Patient Care Bio
My teaching experience over the last 25 years has encompassed a variety of learning formats including didactic lecture, laboratory, journal club, and problem based learning. I have taught for four academic institutions in different capacities (The Pennsylvania State University School of Medicine, Northwestern University School of Medicine, Ithaca College, and The University of Rochester School of Medicine and Dentistry). I have taught in the following types of curricula: Undergraduate and Graduate Neuroscience, Graduate Neuroanatomy, Graduate Human Anatomy and Physiology for Physical Therapists, Graduate Medical Human Anatomy, and Undergraduate Human Anatomy.
These experiences have given me the opportunity to instruct a population of students that vary in age, life experience, race, ethnicity and economic background. Collectively, this has revealed how diversity in student populations produces a highly enriched learning environment that benefits everyone, including the instructor. Students are able to apply different elements of their knowledge and background to the group learning experience, yielding a more memorable learning experience in which students feel invested. Teaching in different formats has reinforced that enabling students to take ownership of their learning experience produces a more interactive classroom and/or laboratory experience, a more dynamic teaching experience, and personalizes learning objectives so the students retain more of the requisite information. Not all students will excel at every subject. In fact, some will struggle to learn material that is outside of the realm of their academic strengths and/or experience. A memorable and impactful educator will effectuate methods that allow each student to take ownership of their learning experience and optimize their potential, which is a necessary step in the creation of a lifelong learner. A positive impact on each student that leads them to embrace independent learning becomes amplified when students use those tools to embark upon professions that benefit others. As a consequence, a positive impact on a single student goes grows logarithmically into palpable benefit to many more people than I could possibly impact in a single classroom.
|Manuel D. Goldman Prize for Excellence in Teaching 1st Year Medical Students | University of Rochester School of Medicine Class of 2017
|Manuel D. Goldman Prize for Excellence in Teaching 1st Year Medical Students | University of Rochester School of Medicine Class of 2013
|First Year SMD Teaching Commendation | University of Rochester School of Medicine Class of 2012
|Ruggles Fellowship in Movement Disorders | Evanston Hospital Department of Neurology
||1997 - 2001
|Teacher Appreciation Award | Pennsylvania State University College of Medicine
|Graduate Assistant Award for Outstanding Teaching | Pennsylvania State University
|Excellence in Teaching Award | Pennsylvania State University College of Medicine