomist Poster finalists and/or awardees as a result of their educational research.

Many of my service activities focus on both graduate student and current faculty development as teacher-scholars. On the IU Bloomington Campus, I was a co-facilitator for a Graduate Student Learning Community on Scholarly teaching. We worked with graduate students to become aware of the scholarship of teaching and begin a methodical assessment of their own classroom teaching. As co-facilitator of the Preparing Future Professors Faculty Learning Community (PFP FLC) and member of the Associate Instructor Steering Committee, I work with other faculty members who oversee graduate student instructional training. I have taught an IUSM Academy of Teaching Scholars course about how to do develop a scholarship of teaching project (in June 2011), and have facilitated an IUSM faculty learning community about the scholarship of teaching. At the national level, I have given multiple presentation and workshops at AAA (American Association of Anatomists) and HAPS (Human Anatomy and Physiology Society) about how to develop a scholarship of teaching and learning project and how to assess one's teaching effectiveness in the classroom. Most recently, I have been 11 invited to speak about Educational Scholarship at the 2 d Biennial American Physiological Society (APS) Institute on Teaching and Learning in 2016. This institute brings in leaders in the scholarship of teaching to present and mentor with faculty who are interested in educational research.

This spring and summer 2015, I am teaching a professional development course I solely developed for HAPS-Institute, entitled Introduction to Educational Research Methods. This online course (current enrollment: 23 students) allows professors to become more familiar with educational research and has them develop their own question to explore in their classroom. Thus, these faculty are progressing along the path to become teacher-scholars.

5 Valerie 0 'Loughlin, Personal Statement, 612015 My tenure in the Human Anatomy and Physiology Society (HAPS) leadership has allowed me to guide the membership to develop as teacher-scholars, and hopefully make a national impact on how anatomy and physiology instructors assess their learning. In 2012, I was elected president-elect of this organization. This is a three year term where the first year (2012-13) was served as president-elect, the second (2013-14) as president, and the third year (2014-15) as past president. While in these roles, I and the Executive Director developed the HAPS President's Initiative, which is a 2-year project conceptualized and implemented by the president (see: http://www.hapsweb.org/?page=presidents init ). My President's Initiative is to expand anatomy and physiology educational research in HAPS, which makes members more knowledgeable about educational research by providing them with the tools and knowledge to assess their teaching, and in so doing, develop as teacher-scholars. I am in the process of developing a 5-patt video series (offered on the HAPS You Tube channel) entitled "A How to Guide for Developing a publishable Scholarship of Teaching and Learning Project". I also developed an educational research focus for our 2015 Annual meeting, and invited nationally renowned individuals to speak on various aspects of educational research.

RESEARCH

My educational research focus has been on preparing future (and current) faculty to become teacher-scholars, and has been discussed in the "teaching' section of this personal statement. This research focus is as much a patt of my teaching as it is a pa1t of my research, so these aspects are interwined. This specific educational research focus has resulted in over $10,000 in grant awards as well as numerous local, regional, national and international presentations, and in multiple publications (described previously under teaching).

In addition to the educational research focus mentioned above, I also am involved in other medical education research projects with other faculty and my graduate students. These projects may be grouped under a common theme of best practices in medical education and evaluating the effectiveness of medical and anatomy education. In this research, I and my colleagues examine teaching interventions and tools in the classroom and evaluate how they impact the teaching and learning in both undergraduate anatomy and medical curricula. Among the topics we have examined include: how block exam testing and integrated exams affect medical student performance, compared student perceptions of different TBL formats, examined student attitudes regarding computerized testing, and researched the effects of using vi1tual microscopy in both undergraduate and medical level histology courses. We have presented our research at the Experimental Biology/AAA meetings, HAPS annual meetings, and other national venues. We have published our findings in some of the highest-ranked anatomy & physiology educational research journals, such as Anatomical Sciences Education and Advances in Physiology Education (see CV).

My work in anatomy educational research in the undergraduate (pre-medical) arena has been highlighted at the AAA meetings. The AAA has a strong educational research component, but traditionally that focus has been on medical and professional schools. A small core of us (AAA members) have ' broken new ground' in the organization by presenting undergraduate anatomy education research. In 2011 I organized and presented at one of the first AAA symposia to focus solely on undergraduate anatomy education, entitled "Anatomy Education Research in the Undergraduate Setting". This symposium was very positively received and was followed in later years by other symposia examining undergraduate (pre-medical) anatomy education. In addition, I co-chaired and presented at the EB/AAA 2015 symposium entitled "Leaning in without falling over: Suppo1ting the success of women in science".

As mentioned previously, I mentor education track in anatomy PhD students. I currently mentor 6 education track in anatomy PhD students (two of whom are ABD and expect to defend their disse1tations this fall). Two of my students (Audra Schutte and Keely Cassidy) have served as the student representative on the AAA Board of Directors. Audra Schutte and Bradley Barger also each received the prestigious AAA/Lippincott Educational Research Scholarship.

I also advise and direct the research of MS in Anatomy students at !USM-Bloomington who want to f<;)cus on anatomy education and become future anatomy educators. I have seen 13 of my MS students graduate and pursue either higher degrees or be employed in anatomy teaching positions. In addition to mentoring my own MS and PhD in Anatomy students, I also am a member of many biological anthropology PhD and School of Public Health PhD committees (see CV). The in-rank tally for research (not listed elsewhere in my CV or this statement) is 8 presentations, 14 publications, and one submitted manuscript.

6 Valerie O'loughlin, Personal Statement, 612015 SERVICE Note that those service activities are part of my focus on preparing future (and current) faculty to become teacher scholars have been described in the ' teaching' section of this statement.

Local: In addition to the service items mentioned in the preceding sections (including undergraduate and graduate student mentoring), I have served on multiple levels and in various venues. At IUSM-Bloomington, I serve on many committees and chair two (Undergraduate Education and Associate Instructor committees). As chair of the Associate Instructor (AI) committee, I am responsible for preparing and implementing a formal application and selection process, streamlining the selection, and maintaining standards of excellence. As chair of the Undergraduate Education Committee, I oversaw the development and implementation of the Medical Sciences Undergraduate minor and the development of new undergraduate courses. As Director of Undergraduate Studies, I advise students wishing to pursue our minor or take our courses.

University-wide: I have served on multiple search committees for IUSM. I serve on several IUSM committees, including the Admissions committee for the Education Track in Anatomy PhD program, the Academic Standards Committee and multiple committees involved in the IUSM curricular reform. I have been a faculty mentor in the IUSM Peer and Self Assessment Program since 2005. Most notably, I have been an active paiticipant in multiple IUSM committees involved with curricular reform. I was a committee member on the IUSM Curriculum Reform Team 38 committee from 2010-11 , and more recently was a committee member of the IUSM Human Structure development team.

National: On the national level, I review numerous manuscripts yearly for a variety of anthropology and anatomy journals, especially anatomy and physiology educational research journals. I am especially active in the American Association of Anatomists (AAA) and the Human Anatomy and Physiology Society (HAPS), serving on numerous committees and task forces for these international organizations. I was president of HAPS and currently am serving as past-president. As President, I developed my HAPS President's Initiative (described in detail in the teaching section of this statement) and also spearheaded (and drafted) the organization's 5-year strategic plan.

Notably, my service has expanded to suppo11 female scientists in academia. I developed and moderate a Lean In Circle entitled Female STEM Scholars, which serves to connect and empower female STEM scientists (see: http://leanincircles.org/circle/female-stem-scholars ). In all, my in-rank tally for service includes 4 publications, 1 national presentation, 1 directorship (of undergraduate studies), 31 campus or university committee memberships, scientific referee and presenter for multiple local and regional organizations, manuscript reviewer for 7 different journals, president of a national organization (HAPS), and pa1ticipant or chair on over 24 national committees and task forces.

FUTURE DEVELOPMENT The success of my undergraduate, graduate and medical students is imp01tant to me. I want my courses to be stepping­ stones for their long term learning and understanding of the human body. As IUSM undergoes curricular reform, I plan to be a helpful voice in the implementation of said reform. While curricular reform can be intimidating, I choose to look at this change as an opportunity to improve and innovate in the classroom. This revised curriculum has the potential to improve our medical students' problem solving capabilities and encourage them to become lifelong learners.

My work with the Human Anatomy and Human Anatomy and Physiology: An Integrative Approach textbooks will continue, as each of these texts has a demanding 2.5 year revision cycle. My co-authors and I will ensure that the material is up to date and of sound pedagogy.

My educational research focus will continue with preparing future (and present) faculty to become teacher-scholars. My participation with the various depaitmental and campus faculty learning communities will continue, and I will continue to mentor my MS and PhD students to become leaders in anatomy educational research. As my President's tenure in HAPS ends, I will continue to serve a leadership role in the organization (currently, as co-chair of the testing committee) and facilitate current faculty with their development as teacher-scholars. I am thankful for the opp01tunities presented me and look forward to contributing to IUSM and the field of anatomy education.

7 Valerie Dean O'Loughlin CV, June 2015

Curriculum Vitae

NAME: O'Loughlin, Valerie Dean (maiden name: Valerie Lynn Dean)

EDUCATION: GRADUATE Degree Date Indiana University, Bloomington Ph.D., Biological Anthropology June 1995 (outside minor in Anatomy) Thesis title: Effects of Cultural Cranial Deformation and Craniosynostosis on Cranial Venous Sinus and Middle Meningeal Vessel Pattern Expression

Indiana University, Bloomington M.A., Biological Anthropology June 1992 (outside minor in Anatomy)

UNDERGRADUATE Degree Date College of William and Mary in B.S., Physics & Anthropology May 1989 Virginia (double-major, Presidential Scholar)

APPOINTMENTS: ACADEMIC (in-rank position marked with an asterisk) INSTITUTION RANK/TITLE Inclusive Dates Indiana University School of Visiting Assistant Professor of Anatomy 1995-1997 Medicine, Bloomington

Indiana University School of Assistant Professor of Anatomy (part-time) 1997-2006 Medicine, Bloomington and Director of Undergraduate Human Anatomy (note: together, this was a full-time non tenure-track position)

Indiana University School of Associate Professor of Anatomy (part-time) 2006-2010 Medicine, Bloomington and Director of Undergraduate Human Anatomy (note: this was afitll-time non tenure-track position)

*Indiana University School of Associate Professor of Anatomy and Cell 2010-present Medicine, Bloomington Biology, (tenure track position)

*Indiana University, Adjunct Professor of Anthropology 2013 - present Bloomington

NON-ACADEMIC(in-rank position marked with an asterisk) INSTITUTION RANK/TITLE Inclusive Dates Indiana University School of Director of Undergraduate Human 1997-2010 Medicine, Bloomington Anatomy

*Indiana University School of Director of Undergraduate Studies 2010-present Medicine, Bloomington Valerie Dean O'Loughlin Cf~ June 2015

PROFESSIONAL ORGANIZATION MEMBERSHIPS: (all memberships are in-rank) American Association of Anatomists (AAA) 2002-present American Association of Clinical Anatomists (AACA) 2003-6, 2011- 2012 American Association of Physical Anthropologists (AAPA) 1992-present Federation of American Societies for Experimental Biology (F ASEB) 2002-present Human Anatomy and Physiology Society (HAPS) 200 I-present International Association of Medical Science Educators 2014-present International Society for the Scholarship of Teaching and Learning (IS-SOTL) 2004-present National Science Teachers Association 2001-2013 Sigma Xi 1991-present Society of Ultrasound in Medical Education (SUS ME) 2013-present AAMC -CGEA (Central Group on Educational Affairs) 2014-present

PROFESSIONAL HONORS AND AWARDS: (in-rank activities marked with an asterisk)

TEACHING Award Name Granted by Date A warded Teaching Excellence Recognition Award Indiana University 1998 (TERA) ($1500)

Trustee Teaching Award ($2500) Indiana University 2001

Elected member of FACET (Faculty Indiana University 2002 Colloquium on Excellence in Teaching)

Nominated for outstanding professor in Student Alumni Association 2003, 2004, the Student Choice A wards Program Indiana University 2005, 2008, 2009,2012

Basmajian Award American Association of 2007 (in recognition ofexcellence in teaching gross Anatomists anatomy and outstanding accomplishments in biomedical research or scholarship in education) ($1000)

Regional Finalist, Inspire Integrity National Society of Collegiate 2008 Award (teaching award for those who have Scholars made a significant impact in the lives oftheir students and instilled a high degree ofpersonal and academic integrity)($250)

*Who's Who in America Marquis' Who's Who 2007-present

Trustee Teaching Award ($2500) IU School of Medicine (IUSM) 2008

*Who's Who in Science and Engineering Marquis' Who's Who 2008-present

*Who's Who in the World Marquis' Who's Who 2008-present

2 Valerie Dean 0 'Loughlin CT~ June 2015

*Trustee Teaching Award ($2500) IU School of Medicine (IUSM) 2012

*Trustee Teaching Award ($2500) IU School of Medicine (IUSM) 2014

* IUSM Scholar Educator Award (Honors IU School of Medicine (IUSM) 2014 a faculty member who approaches teaching and learningfi·om a scholarly lens) ($1500)

*IUSM Outstanding Professor in Basic IU School of Medicine (IUSM) 2015 Sciences

RESEARCH Award Name Granted by Date A warded Young Faculty Participation Award American Association of 2002 Anatomists Scholarship of Teaching and Learning Indiana University 2005 (SOTL) Writing Award ($500)

Basmajian Award (see listing under American Association of 2007 'teaching awards') Anatomists

PROFESSIONAL DEVELOPMENT: (in-rank activities marked with an asterisk) Course/Workshop Title Provider Date Graduate Course on Renal Physiology Human Anatomy & Physiology 2007 Society Institute (HAPS-I)

*Academy of Teaching Scholars - Tier Indiana University School of 2011 One Completed Medicine

*Graduate Course on Advanced Human Anatomy & Physiology 2014-2015 Cardiovascular Physiology Society Institute (HAPS-I)

TEACHING: (in-rank activities marked with an asterisk, in-rank mean teaching evaluation scores listed where applicable) UNDERGRADUATE * 1995-Present: Basic Human Anatomy (Anatomy A215) Role: Course Director and Lecturer (Fall and Summer sessions) Credit hours: 5 Offered: Fall, selected Spring, Summer II sessions Enrollment: 400+ undergraduates each semester, 50-60 students in summer Teaching: I teach the lecture pait of the course in its entirety every other fall, and I teach Yi of the lectures in selected summers. Lecture contact hours: 44 every fall, 21 every summer Other instructors supervised: in the fall, approximately 15-20 Associate Instructors, 13 Undergraduate Teaching Associates. In the summer, 4 Associate Instructors and 2 Undergraduate Teaching Associates Responsibilities: I lecture on all body systems. Write and grade all lecture exams, manage the gradebook, maintain/update class website, oversee personnel issues with respect to the course. In-rank mean teaching evaluation score: 4.7 out of 5 3 Valerie Dean O'Loughlin CT~ June 2015

*Selected Individualized Major Program: Readings and Research (COAS 1460) Semesters, Role: Instructor/Mentor 1995-2011: Credit Hours: varies (typically 2-3 per semester) Offered: Fall, Spring Summer I, Summer II sessions (NOTE: I did not participate this in every semester - but on average, I worked with at least one student for at least 2 of these semesters since 1999) Enrollment: 1-2 Individualized Major undergraduate students per semester Conference/Tutorial contact hours: 15-20 per student (each student meets with me, individually, each week) Responsibilities: This course is a one-on-one conference/tutorial between an Individualized Major student and his/her advisor (which would be me). Days and times are arranged, but usually consist of at least weekly hour to two hour meetings. Students may take this course for more than one semester.

2002-2007: Internship in Medical Sciences Instruction (Medsci M499) Role: Course Director Credit hours: 3 Offered: Fall, Spring, Summer II sessions Enrollment: 2-10 undergraduates per semester Teaching: Supervision of Undergraduate Teaching Associates Responsibilities: Undergraduate teaching associates may elect to enroll in this 3- credit hour course, as evidence that they taught in Medical Sciences. I administer enrollment and determine grades based on UT A job performance.

