Faculty
All UMR faculty are in the same academic unit: the Center for Learning Innovation (CLI).
The CLI promotes a learner-centered, technology-enhanced, concept-driven and community-integrated learning environment. Through ongoing assessment of student achievement, the CLI aspires to personalize education, establish research on learning and continuously improve curriculum. All of our faculty work together to prepare students for the exciting world of health care, in the way their research suggests is best.
Get to know our faculty below:
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Cassidy Terrell, PhD Speciality: Biochemistry Phone: 1 507 258 8051 Education Personal Vision: to be an agent of inspiration and discovery, leading others to uncover the joys and wonder of the biomolecular world. Background Teaching Prior to UMR, I taught a variety of courses including: the yearlong biochemistry sequence (biochemistry I & II), an integrated general, organic, and biochemistry course (GOB) for non-majors, and a team-taught biomolecular sciences course. I also held lab directorship roles for the biochemistry, chemistry and the world (GOB course), and organic chemistry labs. At UMR, I am excited to design and deliver curriculum for biochemistry and microbiology courses in a university that values creativity, innovation, and entrepreneurship. Research My research aims to develop opportunities for educational and independent research in the broad area of Biomolecular Interaction Analysis. Educational Research: I endeavor to develop and assess curricula related to biomolecular interaction analysis with goal of creating data-driven research on learning and disseminating this information. Recognizing that undergraduate students can benefit from analysis of 3D protein structure and function, I am collaboratively, developing and assessing a multi-step curriculum development project for the biochemistry curriculum. Additionally, a CREST (Connecting Researchers, Educators and Students) partner with the Milwaukee School of Engineer, I aim to engage student in CREST projects. The CREST program creates teams of undergraduate students, scientists and undergraduate educators who collaborate on a research topic involving macromolecules. In one facet of the project, students design models that are brought to life using 3D printing technology. Independent Research: Another component my research plan focuses on creating independent research opportunities for undergraduate students with an interest in biochemistry related careers. The primary goal of this research is to investigate metabolic enzymes in bacterial species that (1) have multiple aromatic hydrocarbon catabolic pathways and (2) thrive in polluted water. Find Publications Here |
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Speciality: Neuroscience Phone: 1 507 258 8209 Education “I believe very strongly that an interactive, integrative, synergistic academic environment is the way to solve problems.” Background Teaching At UMR, I play a primary role on the design and delivery of courses across the health science core. Examples include: Integrative Biology, Introduction to Health Sciences I, Anatomy/Physiology, and Neuroscience. Furthermore, the philosophy of integration of disciplines means that I play a secondary role in other courses across the curriculum. Research A significant focus of my energies has been on investigations of changes in activity within cells of the cerebellum. Specifically, processing at the level of Purkinje neurons in the cerebellar cortex, a site known to display a form of cellular “learning” called long-term depression. More recently, my focus has shifted to the how neural networks and social networks recognize emergent solutions. I am particularly interested in exploring the characteristics of neural networks that are well suited to solution recognition and comparing the structure of those networks to the characteristics of social networks that excel in the same process. Moving from the neural network level to the systems level to the group level requires that we ask some critical questions: Is it reasonable to consider individual people “sub-processors” within the larger network? How do we recognize solutions in a group model? What are the most effective characteristics of a group for a solution to emerge, or for a solution to be recognized? Additionally, my interest in scientific research has also expanded beyond the bench in the last several years. I have found it more and more important to engage in an examination of two principle questions. The first is, “Are we using the most effective methods for content delivery?” and the second is, “How can we engage members of the scientific community and the general public in an effective discussion about the value of and ethical practices in research?”. The integrated curriculum and emphasis on data-driven learning research at UMR provides rich opportunities to pursue these questions and many others related to solution emergence, group learning, and decision making. Find Select Publications and Abstracts Here |
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Speciality: Biology Phone: 1 507 258 8027 Education “I try to show the public that chemistry, biology, physics, astrophysics is life. It is not some separate subject that you have to be pulled into a corner to be taught about. --Neil de Grasse Tyson” Background |
