A section devoted to profiles of renowned teachers and to the recognition and accomplishments of physiology teachers within the society

Abstract

The Physiology TeacherA section devoted to profiles of renowned teachers and to the recognition and accomplishments of physiology teachers within the societyPublished Online:01 Dec 2009https://doi.org/10.1152/advan.00081.2009This article has been correctedMoreSectionsPDF (210 KB)Download PDF ToolsExport citationAdd to favoritesGet permissionsTrack citations ShareShare onFacebookTwitterLinkedInWeChat PROFILESStephen E. DiCarlo: the Claude Bernard Distinguished LecturerThe highest honor within the Teaching of Physiology Section is to be selected to present the Claude Bernard Lecture during the Experimental Biology Meetings. The 2009 recipient was Dr. Stephen E. DiCarlo (Fig. 1), who currently is a Professor of Physiology in the Department of Physiology of the School of Medicine of Wayne State University in Detroit, MI. His presentation, “Too much content, not enough thinking, and too little FUN,” is being published in this issue of Advances in Physiology Education.Fig. 1.Dr. Stephen E. DiCarlo.Download figureDownload PowerPointAfter receiving his PhD degree in Physiology from the University of Oklahoma Health Science Center in 1985 with the late Dr. Lowell Stone as his mentor, Dr. DiCarlo accepted a postdoctorate fellowship in the Department of Pharmacology of the University of Texas Health Science Center in San Antonio, TX, with Dr. Vernon S. Bishop as his supervisor. Collectively, they investigated autonomic nervous system mechanisms during exercise with animal models. Subsequently, he assumed teaching and research responsibilities in the Department of Physiology within the College of Medicine of Northeastern Ohio Universities in Rootstown, OH, where he remained for 9 yr. In 1998, he joined the Department of Physiology of Wayne State University School of Medicine in Detroit, MI, was appointed Professor 3 yr later, and currently is still affiliated with that university.Although the Claude Bernard Award acknowledges his teaching and educational achievements, Dr. DiCarlo warrants recognition for his research accomplishments pertaining to autonomic and cardiovascular mechanisms with rest, exercise, and disease and to the physiological responses of spinal cord-injured rats. To date, he has received continued funding for his research projects and has published more than 80 manuscripts in peer-reviewed journals.Dr. DiCarlo's effectiveness as a teacher and educator was recognized before he accepted his current academic position at Wayne State University as the students at Northeastern Ohio Universities selected him as the 1993–1994 and 1997–1998 M-1 Outstanding Teacher of the Year. Moreover, he was selected to be Class Marshall on two separate graduations. At Wayne State University, he has taught sections of an undergraduate course in Human Physiology and sections of graduate courses in Advanced Cardiovascular Physiology, Biomedical Cardiovascular, Respiratory, and Renal Systems Biology, Pedagogy, Physiology of Exercise II, Regulation of Signal Transduction by Exercise, Advanced Respiratory Physiology, and The Cardiovascular System within the Physiology Course and Research Studies. In Medical Physiology, he has been responsible for covering the Respiratory and Gastrointestinal components as well as the Activity and Inactive Physiology components of the course. Additionally, he provides several outreach programs for local high school students and teachers.Dr. DiCarlo selected Medical Physiology to describe select features of his instructional approach. For example, to enhance the learning of physiological concepts, he provides each student at the beginning of the course with a plastic bag filled with balloons, rubber stoppers, wire, microscopic slides, and a syringe. During class, students are encouraged to use these items to “visualize” concepts and relate them to the material presented during the lecture and discussion periods and to more complicated models that have been projected onto the screen. To promote and enhance the review process, he uses the TV game format of “Pulmonary Jeopardy,” “Survivor,” or “GI King and Queen of the Hill.” Individuals interested in details of the Jeopardy approach can download a copy from the American Physiological Society (APS)'s Archives of Teaching Resources.By example, Dr. DiCarlo has inculcated students and faculty members to use alternative approaches in mastering the knowledge base of physiology that use class participation, discussions, collaborations, concept mapping, case studies, games, and laboratory experiences. His approach, which represents a shift in information distribution from a teacher-centered to a learner-centered base, has enhanced the ability of students to become “active learners.” To ensure that doctoral students leave the department as