Mark R. Adelman, Ph.D.

Associate Professor of Anatomy, Physiology & Genetics
Uniformed Services University of the Health Sciences

TEACHING


Although my formal training was in Biophysics and Cell Biology, I have spent the bulk of my professional career in Departments of Anatomy, teaching Histology (and related topics such as Cell Biology and Embryology) to first year medical students and graduate students. And for the more than 20 years I've spent at USUHS, I've served as Course Director for one or more variations on the Histology (or Microscopic Anatomy) theme. As we have merged the Departments of Anatomy and Physiology, and have moved towards an integrated curriculum in the two disciplines, I've become Course Director for that portion of the Fall curriculum (Introduction to Structure and Function) that serves as an orientation block (ISFa) covering the basics of Histology, Physiology, Cell Biology, and Embryology.

I am now engaged in a major project to develop an on-line resource of visual materials for use in the teaching of Histology (no matter what the exact course title is). Named HistoWeb, it is available (internally at USUHS) at the following URL: http://bicmra.usuhs.mil/Histology.html. Alternatively you can click here to view portions of it.

My teaching efforts extend to participation in the Graduate Program of the Department of Anatomy, Physiology, and Genetics as well as the Graduate Program in Molecular and Cell Biology. In fact, I established the Core Cell Biology Course for the MCB program and served as Course Director for several years.

For several years in the early '90s I had the pleasure of teaching a summer "Prematriculation" course to a small group students who had been admitted to the entering class and welcomed the opportunity to "get a leg up" on some of the cognitive and "meta-cognitive" challenges of the MS-I curriculum. I found this experience especially satisfying because, over the years, I have come to realize that basic science educators (especially those who teach MS-I students) spend more time teaching skills and attitudes than in the teaching of facts; the prematriculation course was a unique opportunity overtly to test the value of such a teaching strategy. For more on this, you might want to check out my section on philosophy.

Please mail any comments regarding these pages to Mark R. Adelman.


Last modified: Friday, April 1, 2005