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Physiologist Physiologist Published by The American Physiological Society Integrating the Life Sciences from Molecule to Organism The PhysiologistPhysiologist The People Who Tell the Story, Shape the Culture Robert W. Gore, INSIDE University of Arizona, College of Medicine 2005 Arthur C. Guyton Teacher of the Year Award I am deeply honored to be selected APS Council the recipient of the 2005 Arthur C. Guyton Teacher of the Year Award. I Strategic Plan and accept this award with all the grace and Fall Council dignity that I can muster, and I accept it on behalf of all the people who have Meeting taught, influenced, scolded, nurtured, p. 6 and trained me over the years. It is, in a sense, their award. I want especially to acknowledge the APS Launches teachers who stimulated my personal New Professional commitment to teaching. I was shaped by my experiences as an undergraduate Skills Training trained in the liberal arts at Carleton Program College, in Northfield, Minnesota, where I was exposed to excellent Full p. 9 Professors who were in the classroom every day. I also had the good fortune to have excellent mentors such as William FY 2006 Research J. Whalen, Charles Wunder, Henry B. Funding Bull, G. Edgar Folk and Paul C. Johnson, among others, during my Robert W. Gore p. 13 graduate and postdoctoral years. I also thank the people who nominated me, isms”—(which is the definition of and the Teaching Section of the Physiology). Conferees Delete American Physiological Society that I have many views and ideas about Akaka Restrictions judged me worthy of this prestigious teaching that have evolved from person- award. al experiences at all levels in the class- p. 13 I hope that I can bring honor to The room over a period of nearly 44-years. I Guyton Award, in the name of teaching, first began teaching from the moment I in the same way that previous awardees entered graduate school in the Depart- EB 2006 have. I believe The Guyton Award is a ment of Physiology and Biophysics at Tentative Program symbol of how very important it is for the University of Iowa in the Fall of all of us in this discipline to teach the 1961. Teaching was a requirement, not p. 16 physiological sciences to this, and an option, of the PhD program at Iowa future generations, with the same when I first entered there. Since then, I degree of commitment and energy that IUPS 2006 have taught grade school children, high we focus on our quest in the research school students, undergraduate and Reminiscences laboratory, to discover the mysteries of graduate students, postdoctoral stu- the “normal functions of organs and p. 41 dents, physical therapists, physical edu- organ systems within all living organ- (continued on page 3) Volume 49, No. 1 - February 2006 www.the-aps.org 1 Published bimonthly and distributed by The American Physiological TheThe Society PhysiologistPhysiologist 9650 Rockville Pike Bethesda, Maryland 20814-3991 ISSN 0031-9376 Douglas C. Eaton President Contents D. Neil Granger Past President Dale Benos President-Elect The People Who Tell the Story, Communications Martin Frank Shape the Culture Symposium: Creating a Buzz Editor and Executive Director Councillors Robert W. Gore 1 About Science Through Susan M. Barman, Community, Media and Irving G. Joshua, Carole M. Liedtke, APS News Constituency Outreach 14 Thomas E. Lohmeier, Helen E. Raybould, Jeff M. Sands, APS Council Holds Strategic Plan Gary C. Sieck, Irving H. Zucker and Fall Council Meeting Experimental Biology 2006 Ex Officio in Houston 6 Distinguished Lectureships 16 Kenneth Baldwin, Kim E. Barrett, Tentative Program 18 Robert G. Carroll, Curt D. Sigmund, Membership Peter D. Wagner New Regular Members 7 Positions Available 23 Publications Committee: Chair: Recently Deceased Members 7 Kim E. Barrett; Members: Eileen New Student Members 8 People & Places M. Hasser, Martin F. Kagnoff, Peggy Mason, Ronald L. Terjung. New Affiliate Members 8 Three APS Members Elected Director of Publications: Margaret Reich. Design and Copy Editor: to the Institute of Medicine 32 Joelle R. Grossnickle. Education Motley-Johnson Appointed Subscriptions: Distributed to members as part of their member- Navar Receives Third Associate Dean 32 ship. Nonmembers in the USA Schmidt-Nielsen Distinguished (print only): individuals $60.00; institutions $95.00. Nonmembers Mentor and Scientist Award 9 Book Review 35 in Canada: individuals $65.00; institutions $100.00. Nonmembers Call for Reviewers for APS Archive 9 elsewhere: individuals $70.00; APS Launches New Professional Books Received 35 institutions $105.00. Single copies and back issues when available, Skills Training Program 9 $20.00 each; single copies and back issues of Abstracts issues when APS Trainee and Mid-Career Scientific Meetings available, $30.00. Subscribers to The Physiologist also receive