Patricia Halpin

Patricia Halpin

Professor
Phone: (603) 641-4140
Office: Life Sciences, 88 Commercial Street, RM 555, Manchester, NH 03101
Websites:

The two focuses of my research are the use of evidence-based pedagogy to enhance learning and learning and K-12 outreach. I am an award winning innovative instructor that uses hybrid, accelerated, flipped, team-based and online teaching methods. My students sing physiology songs and perform dramatizations to learn difficult content. Via zoom, students complete team building activities to increase their engagement. perform debates and I use alternative assessments to replace standard exams. I have performed science outreach in public and private schools in rural NH, Australia and with ELL students at UNH Manchester in the EXCELL in STEM program. Through these activities, I get young people excited about science while facilitating their experiments in collecting their own data. My research students design and facilitate K-12 outreach activities for nonprofits in the Manchester area and assess the efficacy of these activities. They have presented their work at International meetings. My collaborators in scholarship are throughout the United States, Brazil, Pakistan, India, New Zealand and Australia. I have presented my research at national and international meetings. I am the past-Chair of the Teaching Section of the American Physiological Society.

Courses Taught

  • BIOL 413: Principles of Biology I Lab
  • BIOL 414: Principles of Biology II Lab
  • BIOT 501: Ethical Issues in Biology
  • BMS 702: Endocrinology
  • BSCI 401: The Lives of Whales
  • BSCI 421: Diseases of the 21st Century
  • BSCI 432: Medical Terminology
  • BSCI 670: Clinical Pathophysiology
  • BSCI 695: Exploring Biology Teaching
  • BSCI 792: Research
  • BSCI 793: Internship
  • ZOOL 625: Principles Animal Physiology
  • ZOOL 626W: Animal Physiology Laboratory

Education

  • Ph.D., University of Connecticut
  • M.S., University of Connecticut
  • B.S., Old Dominion University

Research Interests

  • Community/Outreach Programs
  • E-Learning
  • Pedagogy
  • Social Media

Selected Publications

  • Hsu, J. L., & Halpin, P. A. (2022). Exploring physiology instructors' use of core concepts: pedagogical factors that influence choice of course topics.. Adv Physiol Educ, 46(4), 667-676. doi:10.1152/advan.00114.2022

  • Halpin, P. A. (2022). Digital Stories on Endocrine Diseases/Disorders in an Asynchronous Course Improves Content Knowledge and Oral Communication Skills. In ACTA PHYSIOLOGICA Vol. 236 (pp. 260). Retrieved from https://www.webofscience.com/

  • Halpin, P. A., Scholz-Morris, E., & Carvalho, H. A. (2022). Creating and Validating Dramatization via Zoom as Teaching Method for Diverse Student Populations. In ACTA PHYSIOLOGICA Vol. 236 (pp. 265). Retrieved from https://www.webofscience.com/

  • Halpin, P. A. (2022). Redesigning a face-to-face course to an asynchronous online format: a look at teaching pathophysiology with software that enhances student engagement.. Adv Physiol Educ, 46(2), 339-344. doi:10.1152/advan.00031.2022

  • Halpin, P. A., & Gopalan, C. (2021). Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations. AMERICAN BIOLOGY TEACHER, 83(5), 337-340. doi:10.1525/abt.2021.83.5.337

  • Halpin, P. A., & Crowther, G. J. (2021). Tunes in the Zoom Room: Remote Learning via Videoconference Discussions of Physiology Songs
    †. Journal of Microbiology & Biology Education, 22(1). doi:10.1128/jmbe.v22i1.2529

  • Halpin, P. A., & Crowther, G. J. (2021). Tunes in the Zoom Room: Remote Learning via Videoconference Discussions of Physiology Songs. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, 22(1). doi:10.1128/jmbe.v22i1.2529

  • Halpin, P. A., & Gopalan, C. (2021). Using dramatizations to teach cell signaling enhances learning and improves students' confidence in the concept. ADVANCES IN PHYSIOLOGY EDUCATION, 45(1), 89-94. doi:10.1152/advan.00177.2020

  • Halpin, P. A., Johnson, J., & Badoer, E. (2021). Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions. ADVANCES IN PHYSIOLOGY EDUCATION, 45(1), 10-17. doi:10.1152/advan.00147.2020

  • Halpin, P. (2020). Designing a New Course with a Spring Break Study Abroad Research Experience Benefits STEM Commuter Students. Bioscene, 42(2), 8-15.