*2010-Present:Human Anatomy for Medical Imaging Evaluation (ANAT A480/580) Role: Course Developer, Course Director and Instructor Credit hours: 3 Offered: every other spring semester Enrollment: 25-40 undergraduates, 2-10 graduate students Teaching: I teach both lecture and lab components of the course. I am the sole instructor for the course. Contact hours: 46 hours Responsibilities: I created and developed this combined undergraduate/graduate level course. We examine most body systems and the relevant imaging methods that may be used for each system. I set up all lab materials, demonstrate on cadavers, and prepare lab assignments. I write and grade all exams, prepare and research and grade all clinical vignettes and group case studies, handle gradebook, maintain/update Oncourse teaching site. In-rank mean teaching evaluation score: 4.74 out of 5

GRADUATE/MEDICAL: * 1995-Present:Human Gross Anatomy (Anatomy A550-551): Role: Course Director (since 2008) and Lecturer Credit hours: 8 total (4 fall, 4 spring -year long course) Offered: every fall (A550) and spring (A551) semester Enrollment: 35-40 medical and graduate students annually Teaching: Typically team taught (I typically teach Yz of all lectures and labs)­ although I taught solely in 2014-15 Lecture contact hours: 35

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Lab contact hours: 66 Other instructors supervised: 2 Associate Instructors Responsibilities: I teach gross human anatomy and embryology, oversee human cadaver dissection, responsible for lab and lecture exams. Maintain class website, gradebook, and have developed human embryology animations for course. In-rank mean teaching evaluation score: 4.86 out of 5

*2007-Present:Pedagogical Methods in Health Sciences (MSCI M620) Role: Course developer, Course Director and Instructor Credit hours: 3 Offered: every other spring semester Enrollment: 7-16 graduate students Teaching/Responsibilities: I present information about teaching and learning styles, run discussion sections, review educational research, and mentor graduate students. I also am responsible for securing selected seminar speakers, reviewing graduate teaching. Seminar contact hours: 3 hours weekly, plus individual meetings with students In-rank mean teaching evaluation score: 4.82 out of 5

*2008-Present:Anatomy Seminar (Anatomy A850): Role: Co-Course Director and Instructor Credit hours: 1 Enrollment: 1-10 graduate students per semester Seminar contact hours: 1 hour per week Responsibilities: Oversee discussion and readings for educational research.

*2008-Present:Research in Anatomy (Anatomy A800): Role: Co-Course Director and Mentor Credit hours: 1-8 Enrollment: 1-5 graduate students per semester Responsibilities: Oversee MS and PhD thesis research and writing

*2009-Present: Anatomy Teaching Practicum (Anatomy A878): Role: Course Director and Instructor/Mentor Credit hours: 2 Enrollment: 1-4 graduate students per semester Contact hours: varies - usually 1-2 hours per week, depending on enrollment Responsibilities: Oversee anatomy education track PhD student teaching assignments in the anatomies. Mentor students with respect to teaching responsibilities, innovations, and course administration. Assist students with lecture preparation when needed. Assist students with reflective statements regarding their teaching

*2010-Present:Human Anatomy for Medical Imaging Evaluation (ANAT A480/580) See listing under 'undergraduate courses'

*Selected Anatomy Readings (Anatomy A530): Semesters: Role: Instructor/Mentor Credit hours: 1-3

5 Valerie Dean O'Loughlin CV, June 2015

Enrollment: 1-4 graduate students per semester Conference/Tutorial contact hours: 15-25 hours per student (each student meets with me, individually, each week) Responsibilities: Oversee individualized readings program. Direct readings, involved in discussion, grade research paper and/or annotated bibliography.

*Selected Special Elective in Anatomy (Anatomy A990): Semesters: Role: Instructor/Mentor ~llment: 1-2 3rd or 4th year medical students per session Contact hours: varies - usually involves 35-40 hours per month (if student is assisting in the gross anatomy laboratory Responsibilities: Oversee medical student peer teaching in gross anatomy lab, review independent project the student does in addition to the peer teaching.

CONTINUING EDUCATION *2002, 2003, Indiana University Mini University 2009, 2013 Role: Course developer and instructor Contact hours/format: face to face course, 1.5-2 hours in length, to IU alumni

*2010-2012 HAPS-Institute instructor for BI 698/M505: Human Embryology: Role: Course Developer, Director and Instructor Credit Hours: 2 Contact Hours/format: hybrid course. First 6 weeks is online, 7' 11 week is face to face, remaining 6-8 weeks is online Responsibilities: Developed course, prepared multiple online learning modules, lectured at the conference, and reviewed/graded graduate assignments This hybrid online course is offered as part ofthe Human Anatomy and Physiology Society Institute - which is a professional development program that allows Anatomy and Physiology faculty to receive graduate credit for these courses through University of Washington or Alverno College. Forfurther information about HAPS-I, pis see http://www.hapsweb.org/?page=HAPSI home

*2015 HAPS-Institute instructor for BI 698: Introduction to Educational Research Methods: Role: Course Developer, Director and Instructor Credit Hours: 1 Contact Hours/format: hybrid course. 6 weeks online, 1 week face-to-face Responsibilities: Developed course, prepared multiple online learning modules, lectured at the conference, and reviewed/graded graduate assignments This hybrid online course is offered as part ofth e Human Anatomy and Physiology Society Institute - which is a professional development program that allows Anatomy and Physiology faculty to receive graduate credit for these courses through University of Washington or Alverno College. For further information about HAPS-I, pis see http://www.hapsweb.org/?page=HAPSI home

MENTORING: (in-rank activities marked with an asterisk) Ph.D. Committees Chair or Co-Chair of Education Track in Anatomy PhD Committees, IU School of Medicine 1. * J. Bradley Barger, 2009-present (ABD as of December 2013) 2. *Stacey Dunham, 2010-present

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3. *Keely Cassidy, 2011-present (ABD as of May 2014) 4. *Melissa Taylor, 2013-present 5. *Barbie Klein, 2013-present 6. *Jonathan Bendinger, 2014-present

Committee Member for Current PhD Students in other departments and Universities: 1. *Sarah Hamilton, Department of Kinesiology, Indiana University, 2007-present. 2. *Allison Foley, Department of Anthropology, Indiana University, 2010-present. 3. *Erica Ausel, Department of Anthropology, Indiana University, 2010-present. 4. *Katie Rudolph, Department of Anthropology, Indiana University, 2012-present. 5. *Christine Yu, School of Education, Indiana University, 2012-present. 6. *Olof Olafardottir, Depatiment of Anthropology, Indiana University, 2013-present. 7. *Lita Sacks, Department of Anthropology, Indiana University, 2014-present. 8. *Leif Madsen, Department ofKinesiology, Indiana University, 2015-present.

Committee Member for PhD Students who have received their degree: 1. Gabriel Wrobel, Dept of Anthropology, Indiana University, PhD awarded in 2003. • Tenured associate professor ofanthropology at Michigan State U. 2. Elizabeth Pennefather-O'Brien, Dept of Anthropology, Indiana University, PhD in 2006. • Interim Dean & Instructor ofanatomy and physiology at Medicine Hat College 3. Carlina de la Cova, Department of Anthropology, Indiana University, PhD awarded in 2008. • Tenure-track assistant professor ofanthropology at UNC Greensboro 4. Alison Doubleday, Dept of Anthropology, Indiana University, PhD awarded in 2008. • Tenure-track assistant professor of anatomy at UIC dental school 5. Christine Eckel, Anatomy Educational Outcomes Research, Depmiment of Anatomy, University of Utah School of Medicine, PhD awarded in 2009. • Tenured associate professor ofanatomy at Carroll College 6. *Polly Husmann, Dept of Anthropology, Indiana University, PhD awarded in 2011. • Anatomy instructor at Case Western Reserve University School ofMedicine 7. *Sean Dougherty, Dept of Anthropology, Indiana University, PhD awarded in 2011. • Instructor ofanatomy at a community college in Milwaukee 8. *Andrew Thompson, Department of Anthropology, Indiana University, PhD in 2013 • Anatomy instructor at West Virginia School of Osteopathic Medicine (WVSOM) 9. *Audra Schutte, Education Track in Anatomy PhD program, Dept of Anatomy, Indiana University, PhD awarded in 2013 • Tenure track anatomy faculty at University of California-San Franscisco (UCSF) 10. *Susan Spencer, Department of Anthropology, Indiana University, 2006-2014. • Instructor at USI 11.*Cari Lewis, Department of Anthropology, Indiana University, 2013-2014. • Postdoctoral position in the School ofPublic Health, Indiana University 12. *Todd Foster, Department of Anthropology, Indiana University, 2006-2015. • Research scientist, St. Vincent Hospital, Indianapolis

M.A/M.S Thesis Advisor: Current Students: 1. *Charity Taboas, Medical Sciences, Indiana University, 2012-present. 2. *Danielle Hanson, Medical Sciences, Indiana University, 2013-present. 3. *Mackenzie Loyet, Medical Sciences, Indiana University, 2014-present. 4. *Megan Sugrue, Medical Sciences, Indiana University, 2014-present. 7 Valerie Dean 0 'Loughlin CT~ June 2015

Advisor for Students who have received their M.S./M.A. degree: 1. Ruben (JR) Montoya, MD, Medical Sciences, Indiana University, M.S. awarded in 2005 • Working as an anesthesiologist for JU School ofMedicine 2. Heather Hansen, Anthropology, Indiana University, M.A. in 2009 (committee membe1~ • Job in the business world 3. Doug Carr, MD, Medical Sciences, Indiana University, M.S. awarded in 2009 • Currently a lecturer for JU School ofMedicine - Bloomington 4. Dan O'Neill, Medical Sciences, Indiana University, M.S. awarded in 2009 • Currently working on Ph.D. degree in education 5. Polly Husmann, Medical Sciences, Indiana University, M.S. awarded in 2010 • Incoming Asst. professor of anatomy at JU School ofMedicine 6. *Alison Doubleday, Medical Sciences, Indiana University, M.S. awarded in 2011 • Tenure-track assistant professor of anatomy at UIC dental school 7. *Dave Able, Medical Sciences, Indiana University, M.S. awarded in 2011 • Now an instructor ofAnatomy at Northern Arizona University 8. *Jennifer Keller, Medical Sciences, Indiana University, M.S. awarded in 2011 • Entered medical school in Fall 2011. 9. *Larissa Collier, Medical Sciences, Indiana University, M.S. awarded in 2011 • Asst. professor ofanatomy at Alabama College of Osteopathic Medicine (ACOM). 10. *Daniel Halluska, Medical Sciences, Indiana University, M.S. awarded in 2012 • Anatomy and Physiology instructor in Indianapolis 11. *Andrew Thompson, Medical Sciences, Indiana University, M.S. awarded in 2012 • Anatomy professor at West Virginia School of Osteopathic Medicine (WVSOM). 12. *Jane Waggoner, Medical Sciences, Indiana University, M.S. awarded in 2013. • Medical education researcher staffposition at UW Seattle. 13. *Tirzah Birk, Medical Sciences, Indiana University, 2012-2014. (co-chair with Claire Walczak) • Anatomy instructor at Ivy Tech Community College, Lafayette, IN.

Committee Member for M.A/M.S. Students who have received their degree: 1. *Mark Ostyn, Medical Physics, Indiana University, 2014.

Undergraduate Honors Thesis Committees 1. Laura Marciano, Dept. of Anthropology, Indiana University, Bloomington, 2002-2003 2. Matt Nowak, Dept. of Anthropology, Indiana University, Bloomington, 2002-2004

Indiana University Individualized Major Program (IMP) Undergraduates Advised/Men to red: (note: only students still in the program and/or have successfully completed their degree are listed) 1. Sarah Oldenburg - IMP major: Medical Illustration, 1998 2. Emily Hayden - IMP major: Human Biology, 1999 3. Jaime de Vault - IMP major: Human Biology, 2001 4. Cody Kirk Weiler - IMP major: Human Biology, 2001 5. Susan Wilhoit - IMP Major: Human Biology, 2004 6. Holleh Husseinzadeh - IMP Major: Human Biology, 2005 7. Sangeeta Sakaria - IMP Major: Human Biology, 2005 8. Nathan Bohnert - IMP Major: Human Biology, 2006 9. Katherine Dorsch - IMP Major: Human Biology, 2007

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10. Elana Habib - IMP Major: International Health Administration, 2007 11. Kathryn Katsaros - IMP Major: Physiology of Movement: 2008 12. Sarah Buono - IMP Major: Medical Illustration, 2008 13. Wes Pennington- IMP Major: Sports and Orthopedic Medicine: 2009 14. *Leslie Hudson - IMP Major: Holistic Health and Therapeutic Remedies: 2011

TEACHING ADMINISTRATION AND CURRICULUM DEVELOPMENT (;n-rank activities marked with an asterisk): * 1. Course Director for the following Medical Sciences Courses: • Anatomy A215 (Basic Human Anatomy), 1996-present. • Anatomy A550-55 l (Gross Human Anatomy), 2008-present. • Anatomy A480-580 (Human Anatomy for Medical Imaging Evaluation), 20 I 0-present • Anatomy A850 (Seminar), 2008-present • Anatomy A878 (Teaching Practicum in Anatomy), 2009-present • MSCI M620 (Pedagogical Methods in Health Sciences), 2013 - present

*2. Co-Course Director for the following Medical Sciences courses: • MSCI M620 (Pedagogical Methods in Health Sciences), 2007-2011. • Anatomy A800 (Research in Anatomy), 2008-present

*3. Active participant and committee member for several committees involved in IU School of Medicine Curricular reform, including: • * Human Structure Course Development team, 2013-present • *Curriculum Reform Team 3B Committee, 2010-2011 • *Academic Standards Committee, 2007-2010, 2012-present • participant in IUSM Education Strategic Planning Retreat (2008)

*4. Development of Human Embryology Animations for Gross Anatomy (2002-present) • *work with multiple graphic artists and medical illustrators to develop stand-alone embryology animation modules for use in Anat A550-551 course • received over $40,000 in grant money for this effort • http://www.indiana.edu/~anat550/embryo _main • *developed assessment tools for the animations to determine their efficacy for student learning (graduate students working with me to analyze this data)

*5. Member of Development Committee for Education Track in Anatomy PhD program (2006- 7) and Admissions Committee for Education Track in Anatomy PhD program (2007-present) • worked with committee members to develop the interdisciplinary curriculum for the program • worked with Chair to communicate goals of program to Indiana University administrators and to promote the program to the anatomy faculty at large • I developed new course (MSCI M620: pedagogical methods in health sciences) that is one of the required courses for the program • developed guidelines for admission into the program, qualifying exams, and • *we continue to modify and refine the curriculum and program standards as new courses become available, and we are evaluating how the IUSM curricular reform will impact future iterations of this program

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*6.Administrator and the main developer of new undergraduate Medical Sciences Minor • As chair of the MSCI Undergraduate Education committee, I spearheaded the effort to develop a new undergraduate medical sciences minor • I prepared the appropriate paperwork and requisition for the minor • I conversed with multiple administrative bodies on the Indiana University campus to develop this minor and determine where the minor would be housed • Once the minor was approved by the Campus Curriculum Committee, I contacted all Indiana University Bloomington schools (COLL, HPER, BUS, SPEA) to request that these schools transcribe the minor • *I continue to work with the Undergraduate education committee in updating requirements for the minor, listing new appropriate classes for the minor, and working with other schools regarding their students transcribing the minor

7. Co-Course developer for MSCI M620: Pedagogical Methods in Health Sciences (2006-7) • Collaborated with Dr. Mark Braun to develop a 3-cr discipline-specific graduate pedagogy class from 'scratch' • Prepared course assignments, selected reading assignments, invited guest speakers • Course is offered every other spring • *Course development and course outcomes have been presented at state, national and international meetings (please see publications and presentations)

8. Course developer for Anat A480/580: Human Anatomy for Medical Imaging Evaluation (2009-10) • Developed a one-semester, 3-credit hour anatomy course that could qualify for both upper level undergraduate and graduate credit • Course was initially developed in response to a request from the new graduate Medical Physics program, to provide the student with basic gross anatomy knowledge and medical imaging knowledge • * Continue to develop multiple detailed case-studies that students must analyze and evaluate as part of their final grade • * Developed anatomical educational research studies assessing student metacognitive development in this course, have been presenting findings at various national meetings (please see publications and presentation)

GRANTS/ FELLOWSHIPS IN TEACHING: (in-rank activites marked with an asterisk)

ACTIVE TEACHING GRANTS/FELLOWSHIPS 1. *Indiana University 2013 Scholarship of Teaching and Learning (SOTL) Grant for "The Role of a Doctoral Level Public Health Pedagogy Course: Enhancing Associate Instructors' Pedagogical Practices and Undergraduate Student Learning" (Catherine Sherwood-Laughlin, Pl, Valerie O'Loughlin, Co-Investigator) ($5025)

2. *Indiana University 2015 Scholarship of Teaching and Learning (SOTL) Grant for "A Multidisciplinary Evaluation of Pedagogy Courses' Influence on Graduate Student Development as Teacher-Scholars" (Valerie O'Loughlin, PI; Catherine-Sherwood­ Laughlin and Jennifer Robinson, Co-Investigators) ($5000)

