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Teaching Responsibilities

As an environmental physiologist and avian biologist, I regularly teach a variety of non-majors, majors, and graduate (M.S.) level courses mostly in the realm of physiology, including Animal Physiology (upper level core course for biology majors), Environmental Physiology (a “cross-listed” course that I developed, taught at the upper-level undergrad and grad levels), a Graduate Seminar in Physiology, Human Anatomy and Physiology (a non-majors, pre-nursing course), and Human Nutrition (also a non-majors, pre-nursing course).  Every 2-3 years, I’m happily able to squeeze Ornithology into my course repertoire.  I’m developing another cross-listed course in Environmental Toxicology, which I will offer next Winter quarter (CSUEB is on a quarter system, which I find to be pedagogical nightmare).  I’m also the Co-PI of an NSF Noyce Grant, which involves, in part, the development of an on-line science course for Master’s students in teacher education.  To summarize, my key courses are: 

Course
Level
# Students
Student Type
Principles of Animal Physiology
(BIOL 3151)
Sophomore - Junior
75
Biology major
Environmental Animal Physiology
(BIOL 4516/6516)*
Senior/Graduate
50
Biology major/ Biology M.S.
Environmental Toxicology
(BIOL 4517/6517)*
Senior/Graduate
50
Biology major/ Biology M.S.
Graduate Seminar in Physiology
(BIOL 6811)
Graduate
10-20
Biology M.S.
Ornithology
(BIOL 4565)
Junior - Senior
16
Biology major
Human Physiology & Anatomy I
(BIOL 2010)
Freshman - Sophomore
120+
Pre-nursing & other non-majors
Human Physiology & Anatomy II
(BIOL 2020)
Freshman - Sophomore
100+
Pre-nursing & other non-majors
Human Nutrition
(BIOL 3070)
Freshman - Junior
60
Pre-nursing & other non-majors

              * Offered as a double-listed course, with undergraduate and graduate components. 

 

Professional Development Goals

Ultimately, my goals are to integrate all of my professional development activities with my pursuit of teaching excellence.  I actively seek opportunities for the scholarship of teaching and learning (SoTL).  Thus, I witht he help of the BSP, I strive to perform pedagogical research that most effectively addresses the impact specific teaching tactis have on student learning and motivation and to collaborate with faculty within my department as well as across my campus and other campuses to explore novel teaching strategies, including teaching with technology. 

My interest in SoTl has led me to two main involvements that have been critical to my professional development: (1) BEN and (2) my campus' OFD.

(1) Bioscience Educators’ Network (BEN) Scholars Program (2008-2010).  I have had the great fortune of being a part of this program sponsored by the NSDL, NSF, and AAAS, in which I’ve been given training and support to promote the use of digital libraries and inquiry-based strategies in teaching and research training programs.  My involvement with this program has enabled me to perform several outreach activities (e.g. meeting presentations and leading workshops) and to contribute a peer-reviewed teaching resource to BEN and the NSDL.   

(2) CSUEB's Office of Faculty Development (OFD).  I participated in two selective programs sponsored by the OFD: the Teacher Scholar Program and the Faculty Learning Community (FLC) on the Scholarship of Teaching and Learning. The encouragement I received from the FLC resulted in the implementation of a teaching-related research project based on the improvements I made to my animal physiology course.  My results have been shared with the teaching community at the Northern California Science Education Symposium the CSU Regional Symposium on University Teaching, and via a manuscript I plan to submit to Advances in Physiology Education.  I also regularly attend and lead professional development workshops and discussions offered by the OFD and Office of Instructional Media and Technology. 

 

 

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