Patricia Halpin

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Professor

University of New Hampshire

United States

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About

Patricia Halpin is a Professor at the University of New Hampshire, USA. Her research encompasses innovative teaching methods and educational transformations, with a focus on flipped learning and student engagement in physiology. Recent work includes the development of DramaZoom as a pedagogical tool and the redesign of courses to enhance online learning experiences. She actively participates in academic conferences, including the upcoming Third Pan American Congress of Physiological Sciences in Chile.

Recent Grants

Grant: Close

Enhancing Student Gains During Experiential Learning Opportunities at UNH: A Model for Teaching and Assessment

Open Date: 2016-01-01

Close Date: 2017-10-01

Articles (10)

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2025

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2024

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2024

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2024

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2022

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2022

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2022

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2021

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2021

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2020

Collaborators (5)

Dee Unglaub Silverthorn

Distinguished Teaching Professor of Physiology

The University of Texas at Austin Dell Medical School

UNITED STATES

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Kathryn Johnson

Professional Development and Programmatic Improvement Consultant

UNITED STATES

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Robert G. Carroll

East Carolina University

UNITED STATES

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Jeremiah Johnson

Associate Professor

University of New Hampshire

UNITED STATES

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Chaya Gopalan

Southern Illinois University Edwardsville

UNITED STATES

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Patricia Halpin

Research Interests

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About

Recent Grants

Articles (10)

Introducing and validating DramaZoom as a teaching tool for diverse student populations

Third Pan American Congress of Physiological Sciences (PanAm 2023), Puerto Varas, Chile, November 27–30, 2023

Exploring educational transformations through the Innovative Flipped Learning Instruction Project Symposium

Students bypass the syllabus to utilize alternate LMS locations for assignment deadlines

Exploring physiology instructors’ use of core concepts: pedagogical factors that influence choice of course topics

Redesigning a face-to-face course to an asynchronous online format: a look at teaching pathophysiology with software that enhances student engagement

Using the Teaching Career Enhancement Award from the American Physiological Society to train faculty to successfully implement flipped teaching

Students from a large Australian university use Twitter to identify difficult course concepts to review during face-to-face lectorial sessions

Using dramatizations to teach cell signaling enhances learning and improves students’ confidence in the concept

Undergraduate biological sciences and biotechnology students’ reflective essays focus on descriptive details of experiential learning experiences

Collaborators (5)

Dee Unglaub Silverthorn

Kathryn Johnson

Robert G. Carroll

Jeremiah Johnson

Chaya Gopalan

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