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COMPLETED TEACHING GRANTS/FELLOWSHIPS 1. Indiana University, Teaching and Learning Technologies Centers, Media Assistant Grant, $1500, (November 2001) 2. Indiana University, Scholarship of Teaching and Learning (SOTL) Research Grant, $1500, Valerie O'Loughlin, PI (8/2001-8/2002) 3. SBC/Ameritech Fellows Program Grant for "Cardiovascular Embryology Modules for Medical Students and Medical Professionals," $15,000, Valerie O'Loughlin, PI (12/2001- 5/2003) 4. Indiana University School of Medicine, Education Research and Development Grant for "Human Cardiovascular Embryology Animation Modules for Medical Students and Medical Professionals," $7195, Valerie O'Loughlin, PI (4/2002-4/2003) 5. IHETS (Indiana Higher Education Telecommunication System), Course and Module Development Grant for "Interactive Human Embryology Animation Modules for Medical Students, Medical Professionals and Patients," $19,780, Valerie O'Loughlin, PI (6/1/03- 3/31/05) 6. Indiana University, Scholarship of Teaching and Learning (SOTL) Research Grant, $2500, Valerie O'Loughlin and Mark Braun, co-Pis (6/2007-6/2008)

PENDING TEACHING GRANTS/FELLOWSHIPS: NIA

SUBMITTED BUT NOT FUNDED TEACHING GRANTS/FELLOWSHIPS: 1. *American Association of Anatomists, 2011 Outreach Grant, "IU Health Sciences Pedagogical Research Conference", $3000, Valerie O'Loughlin, PI (Fall 2010) 2. *American Association of Anatomists, 2014 Innovations Grant for "2016 AAA Anatomy Educational Research Institute (AERl)," $50,760, Valerie O'Loughlin, PI (Jim Brokaw and Adam Wilson, Co-Pis) 3. *Indiana University 2015 Scholarship of Teaching and Learning (SOTL) Renewal Grant for The Role of a Doctoral Level Public Health Pedagogy Course: Enhancing Associate Instructors' Pedagogical Practices and Undergraduate Student Learning" (Catherine Sherwood-Laughlin, Pl, Valerie O'Loughlin, Co-Investigator) ($5000)

PRESENTATIONS - TEACHING (in-rank activities marked with an asterisk) LOCAL - NON-REFEREED (invited) Title Organization Date O'Loughlin, VD. A Neophyte's Indiana University Scholarship February 2001 Adventures in the Scholarship of of Teaching and Learning Teaching and Learning: Fostering (SOTL) symposia series Interactive Learning in a Large Science (Bloomington) Course and Methodically Measuring the Effects. (Keynote speaker)

O'Loughlin, VD and Hull, J. Teaching and Learning May 2001 Enhancing Understanding of Technology Labs Faculty Project Cardiovascular Embryology Through Showcase, Indiana University the Use of "Homemade" Computerized (Bloomington) Animations O'Loughlin, VD. Assessing the Effects Medical Sciences Biomedical March 2002 of Interactive Learning Activities in Colloquium Series, Indiana Anatomy A2 l 5 University (Bloomington)

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O'Loughlin, VD, Cothran, D, and Indiana University Scholarship April 2002 of Teaching and Learning Kitzmiller, G. Checking progress and (SOTL) symposia series making plans (Bloomington)

O'Loughlin, VD. Dead Men DO Tell Indiana University Mini June 2002 Tales: An Introduction to Determining University (Bloomington) Age and Sex of the Human Skeleton

O'Loughlin, VD. The Development of Indiana University Scholarship February 2003 a Course Portfolio as a Means to of Teaching and Learning Reflect, Assess and Improve One's Course Portfolio Exposition Teaching (Bloomington)

O'Loughlin, VD. Promoting Active Indiana University Scholarship February 2003 Learning in a Large Lecture Course: of Teaching and Learning Anatomy A215 Course Portfolio Exposition (Bloomington)

O'Loughlin, VD. Skeletal Secrets: Indiana University Mini June 2003 Uncovering Evidence of Pathology in University (Bloomington) the Human Skeleton

O'Loughlin, VD. Human Embryology Class presentation to IU EDUC November 2007 Animations and Educational Research R685: Web 2.0 (Bloomington)

O'Loughlin, VD and Braun, M. Can Indiana University Scholarship February 2008 Graduate Pedagogy Classes Promote of Teaching and Learning Lasting Scholarly Approaches to (SOTL) symposia series Classroom Teaching? Lessons Learned (Bloomington) from Medical Sciences. (Keynote speakers)

Braun, MW, O'Loughlin, VD, and Indiana University Scholarship April 2008 Kearns, KO. Do Graduate Pedagogy of Teaching and Learning Courses Promote Lasting Scholarly (SOTL) poster session Approaches to Classroom Teaching? (Bloomington)

O'Loughlin, VD, Seifert, MF, Brokaw, Indiana University Scholarship April 2008 JW, Torbeck, L, Osgood, RL, Saxon, of Teaching and Learning OW, Shew, RL and Walker, JJ. (SOTL) poster session Development of an Education Track in (Bloomington) Anatomy Ph.D. at the Indiana University School of Medicine

O'Loughlin, VD and Kearns, KO. The Indiana University Alliance for March 2009 Role of Pedagogy Courses in Graduate Graduate Education and the Students' Socialization as Future Professorship, and the Office of Faculty in the STEM Disciplines Postdoctoral Affairs (Bloomington)

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Miller, LE, Kearns, KD, Heacock, I, Indiana University Scholarship April 2009 O'Loughlin, VD, and Braun, MW. of Teaching and Learning The Role of Pedagogy Courses in (SOTL) poster session Graduate Students' Socialization as (Bloomington) Future Faculty in STEM Disciplines

O'Loughlin, VD and Doubleday, AF. Indiana University Mini June 2009 Secrets of the Skulls: What the Human University (Bloomington) Skull Reveals about the person Long After Death

*O'Loughlin, VD. Closing/synthesis Indiana University's Center for October 2012 speaker for the session "From Note- Innovative Teaching and taking to knowledge-making: Engaging Learning (CITL) (Bloomington) student in scientific inquiry

REGIONAL-REFEREED Title Organization Date O'Loughlin, VD, Montoya, Rand IHETS/IPSE All Partners April 2005 Hull, J. Developing Computerized Conference (Bloomington, IN) Animations for Improved Learning

O'Loughlin, VD, Montoya, Rand IHETS/IPSE All Partners April 2005 Stoffer, JA. Development, Use and Conference (Indianapolis, IN) Assessment of Web-Based Animations for Improved Learning

O'Loughlin, VD, Braun, MW, Kearns, CIRTL Forum: Aligning the June 2008 KD, Heacock, I, Doubleday, AF and Preparation of Graduate Students Sullivan, CS. Effects of a Graduate for STEM Early Faculty Careers Pedagogy Course on Lasting (Madison, WI) Approaches to Scholarly Teaching

Kearns, KD, O'Loughlin, VD, Braun, CIRTL Forum: Aligning the June 2008 MW, and Sullivan, CS. Intersections of Preparation of Graduate Students Disciplinary Graduate Instructor for STEM Early Faculty Careers Preparation at a Research University (Madison, WI)

O'Loughlin, VD, Braun, MW and Indiana University's Edward C. March 2010 Kearns, KD. Assessing the role of a Moore Symposium on graduate pedagogy course in the Excellence in Teaching development of future teacher-scholars (Indianapolis, IN)

O'Loughlin, VD, Braun, MW, Kearns, Indiana University's Edward C. March 2010 KD, Heacock, I, Sullivan, CS, and Moore Symposium on Miller, LE. Lasting Effects of a Excellence in Teaching Graduate Pedagogy Course on the (Indianapolis, IN) Development of Teacher-Scholars

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*Lederer, A, Sherwood-Laughlin, C., Indiana University's Edward C. March 2014 Keams, K, O'Loughlin, V and Moore Symposium on Lohrmann, D. Implementing a Excellence in Teaching Doctoral Pedagogy Class in Health (Indianapolis, IN) Behavior

REGIONAL - NON-REFEREED (invited) Title Organization Date O'Loughlin, VD. Assessing the Impact Faculty Development Workshop May 2001 of Interactive Learning in a Large on Active Learning, Indiana Anatomy Lecture Course. University School of Medicine (Indianapolis)

O'Loughlin, VD. Cardiovascular SBC (now Ameritech) Fellows May 2004 Embryology Modules for Medical Forum (Bloomington) Students and Medical Professionals

O'Loughlin, VD. Enhancing the Department of Basic Medical April 2005 Understanding of Human Embryology Sciences Colloquium Series, Through the Use of Homemade Purdue University (Lafayette, Animations IN)

O'Loughlin, VD. A 'How-to' Guide IU School of Medicine May 2007 for Developing a Publishable Department of Anatomy Scholarship of Teaching and Learning (Indianapolis) Project

O'Loughlin, VD, Braun, MW, Kearns, IU School of Medicine June 2008 KD, and Heacock, I. Can We Depaitment of Anatomy Encourage our Graduate Students to (Indianapolis) Develop a More Scholarly Approach to Classroom Teaching?

*O'Loughlin, VD. A 'How-to' Guide IU School of Medicine Academy June 2011 for Developing a Publishable of Teaching Scholars Program Scholarship of Teaching and Learning (Indianapolis) Project

NATIONAL - REFEREED Title Organization Date Neff, AW, O'Loughlin, VD, Mescher, American Association of April 2000 TM, Foley, JG, Watkins, JB and Anatomists, 2000 Experimental Schroeder, DM. Anatomy in a Biology Meetings (San Diego, Competency Based Curriculum CA)

O'Loughlin, VD. Implementing 15th Annual Human Anatomy May 2001 Interactive Learning Strategies in and Physiology Society (HAPS) Anatomy Lectures conference (Maui, HI)

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O'Loughlin, VD. Assessing the 5th Annual Lilly Conference on April 2001 Effects of Using Interactive Learning College and University Teaching Strategies in Large Science Classes - Atlantic (Towson, MD)

Schlegel, WM, O'Loughlin, VD and American Physiology Society, April 2002 Robinson, JM. Facilitating the 2002 Experimental Biology Scholarship of Teaching and Learning Meetings (New Orleans, LA) with Course Portfolios

O'Loughlin, VD. Dead Men DO Tell 16th, 18th, 19th and 21st annual May 2002, 2004, Tales: An Introduction to Determining Human Anatomy & Physiology 2005,2007 Age and Sex of the Human Skeleton Society (HAPS) meetings

*O'Loughlin, VD. A 'How-to' Guide 16th 22nd and 29th annual May 2002, 2008, ' ' for Developing a Publishable Human Anatomy and 2015 Scholarship of Teaching Project Physiology Society Conferences

Robinson, JM, Brassell, O'Loughlin, 2002 American Association for June 2002 VD and Schlegel, WM. Assessing Higher Education (AAHE) Teaching and Learning Through Assessment Conference (Boston, Course Portfolios MA)

O'Loughlin, VD and Montoya, R. American Association of April 2003 Impact on Learning and Long-Term Anatomists, 2003 Experimental Understanding of Cardiovascular Biology Meetings (San Diego, Embryology Using Web-Based CA) Animations Designed "In-House": Part I: Introduction, Assessment Data and Pedagogical Impact O'Loughlin, VD. Skeletal Secrets: I ih annual Human Anatomy and May 2003 Uncovering Evidence of Pathology in Physiology Society (HAPS) the Human Skeleton conference (Phoenix, AZ)

O'Loughlin, VD. Does the Use of American Association of April 2006 Interactive Exercises in Anatomy Anatomists, 2006 Experimental Lecture Increase Student Performance?: Biology Meetings (San A Multi-Year Study Presented Francisco, CA) O'Loughlin, VD. Classroom 20th Annual Human Anatomy May 2006 Assessment Techniques (CATs) Made and Physiology Society (HAPS) Simple: How you can quickly assess conference (Austin, TX) student understanding and inspire active learning in the classroom

O'Loughlin, VD, Seife11, MF, Brokaw, 21st Annual Human Anatomy May 2007 JW, Torbeck, L, Osgood, RL, Saxon, and Physiology Society (HAPS) DW, Shew, RL and Walker, JJ. meetings (San Diego, CA) Development of an Education Track in Anatomy Ph.D. at the Indiana University School of Medicine

15 Valerie Dean 0 'Loughlin CV, June 2015

Seifert, MF, O'Loughlin, VD, Brokaw, 2007 American Association of June 2007 JW, Torbeck, L, Osgood, RL, Saxon, Clinical Anatomists Meeting DW, Shew, RL and Walker, JJ. Countering the Future Shortage of Qualified Gross Anatomists: Proposed Education Track Ph.D. In Anatomy

Kearns, KD and O'Loughlin, VD. 2008 Professional and October 2008 New Threads of Inquiry into Organizational Development Statements of Teaching Philosophy Network in Higher Education (POD) (Reno, NV) O'Loughlin, VD and Pennefather­ 23rd Annual Human Anatomy May 2009 O'Brien, E. Secrets of the Skulls: What and Physiology Society (HAPS) the Human Skull Reveals about the conference (Baltimore, MD) person Long After Death

*Griffith, LM, Braun, MW, Kearns, 20 I 0 Professional and October 2010 KD and O'Loughlin, VD. A Pedagogy Organizational Development Course's influence on Graduate Network in Higher Education Students' Self-Awareness as Teacher (POD) (St. Louis, MO) Scholars *Lederer, A, Sherwood-Laughlin, C, American Public Health November 2013 Kearns, K, O'Loughlin, V, & Association 2013 Annual Lohrmann, D. Lessons learned from the Meeting. (Boston, MA) development, implementation, and evaluation of a doctoral-level public health pedagogy training course

American Public Health November 2015 *Sherwood-Laughlin, C, Lederer, A, Association 2015 Annual (upcoming) Kearns, K & O'Loughlin, VD. Best Meeting (Chicago, IL) Practices for Preparing New Public Health Instructors: Results from a multi-method evaluation of an academic pedagogy course

NATIONAL - NON-REFEREED (invited) Organization Date O'Loughlin, VD. Biological American Association of April 2005 Anthropologists: Tomorrow's Anatomy Anatomists Symposium Educators? "Endangered Species: Who Will Teach Anatomy in 201 O?" 2005 EB meetings (San Diego, CA) O'Loughlin, VD, Braun, MW, Kearns, American Association of April 2008 KD, and Heacock, I. Can We Anatomists Symposium Encourage our Graduate Students to "Preparing Future Anatomy Develop a More Scholarly Approach to Faculty and Advancing Classroom Teaching? Educational Scholarship" 2008 EB meetings (San Diego, CA)

16 Valerie Dean 0 'Loughlin CV, June 2015

*O'Loughlin, VD. A Mixed Methods American Association of July2011 Assessment of the Role of a Graduate Clinical Anatomists (AACA) Pedagogy Class on Teacher-Scholar (Columbus, OH) Development

*O'Loughlin, VD. Anatomy and First Conference on Ultrasound March 2013 Physiology Leadership Panel (panel in Anatomy and Physiology discussion) Education (Columbia, SC)

*O'Loughlin, VD. Dissecting the Alabama College of Osteopathic February 2014 Educational Resources for Anatomy Medicine Anatomy Educator Educators (keynote presentation) Workshop (Dothan, AL)

*O'Loughlin, VD. Anatomy Ohio State University, College April 2014 Educational Research 101 of Medicine - Anatomy seminar series (Columbus, OH)

McGraw-Hill Education Life March 6 & 20, *O'Loughlin, VD. Addressing Sciences Virtual Symposium 2015 Teaching Opportunities and Challenges (web-based symposium) for Life Sciences Educators (opening keynote speaker)

11 2 d Biennial American June 2016 *O'Loughlin, VD. Educational Physiological Society Institute (upcoming) Scholarship on Teaching and Learning (Beloit, WI)

INTERNATIONAL - REFERRED Title Organization Date O'Loughlin, VD. Evaluating How 21st International Lilly November 2001 Interactive Learning Strategies Conference on College Teaching Influence Student & Teacher (Oxford, OH) Performance in a Large Enrollment Course Montoya, Rand O'Loughlin, VD. 2002 Slice of Life Conference June 2002 Comparison of Human Fetal and for Medical Multimedia Postnatal Cardiovascular Circulation Developers and Educators (Toronto, CA) Karpa-Wilson, D, Reising, D, International Society of October 2004 Sherwood-Puzzello, C and Scholarship of Teaching and O'Loughlin, VD. Inquiry Course Learning (IS-SOTL) Inagural Portfolios as Tools for Individuals and Conference (Bloomington) Institutions

O'Loughlin, VD, Montoya, Rand 2005 Slice of Life Conference June 2005 Stoffer, JA. Head and Neck Human for Medical Multimedia Embryology Made Simpler Through Developers and Educators the Development and Use of Web­ (Portland, OR) Based Animations

17 Valerie Dean 0 'Loughlin CV, June 2015

O'Loughlin, VD, Braun, MW, Kearns, International Society of October 2009 KD, Heacock, I, Sullivan, CS, and Scholarship of Teaching and Miller, LE. Lasting Effects of a Learning (IS-SOTL) Conference Graduate Pedagogy Course on the (Bloomington) Development of Teacher-Scholars

