Within the General Appropriation Act, Article IX, Section 6.10 (a) and (e), - Limitations on State Employment Levels require state agencies and institutions of higher education to report when the number of full time equivalent (FTE) employees paid from appropriated funds exceed the limit established by the Act.
UT Southwestern Medical Center
The University of Texas Southwestern Medical Center
My goal in the classroom is to create a teaching-learning team that works in both directions, communicating and keeping stress low and humor high while at the same time constantly challenging ideas. It is important to teach the facts and concepts, but also work hard at connecting the dots into a big picture that will "stick" and lead to creative and analytical thinking. I urge my students to take time to celebrate the Eureka/"got it" moments in real time while learning to thrive on failure and move forward despite it.
My teaching philosophy is to be passionate, enthusiastic, and engaging during each lecture so that students are excited to learn more about the topic and become active, life-long learners. The future of biomedical science is in the hands of the students we teach, those we mentor toward careers as scientists and physicians. In research we are only as good as our last experiment; the students we mentor and their own students are legacies that will endure.
Teaching is a selfish activity. You get to learn new things all the time. You have the delight of presenting new ideas to others, and awakening new ways for others to experience the world. Countless students enlighten and enrich you with their own perspectives. You get to mold the future. What's not to like?
When I teach, I strive to render the complex simple. I try to make the road forward negotiable by pointing out twists and turns that confounded me as a student. Clarity makes pathology accessible and exciting. Engaged students build a solid foundation of pathology and pathophysiology upon which they place insights from their clinical training both in medical school and throughout their lives as practicing physicians.
My teaching philosophy is to ignite passion and enthusiasm in students, using presented material to form building blocks for lifelong learning. I strive to transmit subject matter in a way that captures the imagination of the students and sparks a desire to further build on the material presented.
Teaching provides me with a tremendous source of personal satisfaction by giving me the opportunity to assist others in achieving their goals, and the privilege to teach should never be taken for granted. My teaching philosophy is simple - to inspire through enthusiasm. I cannot envision another career that could be more enjoyable than this.
In college and graduate school, I was introduced to the idea that science and philosophy were inseparable — scientific discoveries have important implications about philosophical ideas; philosophical ideas have important implications about scientific discoveries. By the time I became a faculty member, I was convinced that philosophy should be a part of graduate science education, and that every student should wonder, "Why do I believe what I think I know?" That conviction provides the inspiration for my teaching efforts.