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Speciality: Biology Phone: 1 507 258 8214 Education “It is my goal as an educator not only to yield learners with an appreciation of the biological sciences and the diversity of life, but also to produce individuals with improved abilities to formulate, think critically about, and communicate scientific ideas.” Background Teaching Prior to my arrival at UMR, I taught a variety of classes including Introductory Biology, Genetics, Cell Biology Lab, Molecular Biology Techniques, Colloquium on Genetics and Society, and a seminar course on Levels of Selection in Evolution. In addition, I served as an NSF GK-12 Fellow for the 2008-2009 academic year co-teaching sophomores, juniors and seniors in a dual-enrollment Anatomy and Physiology course at Century High School in Pocatello, ID. It is my goal as an educator not only to yield learners with an appreciation of the biological sciences and the diversity of life, but also to produce individuals with improved abilities to formulate, think critically about, and communicate scientific ideas. To this end, my classes regularly require students to express themselves in pairs or small groups, work collaboratively on problem sets or case studies, write short answer and essay responses to scientific questions, read and discuss primary literature, interpret data, and write a scientific paper. My own experiences in research at the lab bench and computer allow me to design and deliver authentic learning experiences that do not focus so much on the memorization of minutia, but rather emphasize overarching biological concepts and the ability to place ideas in a broader context. This framework of emulating the practice of science for teaching science helps place students in the kind of learning role that I envision for them, not as passive vessels into which I can deposit my wisdom, but rather as active participants in a community of learners. I firmly believe that science educators have a responsibility to guide future scientists, practitioners, and citizens by facilitating students’ learning and mastery of concepts and practices in the sciences. Research Research on Teaching and Learning Find Publications Here |
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Rachel Olson, PhD Speciality: Biology Phone: 1 507 258 8104 Education Background I earned my M.S. in Entomology from Michigan State University. During this experience I was trained in electrophysiological and molecular biological techniques while investigating the functional and pharmacological characterization of Drosophila melanogaster voltage-gated sodium channels. I was recently awarded my Ph.D. in Entomology from Michigan State University where I worked on the phylogeny of a native group of beetles (Trogoderma) and collaborated with the USDA APHIS to develop molecular methods of detecting the invasive species Trogoderma granarium (the Khapra beetle). Teaching At UMR I will join Dr. Metzger and Professor Silveira this fall to teach Molecular Genetics and Advanced Topics in Molecular and Cellular Biology and Genetics. Research |
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Speciality: Biology Phone: 1 507 258 8219 Education “UMR allows students to find their own intellectual niche by providing a wide base of knowledge, integrated both across disciplines and across educational levels thus creating a well rounded individual able to confront the challenges of an ever changing world.” Background Teaching At UMR, Dr. Petzold is responsible for teaching Anatomy and Physiology I (BIOL 2331), a requirement for all students at UMR, offered during the first semester of their sophomore year, and Immunology (BIOL 4364). He has also contributed to a number of other classes including Microbiology, Human Development, Anatomy and Physiology II, and an elective seminar on Genetically Modified Organisms. Research One of the goals of the UMR curriculum is to increase the practice and exposure of UMR students to basic scientific research by complementing the research being done at UMR with research done outside of UMR in collaborating laboratories. In addition to this educational research endeavor, Dr. Petzold takes part in collaborative research with Dr. Robert Dunbar and a group of students on the transfer of learning amongst groups of adult zebrafish. By training groups of zebrafish (Danio rerio) to respond to a stimulus by entering a designated chamber of a fish tank, we are able to examine the dynamics of group learning within a model system (similar to those aspects found within a classroom). This project, developed in conjunction with undergraduate students, exposes students to authentic basic research and the potential difficulties that are associated with the researh - learning science by doing science. Find Publications Here |
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Speciality: Biology Phone: 1 507 258 8235 Education “I firmly believe in interacting with students outside of the classroom to answer questions and discuss difficult material.” Background Teaching I will be aiding in the delivery of Anatomy and Physiology and Molecular Genetics as well as other Biology courses. I am excited to spend time directly interacting with students at the Just Ask Center as well. I firmly believe in interacting with students outside of the classroom to answer questions and discuss difficult material. Research Find Publications Here |
 Micaela Haas, Biology (MS)Teaching Specialist, CLI Specialty: Biology Phone: 507-258-8103 |
Robert Dunbar, PhD
David Haines, MS
Kelsey Metzger, DA
Andrew Petzold, PhD
Jennifer Wollschlager, MS|
Deepali Butani, Ph.D. Speciality: Chemistry Phone: 1 507 258 8101 Education Background & Teaching |