Kearns, KD, O'Loughlin, VD and International Society of October 2009 Griffith, LM. Developing evidence­ Scholarship of Teaching and based tools to assess pedagogy course Learning (IS-SOTL) Conference outcomes for multiple teacher-scholar (Bloomington) populations

O'Loughlin, VD. Do pedagogy 29th International Lilly November 2009 courses matter? Assessing the role of a Conference on College Teaching graduate pedagogy course in the (Oxford, OH) development of future teacher-scholars

34th Annual Lilly International November 2014 *Lederer, A, Sherwood-Laughlin, C, Conference on College Teaching Kearns, K, & O'Loughlin, V. Training (Oxford, OH) Matters: Development and Multi­ Method Evaluation of a Doctoral-level Pedagogy Course for Graduate Instructors

INTERNATIONAL - NON-REFEREED (invited) Title Organization Date *O'Loughlin, VD. Educational 22nd International Symposium on February 2012 Research on and Pedagogical Methods Morphological Sciences (Sao for Teaching Anatomy to Pre-medical Paulo, Brazil) (Undergraduate) Students (Amerfoan Associatfon ofAnatomists sponsored speaker)

*O'Loughlin, VD. Performing 1st Annual International July 2014 Educational Research in Gross Conference on Microscopic and Anatomy and Microscopic Anatomy Macroscopic Anatomy (keynote speake1~ (Singapore)

RESEARCH/CREATIVE ACTIVITY: (in-rank activites marked with an asterisk) ACTIVE RESEARCH GRANTS/FELLOWSHIPS: N/A

COMPLETED RESEARCH GRANTS/FELLOWSHIPS 1. Sigma Xi Grants-in-Aid of Research for "The Process of Artificial Cranial Deformation and Its Effects Upon the Juvenile Craniofacial Complex," $400 ( 4/1992) 2. National Science Foundation (NSF) Travel Grant (for travel expenses to the NATO Advanced Studies Institute "Advances in Morphometrics" conference), $1000 (6/1993) 3. NATO Advanced Studies Institute - financial award for expenses to attend the NATO "Advances in Morphometrics" conference, $700 (6/1993)

18 Valerie Dean 0 'Loughlin CV, June 2015

4. (see also the grants under 'Completed teaching grants/fellowships', as most of those grants were awarded for educational research)

PRESENTATIONS-RESEARCH (publications prior to May 1996 are under my maiden name "Valerie Lynn Dean'') See also the educational research presentations listed under "teaching"

REGIONAL-REFEREED Title Organization Date Dean, VL. Incidence of Wormian Indiana Academy of Science November 1990 1 Bones Among Juvenile Crania 106 h Annual Meeting Excavated from Schild Mississippian Knolls

NATIONAL - REFEREED Title Organization Date Dean, VL. Induced Changes in Sinus American Association of April 1993 and Meningeal Vessel Patterns Due to Physical Anthropologists 63rd Artificial Cranial Deformation Annual Meeting (Toronto, Canada)

Dean, VL. Comparative Endocranial American Association of March 1995 1 Effects of Craniosynostosis and Physical Anthropologists 64 h Artificial Cranial Deformation Annual Meeting (Oakland, CA)

Dean, VL. Effects of Cultural Cranial American Association of April 1996 1 Deformation on the Expression of Physical Anthropologists 65 h Cranial Venous Sinus Patterns Annual Meeting (Durham, NC)

Burrows, AM, O'Loughlin, VD, American Cleft Palate­ April 1998 Smith, TD, Mooney, MP, Losken, HW Craniofacial Association 55th and Siegel, MI. Comparative Annual Meeting (Baltimore, Endocranial Vasculature Morphology MD) in Coronal Synostosis

O'Loughlin, VD, Burrows, AM, American Association of April 1998 Smith, TD, Mooney, MP, Losken, HW Physical Anthropologists 6ih and Siegel, MI. Middle Meningeal Annual Meeting (Salt Lake City, Vessel Pattern Expression in Rabbits UT) with Nonsyndromic Congenital Coronal Synostosis

Burrows, AM, O'Loughlin, VD, American Association of April 1998 Smith, TD, Mooney, MP, Losken, HW Physical Anthropologists 6ih and Siegel, MI. Comparative Dural Annual Meeting (Salt Lake City, Venous Sinus Morphology in UT) Congenital Coronal Synostosis

19 Valerie Dean 0 'Loughlin CV, June 2015

Dougherty, SP and O'Loughlin, VD. American Association of April 2000 1 Variation in Scapular Axillary Border Physical Anthropologists 69 h Morphology Annual Meeting (San Antonio, TX)

O'Loughlin, VD. Do Different Kinds American Association of April 2000 1 of Cranial Deformation Affect the Physical Anthropologists 69 h Incidence of Wormian Bones in Human Annual Meeting (San Antonio, Crania? TX)

O'Loughlin, VD and Hull, J. American Association of April 2002 Cardiovascular Embryology Made Anatomists, 2002 Experimental Easier Using "Homemade" Biology Meetings (New Orleans, Computerized Animations LA)

Montoya, Rand O'Loughlin, VD. American Association of April 2003 Impact on Learning and Long-Term Anatomists, 2003 Experimental Understanding of Cardiovascular Biology Meetings (San Diego, Embryology Using Web-Based CA) Animations Designed "In-House": Part II: Animation Design and In-Depth Assessment Data

O'Loughlin, VD and Braun, MW. American Association of April 2009 Does Virtual Microscopy Enhance Anatomists, 2009 Experimental Student Collaboration and Content Biology Meetings (New Orleans, Mastery in an Undergraduate Human LA) Anatomy Course?

*Thompson, AR, Braun, MW and American Association of April 2012 O'Loughlin, VD. How Do Block Anatomists, 2012 Experimental Scheduling and Integrated Testing Biology Meetings (San Diego, Affect Medical Student Performance? CA)

*O'Loughlin, VD and Griffith, LM. American Association of April 2013 Reflective Writing Highlights Anatomists, 2013 Experimental Improved Student Metacognition in an Biology Meetings (Boston, MA) Upper Level Undergraduate Anatomy Course

*Thompson, AR and O'Loughlin, VD. American Association of April 2013 Evaluating an Anatomy-Specific Tool Anatomists, 2013 Experimental for Blooming Exam Questions Biology Meetings (Boston, MA)

*Waggoner, JS, Braun, MW and American Association of April 2013 O'Loughlin, VD. Student Perceptions Anatomists, 2013 Experimental and Preferences of Two TBL Biology Meetings (Boston, MA) Modalities in the Second Year Medical Curriculum

20 Valerie Dean 0 'Loughlin CV, June 2015

*Hanson, DC, Braun, MW, Bauman, M American Association of April 2014 and O'Loughlin, VD. Attitudes toward Anatomists, 2014 Experimental the implementation of computerized Biology Meetings (San Diego, testing at IU School of Medicine CA)

*O'Loughlin, VD. I Say Assertive, American Association of March 2015 you Say Bossy; I Say Leader, You Say Anatomists Symposium B****: Gender Bias in Academia "Leaning in without Falling Over: Supporting the Success of Women in Science" 2015 Experimental Biology meetings (Boston, MA)

NATIONAL-NON-REFEREED (invited) Title Organization Date *O'Loughlin, VD and Griffith, LM. American Association of April 2011 Developing Metacognitive Skills Anatomists, 2011 Experimental Through the Use of Biogs in an Upper- Biology Meetings (Washington, Level Undergraduate Anatomy Course DC)

American Association of April 2014 *O'Loughlin, VD. How to Develop Anatomists Symposium Students' Metacognitive Skills: "Outside the Classroom: A Look Lessons Learned from an Upper Level at Factors Influencing Undergraduate Anatomy Course Education" 2014 Exp. Biology meetings (San Diego, CA)

INTERNATIONAL - REFEREED Title Organization Date Dean, VL. The Effects of Artificial NA TO Advanced Studies July 1993 Cranial Deformation Upon Craniofacial Institute "Advances in Morphometrics Morphometrics" Conference (II Ciocco, Italy)

SERVICE:(in-rank activites marked with an asterisk)

UNIVERSITY SERVICE: DEPARTMENT Activity Role Inclusive Dates Director of Undergraduate Human Administrator 1997-2009 Anatomy, Medical Sciences

Director, Undergraduate Teaching Administrator/Program Director 2001-2007 Associate Program, Medical Sciences

21 Valerie Dean O'Loughlin CV, June 2015

*Director of Undergraduate Administrator/Program Director 2009 - present Studies, Medical Sciences (advise students on the undergraduate minor, oversee/approve transfer requests for anal and physiol courses)

Technology Committee, Medical Committee Member 1995-2001 Sciences

*Undergraduate Education Committee Member 1995-2004 Committee, Medical Sciences *Chairperson 2005-present

* Associate Instructor (Al) Committee Member 1997-8 committee, Medical Sciences Chairperson 1998 - present

*Medical Education Committee, Committee Member 2001-3, 2009-present Medical Sciences

*Graduate Education Committee, Committee member 2010-present Medical Sciences

Search committee member for Search Committee Member 2005 Physiology Instructor, Medical Sciences Search committee for Gross Human Chair, Search Committee 2007-2008 Anatomy Instructor, Medical Sciences Search committee for assistant Chair, Search Committee 2008-2009 Physiology P215 lab demonstrator

Search committee for Gross Human Chair, Search Committee 2009-2010 Anatomy Instructor

*Search committee for Academic Search Committee Member 2011 Specialist (Physiology)

*Advisor to multiple MS and PhD Advisor & Committee Member 2002-present in Anatomy students

*Search committee for Assistant Chair, Search Committee 2014-2015 Professor of Anatomy, Medical Sciences

*Search committee for Clinical Committee Member 2014-2015 Pathologist, Medical Sciences

22 Valerie Dean 0 'Loughlin CV, June 2015

CAMPUS (IU Bloomington) Activity Role Inclusive Dates *Individualized Major Program, Mentor and Advisor I 996-20I I College of A1is and Sciences,

*Indiana University Mini Invited Instructor June2002,2003,2009 University Instructor and 20I3

*Outside committee member to Committee Member 2002-present multiple MS and PhD in Anthropology, Medical Physics and Kinesiology students

*Yearly class presentation to pre- Invited Guest Presenter 2003-present Nursing students in COAS XI I3 (pre-nursing seminar) about how to succeed in their undergraduate Anatomy course

Grant Reviewer for Indiana Grant Reviewer November 2003 University Teaching and Learning Technology Centers Media Assistant Grants and Course Grants

*Preparing Future Professors Member 2007-20I2 Faculty Learning Community Co-facilitator 20 I 2-present

*Associate Instructor Steering Member 2009-present Committee *Center for Innovative Teaching & Member 20 I I-present Learning (CITL) Advisory Board

*Graduate Student Learning Co-facilitator 20I2-20I3 Community on Scholarly Teaching (GSLC)

*Search Committee for Indiana Committee member 20I3 University NAGPRA Project Director

*NAGPRA Advisory Committee Committee member 20 I 3-present

*Envisioning Meaning Faculty Co-facilitator 20 I 4-present Learning Community (FLC)

*Scholarship of Teaching and Member 20 I 4-present Learning (SOTL) Advisory Board

23 Valerie Dean 0 'Loughlin CV, June 2015

UNIVERSITY (IUSM) Activity Role Inclusive Dates Search committee for Indiana Search Committee Member 2005-2006 University School of Medicine (IUSM) Assistant Dean and Director of IUSM Bloomington

*Search committee for IUSM Search Committee Member 2011-2012 Director- Curriculum Development

*Search committee for IUSM Search Committee Member 2011-2012 Director of Program Evaluation

*IU School of Medicine Peer and Faculty Mentor 2005-present Self Assessment Program

Anatomy Education Course Committee Member and Course 2006-2007 Committee Developer

Development Committee for Committee Member 2006-2007 Education Track in Anatomy PhD Program

*Admissions Committee for Committee Member 2007-present Education Track in Anatomy PhD Program

*IUSM Academic Standards Committee Member 2007-2010, 2012- Committee present IU School of Medicine Education Faculty Participant 2008 Strategic Planning Retreat

*IUSM Curriculum Council Committee Member 2009-2010 Component I Committee

*IUSM Faculty Learning Facilitator 2009-2011 Community on the Scholarship of Teaching and Learning in the Health Professions

*IUSM Curriculum Reform Team Committee Member 2010-2011 3B Committee

*Center for Anatomical Sciences Committee Member 20 I I-present Education (CASE) Working group

*IUSM Curricular Reform, Human Member · 2013-2014 Structure Development Team

24 Valerie Dean O'Loughlin Cl~ June 2015

PROFESSIONAL SERVICE: LOCAL Organization Role Inclusive Dates Cadaver demonstrations for Lecturer and Cadaver Presenter 1999-2008 Bloomington Hospital EMT students, high school students, IU Department of Biology Jim Holland Lecture Series

Television Communication - Guest presenter June and September invited: The Friday Zone (a I-hour 2000 (two separate locally produced childrens' show that has a shows) science segment, where scientists can introduce topics such as Human Anatomy), aired on PBS

*Bones and anatomy model Guest Presenter 2003 - present demonstrations to preschool and elementary school children

Feige, Band Federico, J. Biology Pedagogical Multimedia 2004 151 Anatomy & Physiology reviewer Histology CD, Plymouth, MI: Hayden-McNeil Publishing

REGIONAL Organization Role Inclusive Dates Indiana State Science Olympiad Science of Fitness volunteer and March 2002 and event grader March 2003 *Frequent scientific reference and Scientific reference 2002 - present editor for WFIU' s "Moment of Science" public radio broadcast

*Frequent scientific reference and Interviewee and scientific 2009 - present interviewee for the IU School of reference Medicine's/WFIU "Sound Medicine" public radio broadcast

NATIONAL Organization Role Inclusive Dates Neuroscience Associates. Brain Pedagogical multimedia 1997 Library CD Rom, Knoxville, TN: reviewer Neuroscience Associates

Van de Graaff, KM and Fox, SI. Textbook Reviewer 1997 Concepts of Human Anatomy and Physiology, 5th edition, Dubuque, IA: Wm C Brown/McGraw-Hill

25 Valerie Dean O'Loughlin CV, June 2015

Seeley, RR, Stephens, TD and Tate, Textbook reviewer 2000 1 R. Anatomy and Physiology, 6 h edition, Dubuque, IA: McGraw- Hill Publishing

Saladin, KS. Anatomy and Textbook reviewer 2001 Physiology, the Unity of Form and Function, 3rd Edition, Dubuque, IA: McGraw-Hill Publishing

Moore, Kand Persaud, V. The Textbook reviewer 2006 Developing Human: Clinically 1 Oriented Embryology, 8 h edition, Elsevier Publishing

*Gould, DJ, Franklin, SR and Advisory Board 2014-present MacPherson, BR. Thieme Dissector, Thieme Publishers

Pew-Funded Peer Review of Course Po1tfolio Peer Reviewer 2001 Teaching Project, see: http://www.unl.edu/peerrev

Pew-Funded Peer Review of Session Chair for Conference October 2004 Learning Project "Making Learning Visible: Peer Review and the Scholarhip of Teaching" (Lincoln, NE)

Professional and Organizational Abstract/Proposal reviewer for Spring 2009 Development Network in Higher the 2009 POD conference Education (POD)

National Science Foundation Grant Reviewer Summer 2009 Course, Curriculum and Laboratory Improvement (NSF-CCLI) Grants, Biology Division

American Association of Membership Committee 2005-2009 Anatomists American Association of Symposium Organizer and Chair 2007-April 2008 Anatomists for AAA/EB 2008 Conference - "Preparing Future Anatomy Faculty & Advancing Educational Scholarship"

*American Association of Symposium Organizer and Chair 20 l 0-April 2011 Anatomists for AAA/EB 2011 Conference - "Anatomy Education Research in the Undergraduate Setting" 26 Valerie Dean 0 'Loughlin CJ~ June 2015

*American Association of Basmajian Award Committee 2009-2011, member Anatomists 2011-2012, chair

*American Association of Basmajian Award Task force 2011 Anatomists (focused on increasing aivareness for m11ard, refining eligibility criteria)

*American Association of Strategic Thinking for 2011 Anatomists Undergraduate Recruitment and Programs (STURP) Task Force (examined increasing participation of undergrad faculty & students)

*American Association of Chair, Undergraduate Faculty 2012 Anatomists Award task force (examined the development and implementation m11ards that would increase undergraduate student and/acuity involvement at AAA/EB meetings)

*American Association of Symposium Co-Chair for 2014-April 2015 Anatomists AAA/EB 2015 - "Leaning In without Falling Over: Suppo11ing the Success of Women in Science"

*American Association of Educational Affairs Committee 2015-present Anatomists

Human Anatomy and Physiology Core Curriculum and 2002-2003 Society (HAPS) Assessment Committee member

Human Anatomy and Physiology Cadaver Use Committee 2003-2007 Society (HAPS)

