Teaching

"The successful teacher is no longer on a height, pumping knowledge at high pressure into passive receptacles...he is a senior student anxious to help his minors."

-quote from Sir William Osler (1849-1919). Often described as the father of modern medicine, he was a bibliophile, historian, scientist and apparently a renowned practical joker. He died in 1919 during the Spanish influenza epidemic.

Human Neuroscience ~ CSCD 3235

Course Description

This class is an introduction to the anatomy, organization, and function of the human nervous system, with an emphasis on the neurobehavioral disorders that result from damage to the brain. It aims to promote familiarity with the basic anatomy and physiology of the human nervous system, its control of physical functions and its mediation of cognitive and emotional behaviors. By the very nature of the subject matter, the course requires learning the terminology that is typically used to describe components of the nervous system. In addition, students will learn to identify the location and function critical areas and structures. The course will also review the effects of pathology or injury to the nervous system on motor function,sensation, cognition and emotion.

Please scroll through the section below to view comments which represent a sample of the feedback provided by students on end of term anonymous course evaluations in response to the question: "What aspects of the course or the instructor’s approach contributed most to your learning? "

I received my doctorate from the University of Oxford in England, spending much of my time in the University Laboratory of Physiology. I was inspired by the class pictures that lined the classrooms and hallways, and decided to bring this tradition to Temple University. Each year, I take class photos of my Human Neuroscience and post them here to carry on this special tradition.

Neuroscience Class pictures

Attention: Function and Dysfunction ~ cscd 4730

Course Description

Attention plays a critical role in our ability to manage the massive amounts of information that we are exposed to each day. It acts like a gatekeeper, focusing our mental processing on the important information while simultaneously filtering out the unimportant or irrelevant. In this way, attention shapes the content of our conscious awareness and significantly influences our learning, problem-solving, interpersonal interaction and social behavior. However, attention is a notoriously limited cognitive resource that can vary from person to person and from one situation to another. In this course, we will examine current concepts of attention and its role in modulating a variety of complex human behaviors, including human communication. We will review how attention can be compromised by everyday factors such as stress, emotional state and sleep deprivation and then examine the ways in which attention is impaired in various clinical disorders, with particular emphasis on Attention Deficit/Hyperactivity Disorder (ADHD). We will consider some of the controversies that have surrounded the conceptualization, identification and biological basis of ADHD and attempt to separate fact from myth. We will also examine the breakdown of attention that can accompany various disorders of communication such as aphasia and dyslexia. Through case discussions, we will shed light on the many challenges facing individuals with attention problems in today’s media-intense, fast-paced society (including adapting to university life, expectations, and processing demands). We will then discuss techniques for improving attention as well as approaches to avoid.

Please scroll through the section below to view comments which represent a sample of the feedback provided by students on end of term anonymous course evaluations in response to the question: "What aspects of the course or the instructor’s approach contributed most to your learning? "