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Speciality: Chemistry Phone: 1 507 258 8215 Education “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” Background After finishing his PhD in Spain, he went to the United States as a postdoctoral researcher at the University of Wisconsin Madison (www.chem.wisc.edu), to study theoretical models of membrane bound enzymes with computational tools. He went back to Spain to hold a research position at the Barcelona Research Biomedical Park (www.prbb.org). After a year he decided to refocus his interests on education and came back to the US to work in the Chemical Education Digital Library (www.chemeddl.org) and the Journal of Chemical Education, where he developed web materials for learning chemistry. Please click on this link for additional information on Xavier Prat-Resina - http://umn.edu/home/pratr001. Teaching Research Computers are tremendously useful tools for repeating the same task over and over again. They are used to build atomistic models of biomolecules in their cellular environment. I use a series of tools from Quantum, Classical and Statistical Mechanics to study the chemical reactions involved in the chemistry of life. Research on Learning The erruption of the Web in educational materials has changed the way technology and information is used in learning. While printed textbooks include pictures, static plots and tables of data, now one can find online digital learning objects with interactive graphics and simulations that add visual and kinesthetic value to the learning experience. Many areas in science can benefit from graphing tools, interactive applets and simulations. Knowing the what, when and where of technology in the class is essential for an ever-increasing technical society. Development of Teaching Technologies Find Publications Here |
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Michelle Nelson, Ph.D. Speciality: Chemistry Phone: 1 507 258 8233 Education “The most basic fundamental truth is found in mathematics. Applied math is physics. Applied physics is chemistry. Applied chemistry is biology. Applied biology is life. Therefore, in the center of the search between truth and life, there you will find chemistry.” Background Teaching My favorite part of teaching has always been the one-on-one interaction with a student. I enjoy the aha moment when a student understands a difficult concept. UMR gives me the opportunity to interact at this level by incorporating many tutoring hours into my course load. I have taught many chemistry courses including Introduction to the Periodic Table, Introduction to Physical Science, General Chemistry, and Organic Chemistry Lab. I also led discussion sections for General and Organic Chemistry. I have tutored students throughout my undergraduate and graduate career. Find Select Publications and Abstracts Here |
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Josh Marell, Ph.D. Speciality: Chemistry Phone: 1 507 258 8207 |
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Specialty: Chemistry Phone: 507-258-8110 |
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Specialty: Chemistry Phone: 507-258-8210 |
Xavier Prat-Resina, Ph.D.
Tim Doherty, PhD
Oleg Kazakov, PhD|
Specialty: Civic Engagement Phone: 507-258-8024 |
Angie Mejia, PhD |
James Thomas Ford, Ph.D. Speciality: History Phone: 1 507 258 8032 Education “That is another of your odd notions,” said the Prefect, who had a fashion of calling every thing 'odd' that was beyond his comprehension, and thus lived amid an absolute legion of ‘oddities.’ Edgar Allan Poe, “The Purloined Letter” Background Teaching Research |
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Speciality: Literature Phone: 1 507 258 8213 Education “I believe that teaching should strive to inculcate critical thinking skills to enable students to learn beyond the classroom. True learning is not the mastery of a set of facts or texts; it is the ability to generate new ideas, to perceive new connections in the interworking of the myriad factors that make up one’s reality.” Background Teaching I believe that teaching should strive to inculcate critical thinking skills to enable students to learn beyond the classroom. True learning is not the mastery of a set of facts or texts; it is the ability to generate new ideas, to perceive new connections in the interworking of the myriad factors that make up one’s reality. I think that the humanities classroom is an ideal space to encourage students to be curious about their world and its values and assumptions. By giving students the tools to interrogate the images and words that surround them, they can become thinking agents and not simply passive recipients of ideas. My goal is to create self-aware, self-reliant thinkers both in and outside of the classroom. Research Currently I have two major education research projects underway, both in conjunction with fellow UMR faculty members. In the data-gathering stage, the first project is intended to examine the efficacy of UMR’s Writing Integrated Curriculum in a student’s first two academic years. The second project, in collaboration with Dr. Robert Dunbar, explores the effects on empathy development in anatomy students who have been taught about the history and problems of scientific objectivity. Future education research interests include group work dynamics and the use of metacognition in reading journal writing. Find Publications Here |
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Speciality: Literature Phone: 1 507 258 8013 Education “I believe that these encounters with literature can push students to be not only better people or better scientists but better citizens of the world in which we live.” Background Teaching I have taught literature previously at both the undergraduate and the high school level. I have taught a wide variety of courses including Literature of Comparative Race and Ethnicity, Creation Stories, The Monstrous in Modern Literature, and Introduction to American Literature. I also have experience tutoring writing and developing training sessions for peer tutors. My goal in teaching literature is to help students become active learners and critical thinkers through the analysis of literary texts. Literature can facilitate deep thinking and discussion on a wide range of important issues, and it allows students to come into contact with people, places, and things that are far from their daily lives. I believe that these encounters can push students to be not only better people or better scientists but better citizens of the world in which we live. |
Marcia Nichols, Ph.D.