Human Anatomy and Physiology New Management Association 2007 Society (HAPS) Task Force

Human Anatomy and Physiology Co-chair, Membership 2006-2009 Society (HAPS) Committee

*Human Anatomy and Physiology Nominating Committee Member: 2006-7, Society (HAPS) 2010-11 Chair, 2012-13

*Human Anatomy and Physiology Partner Associations Committee 2007-2011 Society (HAPS)

*Human Anatomy and Physiology Foundation Oversight Member: 2009-2010 Society (HAPS) Committee Chair: 2010-2012

27 Valerie Dean 0 'Loughlin CV, June 2015

*Human Anatomy and Physiology Steering Committee member 2006-2009, 2010- Society (HAPS) 2012, 2015-present

*Human Anatomy and Physiology HAPS-Institute instructor April 2010-August Society (HAPS) (professional development for 2012, April 2015- A&P instructors) present

*Human Anatomy and Physiology Executive Director Search 2012 Society (HAPS) Committee

*Human Anatomy and Physiology President-elect (the organization 2012-2013 Society (HAPS) has over 1700 members in the US and Canada); Board of Directors

*Human Anatomy and Physiology President; Board of Directors 2013-2014 Society (HAPS)

*Human Anatomy and Physiology Past-President; Board of 2014-2015 Society (HAPS) Directors

*Human Anatomy and Physiology Testing Task Force 2014-present Society (HAPS)

*Human Anatomy and Physiology Testing Committee Co-chair: 2015-present Society (HAPS)

*Second World Congress on Congress Faculty member September 2013 Ultrasound in Medical Education

*Scholarship of Teaching and Abstract/Proposal Reviewer for 2014 Learning Commons Conference the 2015 SoTL Commons Conference *Leanln Circle: Female Stem Group creator and moderator 2015-present Scholars http: Illeani ncircles. orglcircle/fema le-stem- scholars

INTERNATIONAL Organization Role Inclusive Dates Mystery of the Skulls ( 1-hour Invited television interview (I June 2002 documentary about cultural cranial presented my research on the deformation and craniosynostosis ), broadcast) aired on the Learning Channel

*International Journal of Manuscript Reviewer 2000s- present Osteoarchaeology

Current Anthropology (Journal) Manuscript Reviewer Early 2000s

28 Valerie Dean 0 'Loughlin CT~ June 2015

*Advances in Physiology Education Manuscript Reviewer 2000s-present Uournal)

*American Journal of Physical Manuscript Reviewer 2000s-present Anthropology

*Clinical Anatomy Uournal) Manuscript Reviewer 2000s - present

*Anatomical Sciences Education Manuscript Reviewer 2008 - present Uournal)

*Anatomical Record Uournal) Manuscript Reviewer 2011-present

*PLOS (Public Library of Science) Manuscript Reviewer 2013-present ONE Uournal)

*Second World Congress on Faculty and Session Moderator September 2013 Ultrasound in Medical Education (Columbia, SC)

*Annual International Conference Program Committee 2013 - 2014 on Macroscopic & Microscopic Anatomy (CMMA 2014)­ Singapore *Annual International Conference Program Chair and Keynote 2013 - 2014 on Macroscopic & Microscopic speaker Anatomy (CMMA 2014)­ Singapore

PUBLICATIONS (in-rank activites marked with an asterisk) (publications prior to May 1996 are under my maiden name "Valerie Lynn Dean")

TEACHING Refereed

Textbooks (note: each textbook revision is an extensive, time-intensive process and produces a new scholarly work, which is why all editions we've revised are listed as separate publications) 1. McKinley, MP and O'Loughlin, VD. Human Anatomy, I st edition, Dubuque, IA: McGraw-Hill Publishing, © 2005

2. McKinley, MP and O'Loughlin, VD. Human Anatomy, 2nd edition, Dubuque, IA: McGraw-Hill Publishing,© 2008

3. *McKinley, MP and O'Loughlin, VD. Human Anatomy, 3rd edition, Dubuque, IA: McGraw-Hill Publishing,© 2012

4. *McKinley, MP, O'Loughlin, VD, and Bidle, T. Human Anatomy and Physiology: An Integrative Approach, 1st edition, Dubuque, IA: McGraw-Hill Publishing,© 2013. 29 Valerie Dean 0 'Loughlin Cl~ June 2015

5. *McKinley, MP, O'Loughlin, VD, Pennefather-O'Brien, E, and Harris, R. Human Anatomy, 4th edition, Dubuque, IA: McGraw-Hill Publishing,© 2015.

6. *McKinley, MP, O'Loufhlin, VD, and Bidle, T. Human Anatomy and Physiology: An Integrative Approach, 2n edition, Dubuque, IA: McGraw-Hill Publishing,© 2016.

Published Book Chapters on Teaching 1. *Griffith, LM, O'Loughlin, VD, Kearns, KD, Braun, Mand Heacock, I. (2010) Chapter 4: A Pedagogy Course's Influence on Graduate Students' Self-Awareness as Teacher­ Scholars. In: L. Border (ed.) Studies in Graduate and Professional Student Development, No. 13, pp. 59-82, Stillwater, OK: New Forums Press.

2. *O'Loughlin, VD. (2015) Chapter 42: Scholarship of Teaching and Learning in Anatomy. In: LK Chan and W. Pawlina (eds.) Teaching Anatomy-A Practical Guide. New York, NY: Springer Publishing.

Published Papers on Teaching 1. O'Loughlin, VD. (2002) Assessing the Effects of Interactive Learning Activities in a Large Science Class: One Neophyte's Adventures in the Scholarship of Teaching. Journal on Excellence in College Teaching, 13(1 ): 29-42.

2. O'Loughlin, VD. (2002) Implementing Interactive Learning Activities in Anatomy Lectures. HAPS-Educator, pp. 15-17.

3. O'Loughlin, VD. Using Cadaver Labs for Community Outreach. HAPS-Educator, 7-8 (2006)

4. O'Loughlin, VD. (2006) A "How to" Guide for Developing a Publishable Scholarship of Teaching Project. Advances in Physiology Education, 30:83-88.

5. *Kearns, KD, Sullivan, CS, O'Loughlin, VD, and Braun, M. (2010) A Scoring Rubric for Teaching Statements: A Tool for Inquiry into Graduate Student Writing about Teaching and Learning. Journal on Excellence in College Teaching, 21 (1 ): 73-96.

6. *Brokaw, J and O'Loughlin, VD. (2015) Implementation of an Education-Focused PhD Program in Anatomy and Cell Biology at Indiana University: Lessons Learned and Future Challenges. Anatomical Sciences Education 8(3): 258-265.

7. *Lederer, AM, Sherwood-Laughlin, C, Kearns, KD, and O'Loughlin, VD. Development and Evaluation of a Doctoral-Level Health Promotion Pedagogy Course for Graduate Student Instructors. College Teaching (accepted).

8. See also the published papers on anatomy educational research under "research".

Published Abstracts on Teaching 1. Neff, AW, O'Loughlin, VD, Mescher, TM, Foley, JG, Watkins, JB and Schroeder, DM. Anatomy in a Competency Based Curriculum. FASEB J 14(4): 309, 2000.

30 Valerie Dean 0 'Loughlin CV, June 2015

2. Schlegel, WM, O'Loughlin, VD, and Robinson, JM. Facilitating the Scholarship of Teaching and Learning with Course Portfolios. FASEB J 16(5): 755-6, 2002.

3. O'Loughlin, VD and Hull, J. Cardiovascular Embryology Made Easier Using "Homemade" Computerized Animations. FASEB J 16(4): 384, 2002.

4. Montoya, R. and O'Loughlin, VD. Impact on Learning and Long-Term Understanding of Cardiovascular Embryology using Web-Based Animations Designed "In-House": Pait 2: Animation Design and In-Depth Assessment Data. FASEB J 17(5): 1170, 2003.

5. O'Loughlin, VD and Montoya, R. Impact on Learning and Long-Term Understanding of Cardiovascular Embryology using Web-Based Animations Designed "In-House": Part 1: Introduction, Assessment Data and Pedagogical Impact. FASEB J 17(5): 1170, 2003.

6. O'Loughlin, VD. Biological Anthropologists: Tomorrow's Anatomy Educators? FASEB J 19(4): 790, 2005.

7. O'Loughlin, VD. Does the Use of Interactive Exercises in Anatomy Lecture Increase Student Performance? A Multi-Year Study Presented. FASEB J 20(4): 419, 2005.

8. Seifett, M.F., R.L. Shew, V.D. O'Loughlin, J. Brokaw, L. Torbeck, R.L. Osgood, D.W. Saxon, and J.J. Walker. Countering the future shottage of qualified gross anatomists: a proposed education track Ph.D. in Anatomy. Clin. Anat. 20: 732, 2007.

9. O'Loughlin, VD, Braun, M, Kearns, KD and Heacock, I. Can we encourage our graduate students to develop a more scholarly approach to classroom teaching? FASEB J 2008 22:241.2

10. See also the published abstracts on anatomy educational research under "research".

Course Portfolios 1. O'Loughlin, VD. Anatomy A215 Course Pottfolio. (detailed description of pedagogical methods and reflection on learning outcomes in Anatomy A215, as part of the Pew-funded Peer Review of Teaching project), 2002 http://www.courseportfolio.org/peer/potfolioFiles/anonF/112917848060 I oloughlin-v-2002-1 .pdf

Electronic Multimedia (Teaching) 1. O'Loughlin, VD. 2001. Cardiovascular Embryology Animations, published and peer reviewed on MERLOT (Multimedia Educational Resource for Learning and Online Teaching) http://www.merlot.org (see peer review of modules at: http://www.merlot.org/merlot/viewCompositeReview.htm?id= 145966 )

2. O'Loughlin, VD. 2005. Human Embryology Animations, peer reviewed on MERLOT (Multimedia Educational Resource for Learning and Online Teaching) http://www.merlot.org/merlot/viewMaterial.htm?id=83499&hitlist=contributorUserld%3 D3 73 85%26nosearchlanguage%3 Dtrue

31 Valerie Dean O'Loughlin CV, June 2015

3. Pennefather-O'Brien, E and O'Loughlin, VD. 2007. Renal tubule physiology exercise, from The HAPS Institute Collection ofEducational Resources. Published in the APS Archive of Teaching Resources #848; http://www.apsarchive.org

Non-Refereed Lab Manuals 1. *O'Loughlin, VD, Doughe1ty, GS , and Notebae1t, A (contributing editors). A215 Basic Human Anatomy Laboratory and Study Guide. Cincinnati, OH: Van-Griner Publishing (revised and updated yearly since 1996)

Published Papers on Teaching 1. O'Loughlin, VD. (2008) Linking Anatomy Teaching and Advancing Educational Scholarship. AAA Newsletter, p. 31, June.

Electronic Multimedia (Teaching) 1. *O'Loughlin, VD. Anatomy A2 l 5 www page (website manager), 1995-present, http://www.indiana.edu/- a215vdo

2. *O'Loughlin, VD. Anatomy A550-55 l www page (website developer and manager), 2000-present, http://www.indiana.edu/-anat550

3. *O'Loughlin, VD. Human Embryology Animations (website developer and manager), 2000-present, http://www.indiana.edu/-anat5 50/embryo main

4. *O'Loughlin, VD, Kearns, Kand Braun, M. Can Graduate Pedagogy Classes promote Lasting Scholarly Approaches to Classroom Teaching? Lessons Learned from Medical Sciences. 2008-present, http://medsci.indiana.edu/m620/sotl 08/start.htm

5. *O'Loughlin, VD. MSCI M620 (Pedagogical Methods in Health Sciences) www page (website developer and manager), 2014-present, http://www.indiana.edu/-msci620/

6. *O'Loughlin, VD. A "How-to" Guide for Developing a Publishable Scholarship of Teaching and Learning Project (5 part video-series, developed as pait of the HAPS President's Initiative), in progress, http://www.hapsweb.org/?page=presidentinit2015

RESEARCH/CREATIVE ACTIVITY Refereed Published Papers on Research I. Dean, VL. (1991) The Incidence of Wormian Bones Among Juvenile Crania Excavated from the Schild Mississippian Knolls. Proceedings ofthe Indiana Academy ofScience, 100(3): 113-122.

2. Dean, VL. (1995) Sinus and Meningeal Vessel Pattern Changes Induced by A1tificial Cranial Deformation. International Journal of Osteoarchaeology, 5: 1-14.

3. O'Loughlin, VD. (1996) Comparative Endocranial Vascular Changes Due to Craniosynostosis and A1tificial Cranial Deformation. American Journal ofPhysical Anthropology, 101(3): 369-385.

32 Valerie Dean O'Loughlin CV, June 2015

4. Hunt, KO, O'Loughlin, VD, Fitting, OW and Adler, L. (1998) Ultrasonic Determination of the Elastic Modulus of Human Cortical Bone. Medical and Biological Engineering and Computing, 36:51-56.

5. Burrows, AM, O'Loughlin, VD, Mooney, MP, Smith, TD, Cooper, GM, Losken, HW and Siegel, Ml. (2001) Endocranial Vasculature in a Rabbit Model of Familial Nonsyndromic Coronal Suture Synostosis. Cleft Palate-Craniofacial Journal, 38(6): 615-621.

6. O'Loughlin, VD. (2004) Effects of Different Kinds of Cranial Deformation on the Incidence of Wormian Bones. American Journal ofPhysical Anthropology, 123(2): 146- 155.

7. Husmann, P, O'Loughlin, VD, and Braun, MW. (2009) Quantitative and Qualitative Changes in Teaching Histology by means of Virtual Microscopy in an Introductory Course in Human Anatomy. Anatomical Sciences Education 2(5):218-226.

8. *Doubleday, EG, O'Loughlin, VD, and Doubleday, AF. (2011) The Virtual Anatomy Laboratory: Usability Testing to Improve an Online Learning Resource for Anatomy Education. Anatomical Sciences Education, 4(6): 318-326.

9. *Collier, L, Dunham, S, Braun, M, and O'Loughlin, V (2012) Optical vs. Vi1tual: Instructor Perceptions of the Use of Vittual Microscopy in an Undergraduate Human Anatomy Course. Anatomical Sciences Education. 5(1 ): 10-19.

10. *Thompson, AR, Braun, MW and O'Loughlin, VD. (2013) A Comparison of Student Performance on Discipline-Specific versus Integrated Exams in a Medical School Course. Advances in Physiology Education, 37(4): 370-376.

11. *Thompson, AR and O'Loughlin, VD. The Blooming Anatomy Tool (BAT): A Discipline-Specific Rubric for Utilizing Bloom's Taxonomy in the Design and Evaluation of Assessments in the Anatomical Sciences. Anatomical Sciences Education (online published December 2014).

12. *Waggoner, J, Braun, MW and O'Loughlin, VD. Does Team-Based Learning (TBL) Format and Administration Influence Second Year Medical Students' Attitudes Toward this Teaching Modality? Medical Sciences Educator (submitted).

13. *(See also the educational research papers listed under 'published papers on teaching')

Letters to the Editor on Research 1. *O'Loughlin, VD, Collier, L, Dunham, Sand Braun, M. (2013) Virtual Microscopy is a Superior and Reputable Pedagogical Tool for Histology Learning: Response to Xu. Anatomical Sciences Education, 6(2): 139-140.

Published Abstracts on Research 1. Dean, VL. Induced Changes in Sinus and Meningeal Vessel Patterns Due to Artificial Cranial Deformation. American Journal ofPhysical Anthropology, Suppl. 16: 79, 1993.

33 Valerie Dean O'Loughlin Cl~ June 2015

2. Dean, VL. Comparative Endocranial Effects of Craniosynostosis and Artificial Cranial Deformation. American Journal ofPhysical Anthropology, Suppl. 18: 77, 1994.

3. Dean, VL. Prevalence of Enlarged Occipital/Marginal Sinuses Among Culturally Deformed Crania. American Journal ofPhysical Anthropology, Suppl. 20: 82, 1995.

4. O'Loughlin, VD, Burrows, AM, Smith, TD, Mooney, MP, Losken, HW and Siegel, Ml. Middle Meningeal Vessel Pattern Expression in Rabbits with Nonsyndromic Congenital Coronal Synostosis. American Journal ofPhysical Anthropology, Suppl. 26: 173, 1998.

5. Burrows, AM, O'Loughlin, VD, Smith, TD, Mooney, MP, Losken, HW and Siegel, Ml. Comparative Dural Venous Sinus Morphology in Congenital Coronal Synostosis. American Journal ofPhysical Anthropology, Suppl. 26: 116, 1998.

6. Dougherty, SP and O'Loughlin, VD. Variation in Scapular Axillary Border Morphology. American Journal ofPhysical Anthropology, Suppl. 30: 142, 2000.

7. O'Loughlin, VD. Do Different Kinds of Cranial Deformation Affect the Incidence of Wormian Bones in Human Crania? American Journal ofPhysical Anthropology, Suppl. 30: 134, 2000.

