Patricia Halpin

ASSOCIATE PROFESSOR
Office: Life Sciences, 88 Commercial Street, RM 555, Manchester, NH 03101
Patricia Halpin, associate professor of biological sciences and biotechnology

The two focuses of my research are the scholarship of teaching and learning and K-12 outreach. I am an award winning innovative instructor that uses hybrid, accelerated, flipped and online teaching methods. My students use Twitter to hold robust discussions on course content. Students also learn the professional skills of interviewing, writing thank you notes and using an elevator pitch to make great first impressions. 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 assisting them in performing experiments and collecting their own data. My collaborators in scholarship are throughout the United States, Brazil, Pakistan, Cuba, New Zealand and Australia. I have presented my research at national and international meetings. I am the Chair of the Teaching Section of the American Physiological Society.

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

Courses Taught

  • BIOL 414: Principles of Biology II
  • BIOT 501: Ethical Issues in Biology
  • BMS 702: Endocrinology
  • BSCI 401: The Secret Lives of Whales
  • BSCI 421: Diseases of the 21st Century
  • BSCI 422: Biotechnology and Society
  • BSCI 432: Medical Terminology
  • BSCI 501: Ethical Issues in Biology
  • BSCI 620: Global Science Exploration
  • BSCI 670: Clinical Pathophysiology
  • BSCI 735: Cell Biology
  • BSCI 793: Internship
  • INCO 403: Healthcare Professions Seminar
  • UMST 500: Internship
  • ZOOL 625: Principles Animal Physiology
  • ZOOL 626: Animal Physiology Laboratory

Selected Publications

Halpin, P., & Gopalan, C. (2021). Teaching Membrane Transport Concepts Using Flipped Teaching & Dramatizations. The American Biology Teacher, 83(5), 337-340. doi:10.1525/abt.2021.83.5.337

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. 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., & 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. (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