Andrew Petzold, Ph.D. (he/him)

As an educator, I believe in creating a student-centered learning environment where curiosity is encouraged and valued. Every student has the capacity to understand the intricate and fascinating complexities of the human body. My goal is not simply to deliver information, but to empower students to take an active role in their own learning.

I view students as essential members of our learning community. Their questions, insights and “aha” moments make the classroom a dynamic and engaging space. Together, we will tackle challenging concepts, and I am committed to offering the support needed to help students succeed.

My hope is that students leave my class with a deeper understanding of the human body and the confidence to navigate complex challenges in any setting.

What advice do you have for first year students?

Get to know your faculty members! They can provide you with knowledge and guidance both in and out of the classroom.

Share a bit about your education journey. What did you take away from it?

From a young age, I wanted to be a zoologist. I’ve always been fascinated by animals and how they interact with one another. I absorbed information about them whenever I could and eagerly shared what I learned with anyone willing to listen.

That passion led me to pursue biology courses and eventually focus on teaching. As I advanced in my education, I realized I was especially drawn to the mechanics of biology — how systems work and what happens when they don’t. That curiosity guided me toward earning a Ph.D. in comparative molecular biology through the veterinary school at the University of Minnesota.

My research focuses on helping students become effective science communicators. In an era when scientific literacy is essential, understanding complex concepts isn’t enough — students must also be able to share that knowledge clearly and confidently.

I develop and test innovative strategies that go beyond traditional classroom methods. These approaches help students translate their understanding of the human body into compelling narratives tailored to diverse audiences. Many of the techniques draw from disciplines outside science, offering students new ways to express and connect.

Ultimately, my work aims to equip students with the tools to communicate science with clarity, creativity and impact.

Selected Publications

• Petzold, A.M., & Altrichter, S.L. (2023). Infusing sociology into a physiology classroom: Teaching the physiology of obesity through a socioscientific lens. Advances in Physiology Education, 47(4), 851–855.
• Petzold, A.M., & Fry, J.L. (2023). Doubling down on best practices: Reflecting on teaching physiology during the COVID-19 pandemic. Advances in Physiology Education, 47(2), 352–360.
• Petzold, A.M., & Wollschlager, J. (2021). Essay roulette: Reducing students' exam anxiety and increasing self-accountability. Journal on Excellence in College Teaching, 32(2).
• Nichols, M.D., & Petzold, A.M. (2021). A crisis of authority in scientific discourse. Cultural Studies of Science Education, 16(2), 643–650.
• Petzold, A.M., & Dunbar, R.L. (2017). The art of talking about science: Beginning to teach physiology students how to communicate with nonscientists. Advances in Physiology Education, 42(2), 225–231.

Inaugural recipient of the Anne R. Crecelius High Impact Scholar Award from the American Physiological Society.