8. O'Loughlin, VD and Braun, MW. Does the Use ofVi1iual Microscopy Enhance Student Collaboration and Content Mastery in an Undergraduate Human Anatomy Course? FASEB J2009 23:298.2

9. *O'Loughlin, VD and Griffith, LM. Developing Metacognitive Skills through the Use of Biogs in an Upper Level Undergraduate Anatomy Course. FASEB J2011 25:10.1

10. *Thompson, AR, Braun, MW and O'Loughlin, VD. How Do Block Scheduling and Integrated Testing Affect Medical Student Performance? FASEB J2012 26:532.2

11. *O'Loughlin, VD and Griffith, LM. Reflective Writing Highlights Improved Student Metacognition in an Upper Level Undergraduate Anatomy Course. FASEB J2013 27: 957.1.

12. *Thompson, AR and O'Loughlin, VD. Evaluating an Anatomy-Specific Tool for Blooming Anatomy Questions. FASEB J2013 27:957.12.

13. *Waggoner, JS, Braun, MW and O'Loughlin, VD. Student perceptions and preferences of Two TBL Modalities in the Second Year Medical Curriculum. FASEB J2013 27:957.16.

14. *Hanson, D, Braun, M, Bauman, M, and O'Loughlin, V. Attitudes Toward the Implementation of Computerized Testing at IU School of Medicine. FASEB J2014 28:533.6.

15. *O'Loughlin, VD. How to Develop Students' Metacognitive Skills: Lessons Learned from an Upper Level Undergraduate Anatomy Course. FASEB J2014 28:336.1.

34 Valerie Dean O 'Loughlin CV, June 2015

16. *O'Loughlin, VD. I say assettive, you say bossy; I say leader, you say bi *** : Gender bias in Academia. FASEB J2015 29(1):9.4

SERVICE Refereed Published Papers on Service 1. *O'Loughlin, VD. HAPS Foundation Update. HAPS-Educator, Fall 2010, pp.30-31.

2. *O'Loughlin, VD. Human Anatomy and Physiology Society (HAPS) blog contributor. http://hapsblog.org 2013-2014

3. *O'Loughlin, VD. 2014 President's Medal Award. HAPS-Educator, Summer 2014.

4. *O'Loughlin, VD. The Evolution and Implementation of HAPS Strategic Plan, 2014-2019. HAPS-Educator, Winter 2015.

Date: 611212015 Signed:

35 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Anatomy A550-551 (Human Gross Anatomy)

Role: Course Director (since 2008) and Lecturer Credit hours: 8 total ( 4 fall, 4 spring - year long course) Offered: every fall (A550) and spring (A55 l) semester Enrollment: 35-40 medical and graduate students annually Teaching: Team taught (I typically teach Yz of all lectures and labs) - although I solely taught the course in 2014- 15 Lecture contact hours: 35 Lab contact hours: 66 Other instructors supervised: 2 Associate Instructors Responsibilities: I teach gross human anatomy and embryology, oversee human cadaver dissection, responsible for lab and lecture exams. Mqintain class website, gradebook, and have developed human embryology animations for course. In-rank mean teaching evaluation score: 4.86 out of 5

Fall 2012-present: Overall Effectiveness ofInstructor (Scale of 1 to 5, ]=very poor, S=outstanding)

Fall 2009 - Fall 2012: Overall Assessment (mean ofseven constructs)

A550-551 Teaching Evaluation Scores

2014-15 (5 .0) 2013-14 (4.97) 2012-13 (4 .97) 2011-12 (4.78) 2010-11 (4.58) Average (4.86)

(Detailed quantitative instructor data and written comments from years earlier than 2015 are included in Appendix B, Section 11)

1 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Comments from 2014-15 ANAT A550-551 Teaching Evaluations - overall effectiveness of instructor:

In the comment box below, indicate strengths and/or weaknesses in overall effectiveness of instructor and provide constructive suggestions for improvement. Overall, a great instructor. My only comment on the class as a whole is that the daily quizzes punished people for not watching lectures from the previous year. I would have found it more helpful if the quizzes asked questions about the previous lecture. Otherwise, the course was great! One of the best teachers I've ever had especially considering anatomy is such a huge amount of material.

1 I feel very fortunate to have Val in Bloomington. Val was one of the best teachers that I have had in my life as a student. The lectures were clear, and she always made time for our questions and concerns. Her jokes also kept me entertained throughout the I lectures, and helped reinforce material. -instructor was consistently enthusiastic and energized for every class and lab; her joyful nature and depth of knowledge combined for an excellent anatomy istructor -overall, could not have asked for a better instructor One of the best instructors I have had. Presented information in multiple different ways to ensure we 1would learn it, always took the time to answer questions clearly, and gave the class a fun , supportive environment. I Val is a fantastic anatomy instructor. She is great at organizing and presenting the material in an I engaging and entertaining manner while showing admirable knowledge in lecture and lab. Lectures 'often I ran overtime, which I suspect could have been prevented if we had another class scheduled afterwards. The daily quizzes make attendance practically mandatory, which is not necessary for students who watch the previous year's lectures beforehand. Class can be a good way for reinforcing the material or for clarifying areas of confusion, but overall redundant after already viewing the podcast. I imagine I would have very strongly disliked anatomy if Val had not been the instructor. Instead, I can tolerate it. Most of the time. Dr. O'loughlin was the best teacher I had as a first year medical student. Not only did she know the anatomy backwards and forwards, but she was always open to answer questions and help explain difficult concepts. Although Anatomy can be dry at times, Val always kept us engaged and motivated to learn. She is the ideal medical school professor. IValerie is one of the best professors I've ever had. She is certainly the strongest among the MS1 Iprofessors. Her knowledge and delivery of the content are unsurpassed. She does a phenomenal job of Iteaching rather than lecturing. Dr. O'Loughlin is extremely engaging and makes potentially overwhelming topics (gross anatomy and embryology!) seem manageable and fun! She does a great job emphasizing what material should be focused on, and she does a good job tying the clinical correlations into the anatomy that we are learning at the time. She is also very receptive to questions in and out of class, and she's extremely knowledgeable and up to date on what is going on in the field of medicine as it relates to anatomy. I Really talented and effective instructor. Probably among the best I've had ever. I one of the best professors i've had. wish she taught a 2nd year class! i'll miss her!

1 Best instructor I have had in Bloomington hands down.

I Val is the best instructor the IUSM system has. She was the best professor I have ever had, without a doubt. Passionate, knowledgeable, fun---she made long hours in the lab truly truly enjoyable.

2 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Medical Sciences M620 (Pedagogical Methods in Health Sciences)

Role: Course developer, Course Director and Instructor Credit hours: 3 Offered: every other spring semester Enrollment: 7-16 graduate students Teaching/Responsibilities: I present information about teaching and learning styles, run discussion sections, review educational research, and mentor graduate students. I also am responsible for securing selected seminar speakers, reviewing graduate teaching. Seminar contact hours: 3 hours weekly, plus individual meetings with students In-rank mean teaching evaluation score: 4.82 out of 5

Mean Teaching evaluation score (averaged over 18 constructs): l=poor, 5= outstanding

M620 Teaching Evaluations

Spring 2015 (4.67) Spring 2013 (4.9) Spring 2011 (4.9) Average (4.82)

(Detailed quantitative data and written comments from earlier semesters are included in Appendix A, Section 11)

Comments from Spring 2015 MSCI M620 Teaching evaluations:

It is obvious that Dr. O'Loughlin has put a lot of time and effort into designing the course. The readings were relevant and helped to clarify important teaching concepts. The guest/speakers were also very good and provided important expertise when applicable. Dr. O'Loughlin was always approachable and provided great insight about efficient and effective teaching strategies. Thanks Dr. 0 for a great class semester.

(continued on next page) 3 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Comments from Spring 2015 MSCI M620 Teaching evaluations (continued):

Valerie is a goddess, a shining light, in the dark tunnel that is grad school. She imparts knowledge and wisdom flawlessly. She knows how to break difficult or obscure concepts down to manageable bite-sized chunks. I love observing her greatness at educating which is why we have all clearly stated at one time or another how we want to be her when we grow up to be real teachers.

It's so rare to find excellence in an instructor. Please forgo guest speakers in favor of you teaching instead, so we can learn from greatness!

Valerie let the students ask any all questions they had related to pedagogy, research and professorships in general. She is very kind and welcoming and made all students feel heard and appreciated.

Maybe lab discussion time and more activities the speakers were great and beyond helpful, though!

I think she did an excellent job. I feel way more prepared and confident about my future after taking this class.

Very open to students opinions, honest and frank.

Comments on written work were fairly unhelpful, I appreciate praise but it doesn't help me improve without.

Suggestions, Also feedback took a very long time on some assignments over 4 weeks

Very approachable, made us feel comfortable in the classroom. Clearly cared about preparing us to be effective educators.

What I liked most about Dr. O'Loughlin was her ability to answer student questions regardless of the sensitivity of the subject matter. She provided us with relevant information to help us navigate the job market and to become better educators within our field.

She was flexible w/ course time. If there was something people wanted to discuss, she was open to it. She also provided an open, welcoming atmosphere. Always provided good feedback!

Some guest lectures (library one in particular) were not particularly useful because I was already aware of everything discussed. This time could have been used more effectively by the instructor.

She always emphasized how the concepts we were learning could be applied to our everyday lives and gave concrete examples.

4 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Anatomy A480/580 (Human Anatomy for Medical Imaging Evaluation)

Role: Course Developer, Course Director and Instructor Credit hours: 3 Offered: every other spring semester Enrollment: 25-40 undergraduates, 2-10 graduate students Teaching: I teach both the lecture and the lab components of the course. I am the sole instructor for the course Contact hours: 46 hours Responsibilities: I created and developed this combined undergraduate/graduate level course. We examine most body systems and the relevant imaging methods that may be used for each system. I set up all lab materials, demonstrate on cadavers, and prepare lab assignments. I write and grade all exams, prepare and research and grade all clinical vignettes and group case studies, handle gradebook, maintain/update Oncourse teaching site. In-rank mean teaching evaluation score: 4.74 out of 5

Mean Teaching evaluation score (averaged over 10 constructs): l=poor, 5= outstanding

Anatomy A480/580 Teaching Evaluations

Spring 2014 (4.7) Spring 2012 (4.7) Spring 2010 (4.82) Average (4.74)

(Detailed quantitative data and written comments from earlier semesters are included in Appendix A, Section 11)

Comments from Spring 2012 Anatomy A480/580 Teaching evaluations: (I do not have the written comments from Spring 2014)

11. What did you like most about this instructor?

Lecture skills were awesome! Thanks!

Can explain things in a very organized way

5 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Comments from Spring 2012 Anatomy A480/580 Teaching evaluations:

11. What did you like most about this instructor?

I liked all the different teaching methods for learning this course. She was very helpful teaching us.

Made subject matter very interesting, especially with her personal experience.

She made the class material fun!

Really nice and easy to talk to if you were struggling in the class. Her humor made the class interesting.

Enthusiasm

She was incredibly friendly and explained concepts as well as any anatomy professor can

She kept the subject matter interesting

I liked how approachable Dr. O'Loughlin was

Dr. O'Loughlin is a great teacher and takes the time to make sure students really understand the material

Dr. O'Loughlin made the material very interesting. I wish I could take another class with her. She was very helpful. When I missed a week of class she put the blog up early so I could still get it done and not lose the points. Wonderful professor!

Our instructor made the class interesting and I enjoyed coming to class. I learned a lot from her in this course.

Very funny! You make lectures so entertaining which keeps students like me focused on lecture material.

She was very enthusiastic about teaching the course. Powerpoints were very helpful too

Dr. O'Loughlin is one of the best IU professors. Case studies were extremely valuable, biogs were great learning tools, and I can now look at medical images without crying. ©

Awesome! She is fun and made the class enjoyable. I didn't mind Monday 9 am classes because she was fun and kept things interesting.

Very knowledgeable and clear in explanation and voice doesn't put me to sleep. Helpful in further explanation.

Valerie used methods for strengthing my ability to ID anatomy in medical images - her methods involved utilizing a lot of examples and problems that solidified 'fuzzy' material. Also, Valerie is the best, and so are her jokes.

Dr. O' Loughlin is an amazing professor. She does an excellent job of teaching.

She is very easy to listen to and keeps students' attention well when lecturing.

Her enthusiasm, happiness and sense of humor made this challenging subject fun - good learning environment.

6 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

A480/580: 11. What did you like most about this instructor? (continued)

Passion for teaching, ability to make material interesting

She presented information well. The powerpoints were useful.

I like how understanding you are!

Enthusiasm about subject matter

I liked how examples of pathologies were shown on several scans. Also, I felt that explanations were always very clear and thorough. I hope to have a class with Dr. O'Loughlin again!

12. What suggestions would you have for this instructor to improve his/her teaching?

.1would keep this teaching method. It works.

N/A

NONE - best teacher I've ever had

Remove group projects, maybe add more vignettes.

Keep researching the imaging methods to be clearer

The grading of exams and papers sometimes took a whole lot longer than I expected

I would maximize lab time better but that is the only suggestion.

Nothing stands out as criticism to me. One of the best teachers I've had at IU and I had you for Anatomy A215 as well. Make attendance mandatory so more students experience you. Thank you!

Nothing in general. If we had some more chances to see the donors it would have been nice.

Speak slower or include podcast.

Absolutely none!

I had Dr. O'Loughlin for A215 as well and like her notes that way better. I enjoy her leaving stuff blank, forcing us to come to class, but more importantly keep 6n track during class.

N/A

It would be nice if we got grades back in a more timely manner.

Review days would help.

I would have liked to learn more about the diagnostic process for some pathologies.

7 Valerie O'Loughlin - Summary of Teaching Evaluations June 2015

Anatomy A215 (Basic Human Anatomy):

Role: Course Director and Lecturer (Fall and Summer sessions) Credit hours: 5 Offered: Fall, Spring, Summer II sessions Enrollment: 400+ undergraduates each semester, 50-60 students in summer Teaching: I teach the lecture part of the course in its entirety every other fall, and I teach Yi of the lectures in selected summers. Lecture contact hours: 44 every fall , 21 every summer Other instructors supervised: in the fall , approximately 15-20 Associate Instructors, 13 Undergraduate Teaching Associates. In the summer, 4 Associate Instructors and 2 Undergraduate Teaching Associates Responsibilities: I lecture on all body systems. Write and grade all lecture exams, manage the gradebook, maintain/update class website, oversee personnel issues with respect to the course. In-rank mean teaching evaluation score: 4.77 out of 5

Mean Teaching evaluation score (averaged over 10 constructs): l=poor, 5= outstanding

Anatomy A215 Teaching Evaluations

Fall 2013 (4.78) Fall 2011 (4.77) Average (4.77)

Anatomy A215: Fall 2013 comments on teacher evaluations: (in Appendix A ofsection 11 - the written comments, almost all positive, are over 20 pages long)

8 ------~···; --;-:--~...:-~:~,

~ ~ ~

Robert D. Sweazey, Ph.D. Carl F. Marfurt, Ph.D. Department ofDermatology Award Fort Wayne Northwest & South Bend Named for Dr. Barnhill, a noted teacher, anatomist and otolaryngologist, the Department of Anatomy presents this award to the outstanding student in courses in Mark F. Seifert, Ph.D. John Barone, M.D. Anatomy. Indianapolis Terre Haute Society for Academic Emergency Medicine Clinical Science Faculty Awards This is award is presented to the senior medical student who distinguishes himself or herself by overall academic performance, emergency medicine clerkship performance David A. Nakata, M.D., M.B.A. Mitchell A. Harris, M.D. and contributions to emergency medicine. Anesthesia Pediatrics Jonathan M. Kirschner, M.D. Maria C. Poor, M.D Medical Student Professionalism and Service Award Emergency Medicine Northwest & South Bend This award recognizes a student who excels in the compassionate care of patients, profes­ sional behavior, and service to the community and the specialty of emergency medicine. RobertT. Vu, M.D. Richard B. Gunderman, M.D., Ph.D. Internal Medicine Radiology Department ofFamily Medicine Award This award is presented by the Department of Family Medicine to the graduating senior Robert M. Pascuzzi, M.D. Michael G. House, M.D. with highest academic honors and demonstrated clinical competence entering residency Neurology Surgury training in family medicine.

Abigail R. Litwiler, M.D. Kenneth A. Kesler, M.D. Spirit ofExcellence Awardfor Community Service and Leadership Obstetrics and Gynecology Surgery Subspecialty (Thoracic) (Family Medicine) This award honors those individuals whose spirit.of dedication in community servicer and leadership serve as outstanding role models for the rest of us. These individuals, Support Outstanding Clerkship StaffAward even so early in their medical career, exemplify the highest values of our profession: Jose R. Espada Neurology commitment of service; community involvement, altruism and leadership.