Jennifer Wacek, Ph.D.|
Christian Ballam, M.S. Speciality: Mathematics Phone: 1 507 258 8238 Education “One of the best ways to learn a concept, is being able to explain it to Background Teaching |
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Speciality: Mathematics Phone: 1 507 258 8105 Education “Mathematics is about recognizing and articulating the patterns that arise from numbers, problem solving with these patterns, and generalizing the patterns to the highest level possible. A mathematician, armed with an arsenal of problem solving skills, is the conduit for the formalization of patterns.” Background I currently hold a Minnesota State Teaching License to teach Math in grades 5-12 and am pursuing a second Masters of Education in Mathematics at the University of Minnesota Twin Cities. I also coordinate and teach in UMTYMP Rochester (r.umn.edu/umtymp) in addition to serving as UMR Faculty. Teaching Coupled with this is my personal goal to establish a growth mindset in my students. When encountering a challenge in a math course, many of my students fall victim to negative self-messages - "I'm not a math person", "I don't like math", etc. My goal is to combat this by encouraging perseverance and shifting perspectives so students can reach success in both the near and distant future. |
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Specialty: Mathematics Phone: 507-258-8216 |
Jered Bright, M.S.
Abraham Ayebo, PhD|
Speciality: Philosophy Phone: 1 507 258 8211 Education “Philosophy is not about getting the right answers; it's about learning to ask the right questions.” Background Teaching Research My primary area of educational research focuses on identifying the extent to which students adopt various forms of relativism, the view that judgments about truth, knowledge, or morality are dependent upon cultural or individual standards. This area of research involves a longitudinal study of the relationship between students' degree of relativistic beliefs, academic success, and performance on various critical thinking tasks. I plan to use this data to help evaluate alternative pedagogical strategies for teaching relativism in introductory philosophy courses and, more generally, for teaching critical thinking skills to undergraduate students. A second area of my educational research focuses on the relationship between student learning and student developmental outcomes. This area of research involves a longitudinal study of the relationship between students' level of tolerance with ambiguity, academic success, and exposure to philosophy. Find Select Publications Here |
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Jake Wright, Ph.D. Speciality: Philosophy Education "We are all smart. Distinguish yourself by being kind." Background Please click here for additional information on Dr. Wright. Teaching Research Jake's research has been published in leading pedagogical journals and has given him the chance to present his work at leading international conferences, including meetings of the Society for Philosophy and Psychology; the Philosophy of Science Association; the International Society for the History, Philosophy, and Social Studies of Biology; and the Society for Research into Higher Education. Find Selected Publications Here |
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Brian Mondy, Ph.D. Speciality: Philosophy Education “Philosophy is a living discipline in which difficult questions concerning, for instance, the nature of knowledge, the mind, personhood, and morality are dealt with through carefully giving, examining, and evaluating reasons. In taking a philosophy course a student should expect to improve his/her ability to reason and evaluate reasons.” Background Teaching Research Find Select Publications and Abstracts Here |
Aaron Kostko, Ph.D.|
Speciality: Physics Phone: 1 507 258 8216 Education “I have experienced that students not only find physics learning exciting and meaningful but also learn better when they know that physics is relevant to their lives or careers. It requires integrating teaching activities with contexts related to everyday life or professions to pique students’ interest.” Background Teaching Before joining UMR, I taught a wide range of courses. My teaching experience at the undergraduate level encompass physics courses for engineering, science and non-science majors. During my service at Lake Superior State University, I taught introductory level physics courses infusing innovative instructional strategies in a traditional lecture/laboratory format. At Kansas State University, I had the opportunity to teach calculus-based physics in the studio format as well as other introductory classes. For almost all introductory courses that I have taught, I adopted strategies such as lecture demonstrations as well as question/answer sessions in lectures in order to maintain active student participation. My prior teaching also includes upper division undergraduate level physics courses such as optics, mechanics and electromagnetism. While teaching upper division undergraduate courses, I was able to use interactive strategies such as oral presentation, poster presentation and group discussion due to the small class sizes. Students integrated current research in the field with the relevant course content in their presentations. In group discussions, students were encouraged to come up with ideas that lead them to do research projects. Throughout my teaching career I have frequently used instructional strategies informed by physics education research. Research I also conduct research in the areas of cognitive theory of physics learning. I have studied students’ models of reasoning about abstract physical phenomena. My research has shown that students rely on everyday mechanical experiences to build models of abstract phenomena. I also investigate student models of reasoning on topics such as magnetic and electrical interactions and subatomic physics. This study uses a three-stage research methodology. The first stage uses surveys to establish a pattern of students’ models. In the next stage, based on the variations in survey responses, some of these students are interviewed to validate the models and investigate their origin. For the final stage, another survey is designed and administered which questions students about the concrete visible world as well as abstract physics concepts. Physics Experimental Research Find Publications Here |