effective teachers, he provides a 2-h scheduled course that emphasizes the fundamentals of teaching at the collegiate level, the theory and application of active, collaborative, and cooperative learning, and principles of course organization, content, and management.Dr. DiCarlo has made numerous presentations detailing his philosophy and approaches to teaching at state, national, and international conferences as well as at seminars by other universities. In addition, he has led Teaching Workshops at several annual meetings of the American College of Sports and was a participant at others held at universities in New Mexico and Pennsylvania.His elevant professional involvements include serving on the Curriculum Committee at Northeastern Ohio Universities and on the School of Medicine Curriculum Committee and The Excellence in Teaching Committee at Wayne State University. For the American College of Sports Medicine, Dr. DiCarlo has functioned as a Education Material Representative, while for APS he has been a member of the Education Committee, the Teaching of Physiology Steering Committee, the Teaching of Physiology Section, and the Archives of Teaching Resources Scientific Review Board. Not to be omitted are his 41 peer-reviewed publications pertaining to teaching and learning within Advances in Physiology Education or his service to this APS journal as a reviewer, a member of the Editorial Board, or an Associate Editor.In addition to Northeastern Ohio Universities, his effectiveness and leadership as an Physiology Teacher and Educator was recognized by the University of Missouri-Kansas City Trustees for Excellence in Teaching. At Wayne State University, he has received the School of Medicine Teaching Award and the President's Excellence in Teaching Award, been the recipient of The Lamp Award for the most outstanding basic science teaching during years 1 and 2, and was selected as a charter member of the Academy of Scholars. He has also hosted two APS members who have received APS Teaching Career Enhancement Awards.Dr. DiCarlo strongly endorses the current activities of the APS Section on the Teaching of Physiology and encourages the Council to continue their firm support of the teaching mission of the Society and to be vigilant against any attempt to minimize its importance or purpose.C. Subah Packer: Arthur C. Guyton Physiology Educator of the YearAt the 2009 Experimental Biology Meeting, the prestigious Arthur C. Guyton Physiology Educator of the Year award was presented to Dr. C. Subah Packer (Fig. 2), an Associate Professor in the Department of Cellular and Integrative Physiology of Indiana University School of Medicine located in Indianapolis, IN. Associated with the award is the opportunity to forward a manuscript to The Physiologist expressing a philosophy of teaching. In the October 2009 issue, her article, entitled “The bottom line, the students must be engaged,” was published.Fig. 2.Dr. C. Subah Packer.Download figureDownload PowerPointIn 1987, Dr. Packer received her degree in Physiology from the University of Manitoba in Manitoba, Winnipig, Canada, with Dr. Newman L. Stephens as her mentor. Subsequently, she accepted a 2-yr postdoctoral position at the Indiana University School of Medicine with Prof. Richar A. Weiss, who had appointments in the Department of Physiology and Department of Obstetrics and Gynecology.During 1994, Dr. Packer was appointed an Assistant Professor in the former Department of Physiology and Biophysics and assumed teaching and research responsibilities. Although research is not emphasized in the Guyton Award, she has been actively investigating pulmonary and systemic vascular mechanisms in hypertension and diabetes.Teaching has been an integral component of Dr. Packer's professional career, as before becoming an Assistant Professor, she was a Laboratory Demonstrator and Lecturer in the Department of Biology of the University of Manitoba and a Lecturer and Laboratory Instructor in Biology for the undergraduate curriculum at the Indiana University-Purdue University in Indianapolis, IN. Within the department and during her early years, she has taught the muscle and heart sections of Human Physiology for nonphysiology majors and served as the Course Director. Later, she taught muscle physiology to first-year medical and dental students enrolled in Medical Physiology while serving as the facilitator for Concepts of Health and Disease. This case study course is for medical students and emphasizes problem-based learning for small groups.The responsibility of being Director of the Human Physiology Course reflects Dr. Packer's talent as an innovative teacher because the course contents were changed and modified to become a required course for pre-Allied Health students and later again for Master Degree Candidates in the Medical Sciences and Doctoral Candidates in Physical Therapy as well as for graduate students from