Golden Apple Award Carl F. Marfurt, Ph.D

~ 5 Anatomy A550-551 (Human Gross Anatomy):

Medical student performance on NBME Gross anatomy exams,

2013-2015

The National Board of Medical Examiners (NBME) exams are standardized exams for medical students in the United States and Caribbean. These exams have undergone extensive psychometric evaluation and have national means by which a student or class may be compared to comparable medical students throughout the United States.

Included here are the last three years of NBME exam data from my Anatomy A550-551 (Human Gross Anatomy) medical students. Note that my students have consistently performed above the mean for this national standardized exam, and demonstrate good performance in each of the body regions examined. Thus, these exam scores are one measure of evidence of student learning and match with IUSM student outcome goals. (:f) NBME@ National Board of Medical Examiners Subject Examination Program School Summary Performance Profile Gross Anatomy Only

015011 - Indiana U School of Medicine Bloomington

# Examinees: 36 Test Date(s): 05/08/2015 This graph provides summary information regarding the score distribution of examinees from your medical school for this administration. The vertical line is comparable to the average level of performance of a national group of first-time takers from LCME-accredited medical schools who took this examination as an end-of-course examination under standard testing conditions; this group may differ from the scaling group. Feedback is shown as a performance band for each content area. The midpoint of each band represents the mean score for your school in that content area. The width of a performance band reflects the dispersion of the scores around the mean(+/- 1 standard deviation). Wide bands indicate a wide range of scores (heterogeneous group) while narrow bands indicate a narrow range of scores (homogeneous group). Assuming a normal distribution of scores, approximately two-thirds of scores for the examinees in this report should fall within the performance band. A ~II or II~ symbol indicates that the performance band extends beyond the displayed portion of the scale. Because many of the scores are based on a relatively small number of items, differences smaller than a few tenths of an SD are not likely to be meaningful. Please note that many items may contribute to more than one content area. Use caution when interpreting differences in performance across content areas.

Lower Average Higher Performance Performance Performance

Anatomical Region Abdomen Extremities I Head and Neck I Pelvis I Thorax I Organ Systems Cardiovascular System Central and Peripheral Nervous Systems I Gastrointestinal and Nutrition Systems I Hematopoietic, Skin, and Respiratory Systems I Musculoskeletal System Renal/Urinary, Reproductive and Endocrine Systems I

Page 1 of 1 NATIONAL BOARD OF MEDICAL EXAMINERS® Subject Examination Program

Gross Anatomy Only Examination Web Version

2011 - 2013 Norms for Examinee Performance

The table below provides norms to aid in the interpretation of examinee performance. These norms enable you to compare your examinees' subject examination scores with the performance of a group of examinees taking the examination at a similar stage of training. The norms reflect the performance of a reference group of examinees from LCME-accredited medical schools who took a web form of this examination for the first time as an end-of-course or end­ of-year examination.

The academic year(s) used to compute the norms and the number of schools, sample size (N), mean, and standard deviation (SD) of the norm group for each ~eriod are listed below. The academic year for basic science exams is defined as test dates between July 1st and June 30 h.

Please note that web norms may be based on a small number of schools and may not be representative of national performance.

Academic Number of Examination Years Schools N Mean SD Gross Anatomy Only 2011 - 2013 28 3,350 53 10

To use the norm table, locate an examinee's subject examination score in the column labeled "Score" and note the entry in the adjacent column labeled "Percentile Ranks". For example, if an examinee's score is 50, the corresponding percentile rank entry of 42 for Gross Anatomy indicates that 42% of the national group of examinees taking the examination as an end-of-course or end-of-year examination had scores at or below 50.

Percentile Ranks Percentile Ranks Score Score Gross Anatom~ Onl~ Gross Anatom~ Onl~ 72 or above 97 50 42 71 96 49 35 70 96 48 32 69 95 47 29 68 94 46 24 67 93 45 22 66 92 44 18 65 89 43 16 64 88 42 13 63 85 41 12 62 83 40 9 61 81 39 8 60 78 38 6 59 76 37 5 58 71 36 4 57 68 35 3 56 65 34 3 55 62 33 2 54 58 32 1 53 52 31 1 52 49 30 1 51 45 29 or below

groanat_006_wbt_2013 National Board of Medical Examiners 'rl~" Qi r:;~NBME Subject Examination Program ··~"'--' Scaled Score Descriptive Statistics Gross Anatomy Only

015011 - Indiana U School of Medicine Bloomington Test Date(s): 05/08/2015

Scaled score descriptive statistics (mean, standard deviation, lowest score, and highest score) for the examination administered on the specified test date(s) are listed below. Please refer to the Score Interpretation Guide for information about how to interpret the scores.

Reporting Group Test Purpose #Examinees Order ID Form # Scored Items Medical Students End-Of-Year 36 810008 MSS 2011 Gross Anatomy (1-125)-Web 123

Score Category Description Mean Score Standard Deviation Low Score High Score GA Only Gross Anatomy Only 56.1 11.7 33 75

Page 1 of 4 05/09/2015 ~~j NBMEcg National Board of Medical Examiners Subject Examination Program School Summary Performance Profile Gross Anatomy Only

015011 - Indiana U School of Medicine Bloomington

# Examinees: 35 Test Date(s): 05/08/2014 This graph provides summary information regarding the score distribution of examinees from your medical school for this administration. The vertical line is comparable to the average level of performance of a national group of first-time takers from LCME-accredited medical schools who took this examination as an end-of-course examination under standard testing conditions; this group may differ from the scaling group. Feedback is shown as a performance band for each content area. The midpoint of each band represents the mean score for your school in that content area. The width of a performance band reflects the dispersion of the scores around the mean(+/- 1 standard deviation). Wide bands indicate a wide range of scores (heterogeneous group) while narrow bands indicate a narrow range of scores (homogeneous group). Assuming a normal distribution of scores, approximately two-thirds of scores for the examinees in this report should fall within the performance band. A ·~II or symbol indicates that the performance band extends beyond the displayed portion of the scale. Because many of the scores are based on a relatively small number of items, differences smaller than a few tenths of an SD are not likely to be meaningful. Please note that many items may contribute to more than one content area. Use caution when interpreting differences in performance across content areas.

Lower Average Higher Performance Performance Performance

Anatomical Region Abdomen Extremities I Head and Neck I Pelvis I Thorax I Organ Systems Cardiovascular System Central and Peripheral Nervous Systems I Gastrointestinal and Nutrition Systems I Hematopoietic, Skin, and Respiratory Systems I Musculoskeletal System Renal/Urinary, Reproductive and Endocrine Systems I

Page 1 of 1 National Board of Medical Examiners \~ili;Jia~:.. NBME(!<' Subject Examination Program ··~~~ Scaled Score Descriptive Statistics Gross Anatomy Only

015011 - Indiana U School of Medicine Bloomington Test Date(s): 05/08/2014

Scaled score descriptive statistics (mean, standard deviation, lowest score, and highest score) for the examination administered on the specified test date(s) are listed below. Please refer to the Score Interpretation Guide for information about how to interpret the scores.

Reporting Group Test Purpose #Examinees Order ID Form # Scored Items Medical Students End-Of-Course/ 35 A88379 MSS 2012 Gross Anatomy (1-125)-Web 122 Clerkship

Score Category Description Mean Score Standard Deviation Low Score High Score GAOnly Gross Anatomy Only 53.3 8.6 36 68

Page 1 of 4 05/10/2014 ~ffip NBME(g National Board of Medical Examiners '--~"j Subject Examination Program School Summary Performance Profile Gross Anatomy Only

015011 - Indiana U School of Medicine Bloomington

# Examinees: 35 Test Date(s): 05/09/2013 This graph provides summary information regarding the score distribution of examinees from your medical school for this administration. The vertical line is comparable to the average level of performance of a national group of first-time takers from LCME-accredited medical schools who took this examination as an end-of-course examination under standard testing conditions; this group may differ from the scaling group. Feedback is shown as a performance band for each content area. The midpoint of each band represents the mean score for your school in that content area. The width of a performance band reflects the dispersion of the scores around the mean(+/- 1 standard deviation). Wide bands indicate a wide range of scores (heterogeneous group) while narrow bands indicate a narrow range of scores (homogeneous group). Assuming a normal distribution of scores, approximately two-thirds of scores for the examinees in this report should fall within the performance band. A or II" symbol indicates that the performance band extends beyond the displayed portion of the scale. Because many of the scores are based on a relatively small number of items, differences smaller than a few tenths of an SD are not likely to be meaningful. Please note that many items may contribute to more than one content area. Use caution when interpreting differences in performance across content areas.

Lower Average Higher Performance Performance Performance

Anatomical Region Abdomen Extremities I Head and Neck I Pelvis I Thorax I Organ Systems Cardiovascular System Central and Peripheral Nervous Systems I Gastrointestinal and Nutrition Systems I Hematopoietic, Skin, and Respiratory Systems I Musculoskeletal System Renal/Urinary, Reproductive and Endocrine Systems I

Page 1 of 1 National Board of Medical Examiners m Q( Subject Examination Program (m»NBME···~":;.; Scaled Score Descriptive Statistics Gross Anatomy Only

015011 - Indiana U School of Medicine Bloomington Test Date(s): 05/09/2013

Scaled score descriptive statistics (mean, standard deviation, lowest score, and highest score) for the examination administered on the specified test date(s) are listed below. Please refer to the Score Interpretation Guide for information about how to interpret the scores.

Reporting Group Test Purpose #Examinees Order ID Form # Scored Items Medical Students End-Of-Year 35 A69414 MSS 2011 Gross Anatomy (1-125)-Web 123

Score Category Description Mean Score Standard Deviation Low Score High Score GAOnly Gross Anatomy Only 54.6 9 39 71

Page 1 of 4 05/10/2013 Valerie O'Loughlin: Research Load and Individual Contributions to Collaborative work

Research Load:

My work load distribution is listed as follows: 20% Research, 60% Teaching, and 20% Administration/Service. My research activities involve numerous educational research projects with faculty and graduate students (which are described in detail in my personal statement).

Individual Contributions to Collaborative Work

Listed below are the various in-rank research teams of which I have been a part, and my contributions to each:

1. A Multidisciplinary Evaluation of Pedagogy Courses' Influence on Graduate Student Development as Teacher Scholars (2014-present)

Collaborators: Valerie O'Loughlin (Pl), Catherine Sherwood-Laughlin, Ph.D., Jennifer Robinson, Ph.D, Katie Kearns, Ph.D. (co-investigators)

Grant funds: $5000 (through IU 2015 SOTL grant - see p 10 of CV)

Focus: Development of future faculty to become teacher-scholars (see personal statement - teaching)

Scholarly dissemination: presentation proposal submitted to Lilly Conference on Excellence in College Teaching 2015

As Principal investigator of this research team, it was my responsibility to draft and edit our 2015 IU SOTL research grant for this project (which was successfully funded). I have prepared our initial survey documents and led our meetings on this project. All collaborators edit and revise our working documents and assist with data collection, and are equal partners in this process. Research is ongoing.

2. The Role of a Doctoral Level Public Health Pedagogy Course: Enhancing Associate Instructors' Pedagogical Practices and Undergraduate student learning (2013-present)

Collaborators: Catherine Sherwood-Laughlin (Pl), Valerie O'Loughlin, Ph.D., Alyssa Lederer, M.S., Katie Kearns, Ph.D. (co-investigators)

Grant funds: $5025 (through IU 2013 SOTL grant - see p 10 of CV)

Focus: Development of future faculty to become teacher scholars

Scholarly dissemination: multiple presentations at Lilly conference, Edward C. Moore conference, upcoming at American Public Health Association meeting; manuscript accepted

Dr. Sherwood-Laughlin was primarily responsible for obtaining the grant and developing the collaboration. Since that time, all collaborators edit and revise our working documents and assist with writeup of documents and publications. We meet multiple times regularly thoughout the year to discuss next steps. We are equal partners in this process. Research is ongoing. Valerie O'Loughlin: Research Load and Individual Contributions to Collaborative work

3. A Pedagogy Course's influence on Graduate Students' awareness as teacher-scholars (2007 - present)

Collaborators: Valerie O'Loughlin and Mark Braun (co-Pis), Katie Kearns, Ph.D. and Lauren Miller Griffith, Ph .D., (co­ investigators)

Grant funds: $2500, 2007 IU SOTL grant - see page 11 of CV

Focus: Development of future faculty to become teacher scholars

Scholarly dissemination: multiple presentations at Lilly conference, Edward C. Moore conference, American Association of Anatomists, International Society of SOTL; one book chapter published, multiple published abstracts.

I and Mark Braun initially developed this project in 2007 and we re awarded funds at that time. Since then, the entire group has collected data (through the present) and analyzed the data. All collaborators listed are equal partners in this process. Lauren Griffith, Katie Kearns and I met regularly and revised multiple documents that later became a book chapter published on this research (see p. 30 of this CV). Thus, while I am 2nct author on this book chapter, I was involved in all steps of its inception, development, and editing.

4. Developing Student Metacognitive Skills through the use of Biogs in an upper-level anatomy course (2010 - present)

Collaborators: Valerie O'Loughlin, Ph.D and and Lauren Miller Griffith, Ph .D.

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: three presentations (including two invited symposia) at the American Association of Anatomists, multiple published abstracts.

I developed the concept of this project and taught the course (Anatomy A480/580) in which the biogs were used. Lauren Griffith collaborated with me to review student biogs and we worked together to develop a codebook for quantifying blog themes. Lauren is the primary coder of the student biogs, and I do the statistical analysis and write up the results from the analyses. I also develop the first drafts of potential manuscripts and publications.

5. Use of Virtual Microscopy in the undergraduate and medical curricula {2007 - 2013)

Collaborators: Valerie O'Loughlin, Ph .D., Mark Braun, M.D., Katie Kearns, Ph.D., Stacey Dunham, M.S., Polly Husmann, Ph .D., Larissa Collier, Ph.D.

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: multiple presentations at Edward C. Moore conference, American Association of Anatomists, multiple published abstracts, 3 publications.

Mark Braun developed this collaborative research group, and first published a paper with Katie Kearns . Since then, I and Mark Braun collaborated and involved my graduate students (Stacey Dunham, Polly Husmann and Larissa Collier) with the research . We all took an equal role in survey development, data collection, analysis of data, and manuscript writeup. I am listed as last author on these publications because I oversaw each graduate student's work and edited/assisted throughout the entire process. Valerie O'Loughlin: Research Load and Individual Contributions to Collaborative work

6. Virtual Anatomy Laboratory assessment (2008-2011)

Collaborators: Alison Doubleday, Ph .D., Valerie O'Loughlin, Ph.D., Eldridge Doubleday, M.S.

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: MS thesis and Anatomical Sciences Education manuscript

I and Alison Doubleday worked closely with Eldridge Doubleday to develop a virtual anatomy laboratory for our Anatomy A215 class. Eldridge wrote up the development as his Master's thesis, and then Alison Doubleday prepared the ASE manuscript.

7. Assessment of Discipline-specific vs. Integrated Exams in Medical School (2011-2013)

Collaborators: Mark Braun, MD, Valerie O'Loughlin, Ph .D., Andrew Thompson, PhD

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: AAA presentation, published abstract, 2013 Anatomical Sciences Education publication

Mark Braun developed the initial research question and provided my-then graduate student (Andrew Thompson) and me with data from both sets of exams to assess. Andrew and I worked together to evaluate questions from both exams, and then Andrew ran statistical tests on our evaluations. I am listed as last author on these publications because I oversaw Andrew's work and edited/assisted throughout the entire process.

8. Development of Blooming Anatomy Tool (BAT) (2013-2015)

Collaborators: Valerie O'Loughlin, Ph.D., Andrew Thompson, PhD

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: AAA presentation, published abstract, 2015 Anatomical Sciences Education publication

Inspired by some questions that arose with the integrated exam research, Andy and I worked together to develop a rubric (the Blooming Anatomy Tool) to score exam questions on a Bloom's taxonomy-like scale. Andy and I were equal partners in the development of the tool, assessing the data from the tool, and presenting the results. Andy developed the first draft of the manuscript and I edited. Valerie O'Loughlin: Research Load and Individual Contributions to Collaborative work

9. Comparison of Team Based Learning (TBL) practices and formats (2012-present)

Collaborators: Valerie O'Loughlin, Ph.D., Mark Braun, MD, Jane Waggoner, M.S.

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: AAA presentation, published abstract, submitted manuscript

Mark Braun developed the initial research question regarding whether variations in format and administration of a TBL may affect students' perceptions of the pedagogical tool. Mark developed the student survey and collected data. Jane worked closely with me to analyze the data and when she wrote up the initial results, I extensively edited the document so it conformed to publishable standards. I am the corresponding author on the submitted manuscript.

10. Attitudes regarding computerized testing at IUSM (2013-present)

Collaborators: Valerie O'Loughlin, Ph.D., Mark Braun, MD, Mark Bauman, MD, Danielle Hanson, M.S.

