I work on developing continuing education opportunities for educators who wish to promote inquiry and cooperative group learning within their classrooms. I also work on how to best use SCALE-UP / active learning classrooms with entry-level science courses.

Jensen, M., K. Hull, S. Hood, H. Lawford, K. Ross, R. Gerrits, and B. Ott. 2020. Community College Anatomy & Physiology Education Research: Conducting Research Where It Ought to be Done. HAPS Educator, 24(1), doi: 10.21692/haps.2019.029

Hood, S., N. Barrickman, N. Dierdjan, M. Farr, H. Lawford, S. Magner, H. Roychowdry, R. Gerrits, E. Otts, K. Ross, O. Paige, S. Stowe, M. Jensen, and K. Hull. 2020. Some believe, not all achieve: the role of active learning practices in anxiety and academic self-efficacy in first generation college students. Journal of Microbiology & Biology Education, 21(1), doi:10.1128/jmbe.v21i1.2075.

Jensen, M.S. 2019. The Inside and Outside the Body. CourseSource.

Hull, K., Jensen, M., Gerrits, R., and Ross, K., (2017). Core Concepts for Anatomy and Physiology: A paradigm Shift in Course and Curriculum Design. HAPS Educator, 21, 2: 73-79.

Murray Jensen; Allison Mattheis; Anne Loyle Offering an anatomy and physiology course through a high school-university partnership: The Minnesota model. 

American Journal of Physiology - Advances in Physiology Education. 2013;37(2):157-164.

Degrees earned

• PhD - University of Minnesota - Science Education / Evolution Education
• BA - Concordia College, Moorhead MN

Curriculum Vitae

Research interests

Teaching and learning in human anatomy and physiology; Process Oriented Guided Inquiry Learning (POGIL); Cooperative group learning

Awards and honors

• 2007 Outstanding Undergraduate Science Teacher Award. Sponsored by the Society for College Science Teachers, a division of the National Science Teachers Association.
• 2001 Horace T. Morse - University of .Minnesota Alumni Award for Outstanding Contributions to Undergraduate Education. Sponsored by the University of Minnesota Alumni Association and the University of Minnesota.

Favorite teaching innovation or approach

Cooperative Group Learning & Cooperative Quizzes; Process Oriented Guided Inquiry Learning (POGIL)

Courses taught

• BIOL 1010: Human Biology: Concepts and Current Ethical Issues
• BIOL 1015: Human Physiology, Technology, and Medical Devices
• BIOL 1942: Freshman Seminar: Science and Politics of Genetics and Reproduction

Recent presentations, invited seminars and workshops

Jensen, M. (2019, March).  Efforts to Overcome Resistance to Active Learning at the University of Minnesota.  Keynote address at the 2019 GFD Symposium: Frontiers on High Education: Diversifying and Transforming Teaching.  Komaba Campus, The University of Tokyo.  Tokyo, Japan.

Jensen, M. (2013, December). Promoting Conceptual Learning in Human Physiology Courses Through the Use of Process Oriented Guided Inquiry Learning. Keynote address for the Australian Physiological Society conference, Geelong Australia.

Jensen, M. (2013, July). Transforming anatomy and physiology instruction through the use of student centered strategies: A discussion of novel curricular approaches. Keynote address for the International Union of Physiological Sciences Teaching and Education conference, Bristol England.

Professional service

• Board of Directors - Central Region Representative - Human Anatomy and Physiology Society (HAPS)
• Human Anatomy and Physiology Society. Editorial Board HAPS Educator Journal. 2017-2019.