the Departments of Pharmacology, Pathology, and Biomedical Engineering. In addition to using didactic lectures, she introduced several inquiry-based engagement activities for the students, used tutors (advanced graduate students in physiology) to assist student learning, and changed the didactic coverage of exercise physiology to an inquiry-based, student-centered Physiology of Fitness activity that was integrative and interactive while covering the subject matter of exercise, nutrition, and energetics. The course continues to change, as currently subject matter is no longer team taught with didactic lectures; rather, it is a mix of didactic lectures, inquiry-based, student-centered activities, and self-directed learning with demonstrations, videos, and podcasts to facilitate the process.Dr. Packer was instrumental in having the department adopt pedagogy methodology as a component within the required PhD curriculum. Thus, all graduates have teaching experience before assuming their first professional responsibility. Within the university, she has been an outstanding member of curricula or accreditation committees and a Director of a successful science education outreach program for Indiana middle and high school teachers that has received APS support for many years. This program is recognized by the Indiana Professional Standards Board, and participating teachers receive credits for the renewal of their teaching licenses. Finally, for more than a decade, she has mentored APS Summer Research Teachers in her laboratory.For her achievements as a teacher and an educator, Dr. Packer has been 1) recognized by the American Chemical Society and by Who's Who in Medical Education; 2) awarded the Indiana University-Purdue University Glenn W. Irwin, Jr., MD Experience Excellence Recognition Award; 3) repeatedly nominated for the Indiana University School of Medicine Faculty Teaching Award; 4) invited by the University of Malaya to enter an Indiana University School of Medicine student team in the 2010 International Physiology Quiz; and 5) the recipient of the Guyton Award.As for advice to the Teaching of Physiology Section and to the APS Council, she wrote the following: “At this time in our history (i.e., the history of America, perhaps of mankind), it is generally recognized that science education needs revitalization, an energy boost, and that the boost can and should largely come from scientists. 'Scientists can contribute to education in many ways: as advocates and spokesperson, as experts on science and the scientific process, as people with exciting true stories of exploration and discovery, as providers of data and facilities, and as role models for students and teachers (1–4). These roles may be carried out at varying levels of involvement and informal education and on behalf of students, teachers, or leaders of systemic change (5). Indeed, as emphasized by Thiry et al., education and outreach involvement is evolving into a professional obligation of scientists. Yet, bench scientists do not necessarily have the educational preparation to contribute effectively to science education outreach and the public context of science. In addition, the culture of research institutes does not typically encourage/endorse participation of scientists in science education and community outreach activities. The professional societies of scientists can provide the professional development to scientists needed to equip motivated scientists with the skills to be effective facilitators of science education, advocates and role models. For physiologists, the greatest success in this regard will be realized when the APS Teaching Section and Council work together to increase the visibility and number of science education outreach professional development opportunities for the APS membership. The expectation is that as more motivated scientists become skilled and successful in science education and outreach, more scientists will become motivated. In this way, the culture of science will positively impacted. Scientists involved in education and outreach will no longer be perceived as an isolated subset. Rather, science education and outreach will become a mainstream integrated occupation of successful basic scientists.” REFERENCES1. Bower JM. Science education reform: how can we help? Issues Sci Technol 12: 55–60, 1996.ISI | Google Scholar2. Bybee RW , Morrow CA. Improving Science Education: the Role of Scientists (online). http://www.spacescience.org/education/papers/Roles_BM.pdf [24 9 2009].Google Scholar3. Morrow CA. The Diversity of Roles for Scientists in K-14 Education and Public Outreach (online). http://www.spacescience.org/education/extra/resources_scientists_cd/Source/Roles.pdf [24 9 2009].Google Scholar4. National Research Council. The Role of Scientists in the Professional Development of Science Teachers (online). http://www.nap.edu/openbook.php?record_id=2310 [24 9 2009].Google Scholar5. Thiry H , Laursen SL , Hunter A. A professional development needs and outcome for education engaged scientists. A research-based framework. J Geosci Educ 56: 235–246, 2008.Crossref | Google ScholarREFERENCES1. Bower JM. Science education reform: how can we help? Issues Sci Technol 12: 55–60, 1996.ISI | Google Scholar2. Bybee RW , Morrow CA. Improving Science Education: the Role of Scientists (online). http://www.spacescience.org/education/papers/Roles_BM.pdf [24 9 2009].Google Scholar3. Morrow CA. The Diversity of Roles for Scientists in K-14 Education and Public Outreach (online). http://www.spacescience.org/education/extra/resources_scientists_cd/Source/Roles.pdf [24 9 2009].Google Scholar4. National Research Council. The Role of Scientists in the Professional Development of Science Teachers (online). http://www.nap.edu/openbook.php?record_id=2310 [24 9 2009].Google Scholar5. Thiry H , Laursen SL , Hunter A. A professional development needs and outcome for education engaged scientists. A research-based framework. J Geosci Educ 56: 235–246, 2008.Crossref | Google ScholarRECOGNITIONCindy M. Anderson: an Outstanding Teacher at the University of North DakotaAn Interim Dean of Research in the College of Nursing, Dr. Anderson was selected to receive the coveted North Dakota Spirit Faculty Achievement Award from the university. This award from the University of North Dakota Foundation is to recognize significant contributions by faculty members in teaching, research, and service. With regard to teaching, Dr. Anderson is responsible for teaching Advanced Physiology and Pathology to two sections with ∼60 graduate students/semester. In addition, she is the instructor of an undergraduate pathophysiology course involving >50 students and of a physiology and pathology of lactation course required for ∼100 first-year medical students.Neil A. Bradburry: an Outstanding Teacher at the Chicago Medical School of the Rosalind Franklin University of Medicine and ScienceAccording to Prof. Charles E. McCormack and the Director of the Medical Physiology course, which had 150 medical students and 90 graduate students enrolled, Prof. Neil A. Bradburry was selected by the first-year class to be the Physiology Teacher of the Year. During the course, Dr. Bradburry was effective in presenting material related to calcium and phosphate control as it pertained to gastrointestinal absorption, renal excretion and reabsorption, bone formation and resorption, the actions of parathyroid hormone, and vitamin D formation and metabolism.Janis M. Burt: an Outstanding Teacher at the University of ArizonaA Professor in the Department of Physiology and Director of a National Institutes of Health Training Grant that has the distinction of being longest active training grant within the university, Dr. Burt was selected to receive the Vernon and Virginia Furrow Award for “Excellence in Graduate Student Teaching and Mentoring.” In addition to her training grant responsibilities, Dr. Burt teaches Cell and Molecular Physiology to ∼20-25 graduate students and Systems Physiology to between 45 and 50 graduate students in Physiology and Biomedical Engineering.Barbara A. Goodman: an Outstanding Teacher at the University of South DakotaDuring the fall of 2009, Dr. Goodman, Professor of Physiology and Director of the University of South Dakota Biomedical Research and Infrastructure Network, was selected to receive the prestigious Outstanding Educator Award for the Division of Basic Biomedical Sciences within the Sanford School of Medicine. The award recognized her creative teaching of undergraduate and graduate students enrolled in the Allied Health Sciences, Elementary Education, and Basic Sciences and included Human Physiology with 96 students, Organismal Physiology with 164 students, Introductory Biology with 24 students, and a course in the Fundamentals of Teaching in the Basic Sciences with 6 students.Helmut B. Gottleib: an Outstanding Teacher at the Feik School of Pharmacy of the University of The Incarnate WordDr. Gottleib, an Assistant Professor in the largest Catholic university in the State of Texas, was selected as the 2008–2009 Teacher of the Year. His responsibilities include teaching the Introduction to Pharmacology course to ∼90 first-year students and Cardiovascular Pharmacology to 98 second-year students.Eleanor D. Lederer: an Outstanding Teacher at the University of LouisvilleIn 2009, Dr. Lederer, who has academic appointments in Nephrology/Internal Medicine as well as Physiology and Biophysics, was the recipient of three teaching awards: namely, The Distinguished Teaching Professor Award from the University of Louisville, The Stuart Urbach Award for Excellence in Teaching from Internal Medicine Residents in the College of Medicine, and The Internal Medicine Faculty Award from the Kentucky Chapter of the American College of Physicians. Her