Focus: Best practices in med ed & evaluating effectiveness of medical and anatomy education

Scholarly dissemination: AAA presentation, HAPS presentation, published abstract, manuscript in progress

Mark Braun developed the initial research question regarding whether the implementation of computerized exams (using ExamSoft) throughout all medical school courses had an affective impact on medical students. Mark developed the student and instructor surveys, with input from the entire team. Danielle (one of my graduate students) administered the surveys and served as the IRB point of contact. I assisted Danielle with analyzing the results from the surveys and all assisted Danielle with presenting her data in poster format at AAA and HAPS. I am overseeing Danielle's progress in writing the manuscript and will be the first to edit her document. 611 1/2015 Female Stem Scholars I Lean In Circles 6111/2015 Female Stem Scholars 1Lean In Circles

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About the President's Initiative Program ·HAPS-I Scholarships

The President's Initiative program is an opportunity for interested sponsors to support the HAPS incoming President's proposal to move the Previous Courses organization forward by focusing efforts on a single, defined project within ore the President's area of expertise. PRESIDENT'S~ FAQ The HAPS President's Initiative is a 2-year project conceptualized by the INITIATIVE President with milestones to be initiated during that President's term and SPONSOR Institute Home Page completed by the time s/he finishes her term as Past President. The goal of this program is to keep HAPS moving quickly to respond to critical needs while at the same time to HAPS-I: Online Graduate Credit Courses capitalize on the specific skills and interests of the incoming HAPS Pr!)sident. While other long-term 2015 goals are maintained, this program allows sponsors and HAPS leadership to accomplish fast-acting goals together while developing working relationships that endure.

Each project begins July 1 with the newly-elected President of HAPS. During this period, the President defines the scope and goals of the project, clarifies the project by working with the Executive Director, Board and Steering Committee, and gathers support for the project. The second year of the project occurs when the President of HAPS moves to the role of past president (July 1 of the following year) and ends July 30 of the following year. During this two-year period, there will be a total of 4 quarters (or 6-month schedules) where specific goals and outcomes are outlined as part of the initiative. Thus, each President's Initiative project has up to 24 months to achieve its goals.

2013-2015 - Valerie O'Loughlin - Expanding A&P Educational Research in HAPS

2014-2016 - Tom Lehman - Creating a HAPS Curriculum of Educational Courses

McGraw-Hill Education has been a proud sponsor of the HAPS President's Initiative Program continuously since 2013.

We partner around the world with students, educators, administrators and other professionals to deliver engaging, adaptive and personalized solutions that improve performance and deliver positive results. We combine proven, research-based content with the best emerging digital technologies to guide assessment, teaching and learning to achieve the best possible outcome for students, instructors and institutions.

As such, we are excited to support the HAPS President's Initiative as the leading effort to develop and promote excellence in Anatomy and Physiology education.

McGraw-Hill is a founding sponsor of the President's Initiative. WILEY Wiley, was first established as a publisher in 1807 during the presidency of Thomas Jefferson. As a valued source of information and understanding for more than 200 years, Wiley content, products, and services help researchers, professionals. educators and students around the world meet their needs and fulfill their aspirations. Peter Booth Wiley, our current Chairman, represents the seventh

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generation of Wiley family leadership. At Wiley, we believe that we are responsible to the communities in which we live and work, as well as those we serve. Supporting research and education is one of the primary areas of corporate citizenship that we embrace. The sponsorship of the HAPS President's Initiative well aligns with our primary business priorities and activities. To learn more about Wiley's commitment to anatomy and physiology education and the opportunities and activities of the Wiley Faculty Network, please visit our anatomy and physiology showcase site. Wiley looks forward to continued partnership with HAPS in developing the best practices and essential knowledge that help teachers teach and students learn.

Wiley is a founding sponsor of the President's Initiative and has supported the President's Initiative program continuously since 2013.

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Valerie O'Loughlin, HAPS President 2013-2014 HAPS-I : Online Graduate Cred it Courses President's Initiative 2013-2015: Expanding A&P Educational Research in HAPS 2015

Valerie O'Loughlin's President's Initiative to expand A&P Educational Research is designed to:

1) inform HAPS membership about methodical ways of assessing teaching and learning effectiveness, 2) introduce members to the scholarship of teaching and learning, 3) showcase exemplary educational research efforts of our members, and 4) ultimately have HAPS serve as an example for producing rigorous A&P educational research projects.

The ultimate goal is to make HAPS members more knowledgeable about educational research by providing them with the tools and knowledge needed to design, implement, and publish A&P educational research studies.

Thanks to the generous support of our 2013-2015 President's Initiative sponsors!

WILEY.

Valerie has been able to do the following:

1) Develop a professionally-edited multi-part video series entitled "A How to Guide for Developing a Publishable Scholarship of Teaching and Learning Project". The first video is open access, while the other videos are accessible only to HAPS members (yet another benefit ~S membership!)

a. Part 1: Introduction to Educational Research and SOTL

b. Part 2: Developing a Clear Research Question and Reviewing the Educational Research Literature

c. Part 3: Determining Appropriate Methods of Assessment

d. Part 4: Obtaining Human Subjects (IRB) approval, Collecting and Analyzing your Data

e. Part 5: Presenting and Publishing your Educational Research

1 of2 611112015 5:24 PM President's Initiative 2013-2015 - Human Anatomy and Physiology Society http://www.hapsweb.org/?page=presidentinit2015

2) Valerie worked with our sponsors and partner organizations to invite well-renowned update speakers with an educational research focus for the HAPS 2015 Annual Conference in San Antonio:

a. Jose Bowen (author of Teaching Naked, he discusses how technology used outside the classroom can allow for authentic face-to-face interaction in the classroom)

b. Peggy Van Meter (metacognition and learning theory)

c. Peter Ward (qualitative educational research methods)

d. Mark Terrell (overview of A&P educational research) SANANTONIO UISll .- ~·--·- --- e. Dee Silverthorn (implementing multi-institutional educational research projects)

3) HAPS members were encouraged to present workshops at the HAPS 2015 Annual Conference that focused on educational research and assessment. Among these workshops were:

- A "how to" guide for how to develop a publishable scholarship of teaching Project - Valerie O'Loughlin - Bloom's taxonomy - a way to determine cognitive level of course materials when used correctly - Janet Casagrand - Rational Course Design - Wendy Riggs - Using embedded common finals to promote learning and an assessment culture - Abass Abdullahi - An integrative Approach to Course Assessment and Feedback - Nahel Awadallah - The Importance and Benefits of Low-stakes Online Practice Exams for Student Success in A&P classes - Peter Reuter - Its Time to Start Using the HAPS Comprehensive A&P Exam - We IMll Show You How and Why - Members of the Testing Committee - Beyond the Hype: Three Types of "Must·Have" Data - Holly Houtz - Increasing student motivation using assignments and grading schemes that foster "Hope and Grit" - Kevin T. Strang - Validating and norming assessment rubrics - Margaret Weck

4) Valerie developed a 1-credit hour HAPS-Institute course, Introduction to Educational Research Methods, first offered in late Spring 2015. Link to the syllabus

Course Description: This course is for college level instructors who want to become more familiar with basic educational research methods. Participants will learn about metacognitioh, how people learn, the basics of quantitative versus qualitative educational research methods, how to search the educational literature database, the scholarship of teaching, and will develop a l NSTITUTE foundation for implementing classroom research and assessment. Participants will learn the material through directed readings, online weekly synchronous discussion forums, and face-to-face instruction at the HAPS 2015 meetings (or additional online reading/assignment component, should the participant not be able to attend the HAPS 2015 conference). In addition, participants will apply the information they have learned in the independent development of an educational research question they want to examine in their own classroom.

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HAPS Strategic Plan formation

During my tenure as President of the Human Anatomy and Physiology Society (HAPS}, it was my responsibility to oversee the development of our organization's first formalized 5-year strategic .P1.§n. I led the charge to grow this document from start to finish, and this effort resulted in me being the primary editor for the document itself. This involved the following of me:

• Develop a timeline to develop this (and future) strategic plans (Fall 2013} • Have the Board of Directors (BOD} and Steering Committee (SC) develop a SWOT analysis, and then I summarized the results (early spring 2014} • Have the BOD and SC brainstorm potential initiatives or action items for a strategic plan (late spring 2014} • Lead a day-long intensive session with the BOD and SC to hammer out the major overarching goal, strategic initiatives, outcomes, and short-term objectives (May 2014). • Lead a 'town hall' session at the HAPS annual meeting, where a draft of the strategic plan was presented and member input was solicited. • Extensive writing of action items for each short term objectives, which were later edited and approved by the board. • Finalize the Strategic plan and bring it to a vote by the BOD. (late summer/September 2014}

The next page provides a one-page visual summary of the strategic plan. The 15-page document that was developed is shown in Appendix N. HAPS Roadmap to the Future - Human Anatomy and Physiology Society http ://www.hapsweb.org/?page=strategi c_p Ian

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The Human Anatomy and Physiology Society was founded in 1989 as an inclusive organization devoted to promoting excellence in Human Anatomy & Physiology Education. It currently includes members from high HAPS·! Scholarships schools, two and four year colleges, universities, medical schools, and private businesses throughout the United States, Canada and the rest of the world. HAPS brings together professionals dedicated to sharing Previous Courses up-to-date knowledge of the discipline and committed to enhancing student learning. ore " Learn, Discover, Share" FAQ e The mission of the Human Anatomy and Physiology Society (HAPS) is to promote excellence in Institute Home Page the teaching of anatomy and physiology. HAPS-I : Online Graduate Cred it Courses This mission is addressed by: 2015

• Enhancing the quality of human anatomy and physiology instruction at colleges, universities, high schools and related institutions. • Promoting and facilitating communication and collaboration among human anatomy and physiology teachers. • Encouraging innovation, educational research, and publication by human anatomy and physiology teachers. • Promoting and organizing professional development programs for the teach ing of human anatomy and physiology. • Promoting interaction among science teachers at all educational leve ls. • Providing the membership with opportunities to become and remain informed about the latest developments in the health/science fields. • Facilitating communication with other sectors of the educational and scientific communities. • Collecting and disseminating to the membership information regarding events of interest. • Fostering a sense of collegiality and camaraderie among members.

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HAPS Strategic Plan PDF (433.61 KB) Administration 10/11/ 2014

1 of2 6/ 11/2015 5:48 PM O'Loughlin, P&T dossier

Science Education Journals and their Impact Factors (when calculated)

Data about impact factors taken from Research Gate (https://www.researchgate.net)

Note: many education research journals do not have impact factors calculated, because of how they are indexed. A typical "high" impact factor for educational research journals is above 1.1.

Journal ISSN Impact Factor Medical Education 1365-2923 3.62 Academic Medicine 1040-2446 3.47 Anatomical Sciences Education (ASE) 1935-9772 ,2.98 Advances In Health Sciences Education 1382-4996 2.71 Medical Teacher 0142-159X 2.05 CBE-Life Science Education 1931-7913 1.88 Anatomical Record 1932-8486 1.53 BMC Medical Education 1472-6920 1.41 Journal of Surgery Education 1931-7204 1.39 Advances In Physiology Education 1043-4046 1.24 Teaching &Learning in Med 1532-8015, 1.12 Journal of Chemical Education 0021-9584 1 Biochemistry & Molecular Biology Education 1539-3429 0.59 American Biology Teacher 0002-7685 0.37 Clinical Teacher 1743-498X (none calculated) Medical Science Educator 2156-8650 (none calculated) College Teaching 8756-7555 (none calculated) Journal on Excellence in College Teaching 1052-4800 (none calculated) Journal of College Science Teaching 0047-231X (none calculated)

Anatomical Sciences Education(ASE) is the highest ranked anatomy education journal.

ASE, Advances in Physiology Education, College Teaching and Journal on Excellence in College Teaching are considered 'high tier' journals for educational research. 6/9/2015 Valerie O' Loughlin - Gpogle Scholar Citations ' e r__..U.... ::.t::""'l"rfJ.,..IU ... l"'llt::"'l'W...,dl"'l':>"P::._u_v_vt::_::._::. _1U - 11 -Y -U-fJU-d-lt::_u_. - Google Scholar Va Ie rl \..:. c:vas• '''', Indiana University School of Medicine Citation indices All Since 2010 Citations 236 164 h-index 8 6 i10-index 7 5

Title 1-20 Cited by Year

Implementation of an education-focused PhD program in anatomy and cell biology at Indiana University: Lessons learned and future challenges 2015 JJ Brokaw, VD O'Loughlin Anatomical sciences education 8 (3), 258-265

I say assertive, you say bossy; I say leader, you say bi***: Gender bias in academia 2015 V O'Loughlin The FASEB Journal 29 (1 Supplement), 9.4

Scholarship of Teaching and 42 Learning in Anatomy VD O'Loughlin 2015 Teaching Anatomy: A Practical Guide, 391

Scholarship of Teaching and Learning in Anatomy VD O'Loughlin 2015 Teaching Anatomy, 391-398

The Blooming Anatomy Tool (BAT): A discipline-specific rubric for utilizing Bloom's taxonomy in the design and evaluation of assessments in the anatomical sciences 2014 AR Thompson, VD O'Loughlin Anatomical sciences education

Attitudes toward the implementation of computerized testing at IU School of Medicine (533.6) 2014 D Hanson, M Braun, M Bauman, V O'Loughlin The FASEB Journal 28 (1 Supplement), 533.6

How to develop students' metacognitive skills: lessons learned from an upper level undergraduate anatomy course (336.1 ) 2014 V O'Loughlin The FASEB Journal 28 (1 Supplement), 336.1

A comparison of student performance on discipline-specific versus integrated exams in a medical school course 4 2013 AR Thompson, MW Braun, VD O'Loughlin Advances in physiology education 37 (4), 370-376

Student perceptions and preferences of two TBL modalities in the second year medical curriculum 2013 JS Waggoner, MW Braun, VD O'Loughlin The FASEB Journal 27 (1_MeetingAbstracts), 957.16 https://scholar.google.com/cilalions?hl=en&user=Sv9bVfMAAAAJ&sortby=pubdate&view_op=list_works&gmla=AJsN-F6x8q1wUPfG4XHPrqTEFQ_EJsMFF... 1/3 6/9/2015 Valerie O'Loughlin - Google Scholar Citations

Reflective writing highlights improved student metacognition in an upper level undergraduate anatomy course 2013 VD O'Loughlin, LM Griffith The FASEB Journal 27 (1_MeetingAbstracts), 957.1

Evaluating an anatomy-specific tool for Blooming exam questions AR Thompson, VD O'Loughlin 2 2013 The FASEB Journal 27 (1_MeetingAbstracts), 957.12

Virtual microscopy is a superior and reputable pedagogical tool for histology learning: response to Xu 2 2013 VD O'Loughlin, LM Collier, S Dunham, MW Braun Anatomical sciences education 6 (2), 139-140

How do block scheduling and integrated testing affect medical student performance? 2012 AR Thompson, MW Braun, VD O'Loughlin The FASEB Journal 26 (1_MeetingAbstracts), 532.2

Anatomy & Physiology: An Integrative Approach M McKinley, V O'Loughlin, T Bidle 4 2012 McGraw-Hill Higher Education

Optical versus virtual: Teaching assistant perceptions of the use of virtual microscopy in an undergraduate human anatomy course 14 2012 L Collier, S Dunham, MW Braun, VD O'Loughlin Anatomical sciences education 5 (1 ), 10-19

The virtual anatomy laboratory: Usability testing to improve an online learning resource for anatomy education 11 2011 EG Doubleday, VD O'Loughlin, AF Doubleday Anatomical sciences education 4 (6), 318-326

Developing metacognitive skills through the use of biogs in an upper level undergraduate anatomy course 2011 VD O'Loughlin, LM Griffith The FASEB Journal 25 (1_MeetingAbstracts), 10.1

A~tf@HiU~ MP McKinley, VD O'Loughlin, ffll7't{~ . i'iJISJ.J - , *~*· :$w1ti:l, ~*~ ~ .... 2010 !l~tr!J: ?W- ~ff:ffl"m tl:lAA

A Scoring Rubric for Teaching Statements: A Tool for Inquiry into Graduate

Student Writing about Teaching and Learning. 2 2010 KD Kearns, CS Sullivan, VD O'Loughlin, M Braun Journal on Excellence in College Teaching 21 (1), 73-96

Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy 31 2009 PR Husmann, VD O'Loughlin, MW Braun Anatomical sciences education 2 (5), 218-226 https://scholar.google.com/citations?hl=en&user=Sv9bVIMAAAAJ&sortby=pubdate&view_op=list_works&gmla=AJsN-F6x8q1wUPfG4XHPrqTEFQ_EJsMFF. .. '213 6/9/2015 Valerie O'Loughlin- Google Scholar Citations Dates and citation counts are estimated and are determined automatically by a computer program.

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