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Kyle McLelland, MS Specialty: Physics Phone: 507-258-8221 |
Bijaya Aryal, Ph.D.|
Speciality: Neuroscience Phone: 1 507 258 8209 Education “I believe very strongly that an interactive, integrative, synergistic academic environment is the way to solve problems.” Background Teaching At UMR, I play a primary role on the design and delivery of courses across the health science core. Examples include: Integrative Biology, Introduction to Health Sciences I, Anatomy/Physiology, and Neuroscience. Furthermore, the philosophy of integration of disciplines means that I play a secondary role in other courses across the curriculum. Research A significant focus of my energies has been on investigations of changes in activity within cells of the cerebellum. Specifically, processing at the level of Purkinje neurons in the cerebellar cortex, a site known to display a form of cellular “learning” called long-term depression. More recently, my focus has shifted to the how neural networks and social networks recognize emergent solutions. I am particularly interested in exploring the characteristics of neural networks that are well suited to solution recognition and comparing the structure of those networks to the characteristics of social networks that excel in the same process. Moving from the neural network level to the systems level to the group level requires that we ask some critical questions: Is it reasonable to consider individual people “sub-processors” within the larger network? How do we recognize solutions in a group model? What are the most effective characteristics of a group for a solution to emerge, or for a solution to be recognized? Additionally, my interest in scientific research has also expanded beyond the bench in the last several years. I have found it more and more important to engage in an examination of two principle questions. The first is, “Are we using the most effective methods for content delivery?” and the second is, “How can we engage members of the scientific community and the general public in an effective discussion about the value of and ethical practices in research?”. The integrated curriculum and emphasis on data-driven learning research at UMR provides rich opportunities to pursue these questions and many others related to solution emergence, group learning, and decision making. Find Select Publications and Abstracts Here |
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Speciality: Psychology Phone: 1 507 258 8237 Education “Sometimes questions are more important than answers.” Background Teaching |
Robert Dunbar, Ph.D.
James Winchip, M.A.|
Jessie Barnett, Ph.D. Speciality: Public Health Phone: 1 507 258 8113 Education "Value the diversity of human experience." - Dr. Anneliese Singh Background For example, studies indicate improvement in a variety of health and wellness indicators after positive experiences in nature. Simultaneously, humans are losing our inherent and evolved connection with nature (biophilia) while suffering the consequences of harmful environmental exposures. Today’s health-focused students cannot address the significant and unprecedented health problems in isolation from broader environmental issues. From environmental considerations in clinical diagnostics to public health professionals involved in urban planning, the importance of increasing ecoliteracy in aspiring health and health care students cannot be understated. I have enjoyed working on these issues with health science students who possess exceptional foresight and the desire to make a large impact on the health of populations worldwide. This topic also opens the door for discussion about health disparities and health equity. Before coming to UMR, I worked at the University of Georgia on a nationwide project studying substance abuse treatment centers. Specifically, we analyzed director/counselor/patient relationships and availability of smoking cessation services in treatment centers serving low-income clients. The project was a joint endeavor between researchers in the Public Health and Industrial-Organizational Psychology departments, and truly embodied the collaborative nature of successful work in public health. While at UGA, I also worked with the Center for Family Research on two projects. One evaluated the effectiveness of program dissemination by cooperative extension partners in rural Georgia counties, and the other was a longitudinal study investigating the relationship between chronic, racially influenced stress and physical health. My personal research and teaching at UGA centered around health equality, the LGBTQ population, and successful smoking cessation. Teaching Research Find Publications Here |
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Kristin Osiecki, Ph.D. Speciality: Public Health Phone: 1 507 258 8229 Education "In these days of difficulty, we Americans everywhere must and shall choose the path of social justice…, the path of faith, the path of hope, and the path of love toward our fellow man." Background Teaching Research Find Publications Here |
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Speciality: Sociology Phone: 1 507-258-8231 |
