| Gross Anatomy I Laboratory | Osteology of the axial skeleton and scapula are taught. Dissections of all the back muscles and the entire thorax are also covered. |
| Gross Anatomy II Laboratory | Through dissection, the gross anatomy of the upper and lower extremity and the pelvis and perineum are taught. |
| Gross Anatomy II Lecture | This is the didactic component of the extremities and pelvis. |
| Gross Anatomy III Laboratory | Through dissection, the abdomen, its viscera, and the head and neck are explored. |
| Neuroscience I Laboratory | Gross anatomy of the CNS is presented. |
| Neuroscience II Laboratory | The brain is studied in horizontal and coronal sections. Blood supply is also presented. |
| Clinical Anatomy Upper Extremity Block | Working along side a chiropractor,
we examine the courses of the 5 terminal branches of the brachial
plexus identifying key sites of entrapment and chief complaints.
Major arteries and veins are also reviewed. |
| Neuroscience Lecturer | My lecture topic is neuroembryology. |
STATEMENT OF TEACHING PHILOSOPHY
I believe that a teacher's job is not limited to teaching his/her subject material, but also teaching problem-solving skills and critical thinking that can be applied in all aspects of life. So when the student leaves my class, they have learned more than just anatomy -- they have learned skills that can be applied in the real world. I accomplish this through several guiding principles:
*Organize information into an efficient presentation. I start with an overview of the big picture. Then I outline the goals and concepts for the lesson. After I complete each goal I revisit the big picture to remind the students why particular details are important.
*Present the material clearly. I employ several methods of presentation. I use photographic slides, overheads, and the Internet. Frequently, I use material from the World Wide Web. I have found the Internet to be a great resource and use it often in my classes. As often as possible, I try to conduct an interactive lecture and switch presentation media to maintain the students' attention periods. Finally, in lab I use a combination of problem-based learning techniques with Socratic questioning.
*Clearly articulate your expectations. My syllabi clearly state the goals of each lecture. This not only helps the students keep focused but also serves as a review sheet. Additionally, the syllabus states exam dates and grading policies.
*Make my resources and myself accessible. It is important that my students find me approachable and feel comfortable using my office hours. To encourage students to stop by my office, I have an open door policy - if my door is open, students are welcome. I regularly sign out my own textbooks as well. I encourage students to email their questions and make full use of Internet by writing and maintaining my own web pages.
*Stress principles and concepts over procedures. Instead of having students memorize structures, I teach them general principles and how structures develop. This enables students to reduce 'redundant' studying and gives them the tools necessary to approach anatomy from a problem-solving perspective rather than a rote memorizing mode.
*Emphasize active participation. In the past I have taught students the scientific method and have them apply it in their own research projects. I have also successfully used jigsaw techniques in lab courses as well as problem based learning techniques. These methods make learning fun and I have noticed that students retain more when they have fun as opposed to memorizing a long list of facts. Active participation in the classroom transcends into all parts of a student's life by teaching them to observe and ask questions rather than simply memorize. At NYCC I encourage active participation in lecture and lab through the use of clinical case studies.
*Keep students informed about current research. I constantly scan primary and secondary sources for events to incorporate into my lectures and labs.