teaching responsibilities include instructing second-year medical students (n = 150) on the clinical correlation between renal function and urinalysis, electrolyte disorders to third-year medical students (n = 50), and teaching electrolyte disorders, general nephrology, and clinical physiology-pharmacology to ∼60 Internal Medicine residents.Michael G. Levitzky: an Outstanding Teacher at the Louisiana State University School of MedicineFor his fourth time, Prof. Levitzky of the Department of Physiology has received the Aesculapius Society's Excellence in Teaching Award from the Louisiana State University School of Medicine. This award originates from and is determined by the students within the various classes. Dr. Levitzky is the Course Director for Medical Physiology and teaches pulmonary physiology and a component of cardiovascular physiology to ∼180 students.Robin Looft-Wilson: an Outstanding Teacher at the College of William & MaryRecently, Assoc. Prof. Looft-Wilson of the Department of Kinesiology and Health Services received the William & Mary Alumni Fellowship Award for Excellence in Teaching. Her teaching assignments were for upper-division undergraduates and included the Cardiovascular Physiology (n = 28 students), the Physiology of Aging (n = 12 students), and the Physiology of Obesity (n = 16 students) courses.Stanley G. Schultz: an Outstanding Teacher at the University of Texas Medical SchoolFormer APS President (1992–1993) and current Associate Dean for Instructional Advancement, Dr. Schultz was selected by the class of 2011 for the Best Physiology Lecturer Award and for the Best Clinical Correlation Award. These honors arose from his membrane, epithelial, and integrative physiology lectures as well as his presentations related to diabetes, ketosis, shock, and congestive heart failure.Paul R. Stanley: an Outstanding Teacher at the University of ArizonaThe first-year medical students (n = 48) at the Phoenix campus of the University of Arizona have selected Prof. Stanley for the Outstanding Achievement in Teaching by a Professor Award. His teaching included lectures on cardiovascular, musculoskeletal, cellular, and gastrointestinal physiology. Additionally, he conducts workshops in renal and pulmonary physiology and is responsible for the Life and Disease course blocks pertaining to the cardiovascular, pulmonary, and renal systems.George A. Tanner: an Outstanding Teacher at the Indiana School of MedicineProf. Tanner, a member of the Department of Cellular and Integrative Physiology, was selected by School of Medicine Committee that used student recommendations, peer evaluation, and evidence-based contributions (textbook editing, problem-solving, and case study examples) to receive the Indiana School of Medicine Award for Excellence in Teaching. In addition to serving as the Director of the Medical Physiology course, Prof. Tanner teaches respiratory and renal physiology to between 140 and 150 medical and graduate students.Richard L. Walker: an Outstanding Teacher at the University of CalgaryThe University of Calgary has an enrollment of ∼23,000 students and a Faculty of Science containing >300 faculty members. Each year, the Student Union Teaching Excellence Award and two Honorable Mentions are announced for the Faculty of Science. For 2009, the teaching effectiveness of Prof. Richard L. Walker of the Department of Biological Science was recognized with an Honorable Mention Award. His teaching responsibilities include endocrine physiology lectures in the fall quarter (240 students) with respiratory, cardiovascular, renal, metabolic, and thermoregulatory presentations in the spring quarter. In addition, he coordinates the laboratories for a second-year Human Physiology course and for a third-year Animal Physiology course. Finally, he lectures on renal and acid-base balance in the Animal Physiology course and is involved with an Animal Form and Function course for 350 first-year students.John B.West: an Outstanding Teacher at the University of California School of MedicineAlso a former APS President (1984–1985), Dr. West, a Professor of Physiology and Medicine, was selected by first-year medical students (n = 130) for the Outstanding Educator Award, which occurred from his lectures on respiratory and exercise physiology. Download PDF Previous Back to Top Next FiguresReferencesRelatedInformationRelated ArticlesCorrigendum 01 Jun 2010Advances in Physiology EducationCited ByA section devoted to profiles of renown teachers and to the recognition and accomplishments of physiology teachers within the society1 December 2010 | Advances in Physiology Education, Vol. 34, No. 4 More from this issue > Volume 33Issue 4December 2009Pages 253-256 Copyright & PermissionsCopyright © 2009 the American Physiological Societyhttps://doi.org/10.1152/advan.00081.2009History Published online 1 December 2009 Published in print 1 December 2009 Metrics