  • Halpin, P. A., Donahue, A. E., & Johnson, K. M. S. (2020). Undergraduate biological sciences and biotechnology students' reflective essays focus on descriptive details of experiential learning experiences. ADVANCES IN PHYSIOLOGY EDUCATION, 44(1), 99-103. doi:10.1152/advan.00144.2019

  • Halpin, P. A., & Lockwood, M. K. K. (2019). The use of Twitter and Zoom videoconferencing in healthcare professions seminar course benefits students at a commuter college. ADVANCES IN PHYSIOLOGY EDUCATION, 43(2), 246-249. doi:10.1152/advan.00017.2019

  • Halpin, P. A., Fleury, C. H., & Page, C. (2019). Second graders and their teacher have PhUn learning about thermoregulation. ADVANCES IN PHYSIOLOGY EDUCATION, 43(2), 159-163. doi:10.1152/advan.00207.2018

  • Monteferrante, G. A., Cruz, M. M., Mogadouro, G., Fantini, V. D. O., Castro, P. O., Halpin, P. A., & Lellis-Santos, C. (2018). Cardiac rhythm dance protocol: a smartphone-assisted, hands-on activity to introduce concepts of cardiovascular physiology and scientific methodology. ADVANCES IN PHYSIOLOGY EDUCATION, 42(3), 516-520. doi:10.1152/advan.00028.2017

  • Halpin, P., Sparrow, J., & Cantagallo, H. (2018). Assessment of a 4th Grade PhUn Week Experiment on the Cardiovascular System.. Advances in Physiology Education, 42, 329-333. doi:10.1152/advan.00190.2017

  • Gamtso, C. W., & Halpin, P. A. (2018). Tailoring Library Instruction for Non-Science Majors Taking Hybrid and Online Science Classes: Student Perceptions of Information Literacy in the Virtual Environment. Public Services Quarterly, 14(2), 99-118. doi:10.1080/15228959.2017.1372729

  • Gopalan, C., Halpin, P. A., & Johnson, K. M. S. (2018). Benefits and logistics of nonpresenting undergraduate students attending a professional scientific meeting. ADVANCES IN PHYSIOLOGY EDUCATION, 42(1), 68-74. doi:10.1152/advan.00091.2017

  • Stieben, M., Halpin, P. A., & Matyas, M. L. (2017). Developing a nationwide K-12 outreach model: Physiology Understanding (PhUn) Week 10 years later. ADVANCES IN PHYSIOLOGY EDUCATION, 41(3), 357-362. doi:10.1152/advan.00005.2017

  • Blatch, S. A., Cliff, W., Beason-Abmayr, B., & Halpin, P. A. (2017). The Fictional Animal Project: a Tool for Helping Students Integrate Body Systems. ADVANCES IN PHYSIOLOGY EDUCATION, 41(2), 239-243. doi:10.1152/advan.00159.2016

  • Halpin, P. A. (2017). Performing international outreach: PhUn Week in an Australian primary school. ADVANCES IN PHYSIOLOGY EDUCATION, 41(1), 25-28. doi:10.1152/advan.00153.2016

  • Halpin, P. (2016). Research and Teaching: Using Twitter in a Nonscience Major Science Class Increases Journal of College Science Teaching. Journal of College Science Teaching, 045(06). doi:10.2505/4/jcst16_045_06_71

  • Halpin, P. A., & Landon, J. (2015). The art and practice of gratitude: practicing an overlooked skill to help undergraduate biology students become successful professionals. ADVANCES IN PHYSIOLOGY EDUCATION, 39(2), 125-127. doi:10.1152/advan.00023.2015

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