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Speciality: Sociology Phone: 1 507-258-8206 Education “In every course I have taught, I have learned from my students. I have a strong belief that teachers must spend some time learning from students, and students should spend some time teaching both each other and teachers.” Background I believe students learn best when they are engaged in the material and understand how that material relates to their lives and interests. I’m therefore excited to be part of creating a curriculum where the sciences, the social sciences, and the humanities are integrated together so that students have a concrete understanding of the importance of social aspects of science and medicine. In every course I have taught, I have learned from my students. I have a strong belief that teachers must spend some time learning from students, and students should spend some time teaching both each other and teachers. Teaching Research My interest in research on education is multifaceted. First, I am interested in group work and collaborative learning. Much research has demonstrated the value of collaborative learning, and most careers involve working in teams or closely with others. But how do we best teach students the skills they will eventually need in the workplace and beyond? Second, I am interested in student diversity, and, with fellow faculty member Starr Sage, am exploring what barriers students face here at UMR, and how students here define diversity. Third, in the process of collecting data in my courses over several years, and in discussions with the faculty, student coaches, and other staff at UMR, it is clear that we are all dedicated to providing students with the best evidence-based education and educational environment that we can provide. In the course of trying to create the best environment for students, it has become clear that in order to effect change that can improve complicated issues regarding students, like meeting student learning outcomes or improving retention, singular actions taken by individuals within the institution are unlikely to create widespread change. Instead, a concerted and collaborative effort is needed. However, this also requires robust formal communication pathways and tools to enact these changes. With primary collaborators Robert Dunbar and Xavier Prat-Resina, I am exploring the variety of ways to improve communication and developing the tools and processes that would both facilitate communication across the institution, and the integration of empirical evidence into course and curriculum design. Find Select Publications and Abstracts Here |
Shanna Altrichter, M.A.
Molly Dingel, Ph.D.|
Teresa A. Henderson Vazquez, M.A. Speciality: Spanish Phone: 1 507 258 8232 Education "Teaching and learning are acts of optimism and social justice. My primary goal is to facilitate students’ exploration of their own agency in a diverse and interconnected world." Background Teaching |
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Speciality: Writing Phone: 1 507-258-8034 Education “I believe the study of writing and communication is a critical part of higher education, not only because strong communication skills are vital for any career, but also because it forces students to examine the ways people use language and other symbols to shape the way we think, how we feel, and what we value as a society.” Background Teaching In addition to teaching in the classroom, I also work in the Just ASK Writing Center. Again, I come to this position with extensive experience, having worked as a writing tutor at Pittsburg State University, the University of Minnesota Twin Cities, and the Kansas City Art Institute. I really enjoy this work, as often times it is focused, individualized instruction that helps students develop their writing and critical thinking skills. Research Find Selected Presentations Here |
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Speciality: Writing Phone: 1 507-258-8234 Education “My hope is that students will be able to realize the potential of their writing as a means of expressing their thoughts, feelings, opinions, and personal identity.” Background Teaching Research I am currently working on a manuscript of personal essays that explore the intersection and over-lapping of different cultures in defining the American experience. Find Select Publications and Abstracts Here |
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Yuko Taniguchi, M.F.A. Speciality: Writing Phone: 1 507-258-8026 Education “I am constantly seeking and exploring new and creative ways to establish a respectful and tolerant learning environment for students.” Background Teaching Research I am also completing a second collection of poetry, Dancing with an American, and a novel, A Widow’s Tango. Find Publications Here |
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Aaron Bruenger, Ph.D.
Bronson Lemer, M.F.A.
Knowledge in the Health Sciences
UMR students will acquire knowledge to provide a substantive foundation for advanced learning in the health sciences and related disciplines, including humanities, biological science, historical perspective, literature, mathematical thinking, physical science and the social sciences.
Intellectual and Practical Skills
UMR students will demonstrate progressively advanced competence in the intellectual and practical skills related to oral and written communication, independence, interdependence and reasoning, including scientific inquiry, quantitative literacy, information literacy and problem-solving.
Self Regulation
UMR students will develop and implement practices associated with self-monitoring, goal orientation, academic discipline, determination, accountability and responsibility. In addition, students will develop the ability to evaluate and modify reactions and behaviors in order to work under conditions of uncertainty and facilitate introspection and resilience.
Social Engagement
UMR students will apply an understanding of multiple perspectives, experiences and social structures to interact with people from diverse backgrounds and recognize local and global challenges.
