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As the only full-time faculty member at the Milwaukee School of Engineering (MSOE) with a doctorate in the life sciences (physiology), I am course director for 15 courses, and teach between 6 and 9 of these each year. As course director I am responsible for formulating or reviewing course outcomes and selecting/approving books for the courses. The courses for which I am course director, along with the other requested information is provided in Table 1. If selected to participate in the Scholars program I would expect that I would recruit some of my colleagues to help with the studies on student learning. Only about 8% of our students are from underrepresented populations.

 

Course
Approximate
Frequency of Teaching1
# of Students (approximate)
 
Level
Majority of students
 
Cell Biology and Genetics
 
 
Occasionally
 
 
20
 
Freshman
 
Engineers
Nursing
 
Anatomy and Physiology I
 
 
Occasionally
 
 
18
 
Freshman
 
Nursing
 
Anatomy and Physiology II
 
 
Occasionally
 
18
 
Freshman
 
Nursing
 
Anatomy and Physiology III
 
 
Yearly
 
18
 
Sophomore
 
Nursing
 
Microbiology
 
 
Occasionally
 
18
 
Freshman
 
Nursing
 
Nutrition
 
 
Occasionally
 
25
 
Sophomore
 
Nursing
 
Pathophysiology I
 
 
Yearly
 
20
 
Sophomore
 
Nursing
 
Pathophysiology II
 
 
Yearly
 
20
 
Sophomore
 
Nursing
 
Pharmacology I
 
 
Occasionally
 
20
 
Sophomore
 
Nursing
 
Pharmacology II
 
 
Occasionally
 
20
 
Sophomore
 
Nursing
 
Physiology I
 
 
Rarely
 
20
 
 
Junior
Biomedical
Engineering
 
Physiology II
 
 
Rarely
 
20
 
Junior
Biomedical
Engineering
 
Advanced Physiology I
 
 
Yearly
 
6
 
Graduate
 
Perfusion2
 
Advanced Physiology II
 
 
Yearly
 
6
 
Graduate
 
Perfusion
 
Pathophysiology
 
 
Yearly
 
6
 
Graduate
 
Perfusion
Table 1: List of courses that I am involved/course director for. 1Occasionally indicates that I teach the course approximately once every 2-4 years, while rarely means I teach the course approximately once every 10 years (with current teaching assignments). 2Perfusionists are professionals who operate the heart-lung machine and related equipment during surgery.
 

Personal/Professional Goals
One of my professional goals is to improve the student learning in both in the courses that I teach, as well as the courses taught by others at my institution. Efforts to improve my own teaching include annually attending the Human Anatomy and Physiology Society annual meeting, which focuses on topic updates and educational pedagogy, attending in-house workshops, including a 2 day workshop titled “Making the Transition to Active Learning”, as well as our institutional teaching seminar series, and the BEN training institute. Based on these seminars, I have come to appreciate the use and benefits of learning outcomes, teaching to various learning styles, and student-centered learning activities. I try to incorporate these topics into the courses that I teach.
 
Institutionally I have written course and learning outcomes for most of the courses for which I am course director. As Chairperson of our Faculty Council I have also pushed for, and achieved, updates to our promotion policy that make “effective teaching” one of the most important aspects in qualifying for promotion. During my tenure as chairperson we have also implemented a more effective “instructor evaluation” system, which should help in improving instruction on our campus.
 
I admittedly have little experience in objective scholarly research, but feel as though this is a logical step in my professional growth and development.

 

 

 

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