Symposia at EB 10 and Congresses 37 abstracts of the Conferences of the New Trainee Website 11 American Physiological Society. The online version is available free APS Presents Awards at APS Membership to all worldwide. ABRCMS Conference 12 Application 39 The American Physiological Society assumes no responsibility for the statements and opinions advanced by contributors to The Physiologist. Public Affairs IUPS Reminiscences 41 Please notify the APS Member- FY 2006 Research Funding 13 ship Department as soon as pos- sible if you change your address Conferees Delete Akaka or telephone number. Restrictions 13 Headquarters phone: 301-634-7118 Fax: 301-634-7241 Focusing on Young Investigators Email: [email protected] at NIH 13 http://www.the-aps.org Printed in the USA 2 The Physiologist Guyton Award Vol. 49, No. 1, 2006 (continued from page 1) up with current cation majors, exercise and sports sci- technology. Learn “I believe The Guyton Award is a symbol ence majors, dentists, nurses, engineers, how to use it. biomedical engineers, physicists, optical Contribute to its scientists, biophysicists, physicians’ advancement. Stay of how very important it is for all of us assistants, medical students, medical in the “now.” It is residents and more. Thus, to attempt to where all the stu- in this discipline to teach the physiolog- tell the whole story in this article would dents live, and so to take up far more space then the pages of be effective, one ical sciences to this, and future genera- The Physiologist will allow, and to do so ought to know how would surely cause the readers to tear to speak their lan- the pages from this issue to use as fire- guage in cyber- tions, with the same degree of commit- starters on a cold February day. Hence, I space. will share with you in a general way ment and energy that we focus on our only a few of the elements of my rather Connect Your simple teaching philosophy—ones that I Teaching and quest in the research laboratory.....” consider essential features of my teach- Your Learning ing style. In the process, I hope the My commitment readers will be able to extract something to teaching is energized by a feeling of in 1997 and, as a result, changed my of value to carry forward in their own excitement when I am able to return to obligations to our medical program. I search for better ways to inspire and the classroom from the research labora- was skeptical at first, but as a senior fac- touch the minds and souls of their stu- tory to share my enthusiasm with any- ulty member I was more prepared than dents. Haramati, the Guyton Awardee in one who will listen to my tales of the our junior faculty to design and imple- 2000, referred to “Lighting a Fire” with- results of a new observation, or previ- ment full semester courses, cardiovascu- in students (2), and Ordway, the ously unknown phenomenon seen in the lar in my case. Also, I could help take Awardee in 2003 extended the theme laboratory. I believe that sort of excite- some of the teaching load off the and spoke of spreading “The Fire ment is sustained when one is teaching younger faculty who needed to concen- Beyond the Lecture Hall” (4). In the on a regular basis and can rush from the trate more on their research careers. spirit of their comments, I would like to laboratory back into the classroom to It turned out that to return to the “Pass The Torch” of some of my thoughts tell students what you have just undergraduate classroom was one of the on to other teachers. observed. Unfortunately, that experi- most rewarding decisions of my career. ence is sometimes more difficult to Indeed, I encourage all physiologists, Remind Yourself Why You Teach achieve in medical school basic science especially senior faculty, to consider A general rule I use to help focus on curricula, than it is in undergraduate or designing and teaching an undergradu- the essential features of a satisfying graduate curricula these days, simply ate course in their discipline. It has been teaching experience is to periodically because of the basic needs of medical a joyous and enriching experience for ask myself: “Why am I teaching?” “What students, the time constraints, and the me, and a refreshing and “rediscovered” am I teaching?” How am I teaching?” consequent structure of basic medical venue for the free exchange of ideas Self evaluation is good. These questions curricula. about research. Isn’t that partly why we remind me to revise and change my got into this business in the first place, approach to teaching and to stay alert to Share Your Ideas to work ourselves into an intellectual how the students’ world and mine are Because of the competition and stress froth during the free exchange of new changing, sometimes in different direc- generated by the increasing emphasis and exciting ideas? tions.
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