Doctoral and Professional Program Teaching

Human Physiology (PAS 5025)

The physiology of human organ systems, organs, and tissues, emphasizing their integration and regulation. Students will learn to apply physiology principles to understanding responses to physiological challenges and the presentation, treatment, and management of selected diseases and disorders. 4 credits. (This course is in the UF Physician Assistant Program.)

Physiology (DEN 5120C)

This course provides foundation knowledge on the structure and normal function of the major body systems, including the cardiovascular, pulmonary, renal, gastrointestinal, endocrine, and neurological systems. The relationship of structure to normal function is presented with emphasis on components important to a dentist as a dental patient’s case manager and to the prevention, diagnosis, and treatment of oral diseases. In addition, this course will provide the fundamental knowledge to support the understanding and appreciation of the interrelationships of systemic and oral health. 5 credits. (This course is in the UF Dental School Program.)

Undergraduate Teaching

Cellular and Systems Physiology (PCB 3713C)

How cells, organs, and higher-level systems are integrated and coordinated in the functions of humans and other animals. Emphasizes the use of model organisms, mathematical models, and the physical sciences to understand the mechanistic basis of normal physiology and dysfunction. 4 credits. (This course is part of the required curriculum of UF’s Biomedical Engineering Program. It is offered every fall and spring semester.)

Research Scholarship Seminar (BSC 4930)

A variable topics course designed for undergraduate and graduate students participating in federally sponsored research scholarship programs in the biomedical and life sciences. Objectives include the development of scientific communication skills, research ethics and responsible conduct of research, scientific rigor and reproducibility, and the ability to critically evaluate scientific research. 1 credit. Repeatable for credit. (This course is part of the UF MARC and SF2UF programs.)

Integrated Biomedical Science (ISC 3523)

An introduction to biomedical science as the application of the natural sciences to medicine. Course content focuses on integration of biological and biochemical sciences, chemical and physical sciences, and social and behavioral sciences in the context of health. Course activities promote skills in problem-solving, critical analysis, and quantitative reasoning. 3 credits.

Integrated Principles of Biology I (BSC 2010)

Development of online content for this course in the area of introductory cell biology.

Special Seminar Courses

Case Studies in Human Physiology: Lessons from The Pitt (Spring 2026)

Science Pedagogy Projects

X-Laboratory Project

The Cross-Disciplinary Laboratory (X-Lab) project has three main objectives: (1) increase retention in STEM by helping students develop a synthetic, cross-disciplinary approach to the natural sciences that enhances their understanding of basic sciences concepts and increases their success in traditional undergraduate science courses; (2) engage students in inquiry-based experiments that model modern, authentic research; and (3) train students in the key theoretical and practical skills necessary to participate meaningfully in modern scientific research as early undergraduates.

The focus of the X-Lab is a two-semester, six-credit course sequence (ISC 2400L and ISC 2401L) designed to seamlessly integrate biology, chemistry, and physics laboratory coursework. Anticipated student outcomes include (1) improved content knowledge in biology, chemistry and physics; (2) development of skills necessary to participate meaningfully in life sciences research as early undergraduates; (3) improved confidence in STEM and enhanced self-perception as a participant in the research community.

We currently offer nine sections each fall and spring and two sections each summer B. The X-Lab is coordinated by Dr. Gabriela Waschewsky, and sections are taught by graduate teaching assistants from the departments of Biology, Chemistry, and Physics. More information, including student lab manuals and assessment outcomes, are at X-Laboratory.org.

HHMI Model Builder

HHMI Model Builder is an interactive tool that introduces students to building scientific models. Educators can use the tool to create assignments and, in some cases, automatically grade student models. Students can also use the tool to check their work against provided reference models. (Producers: Jon Darkow, David Julian, and Mark Nielsen)

HHMI Data Explorer

HHMI Data Explorer is a web tool that provides a quick and easy way of visualizing and analyzing data without advanced technological requirements. With Data Explorer, students can easily create a variety of plots to visualize data, generate statistical summaries, and perform hypothesis testing with a variety of tests. Using Data Explorer allows students to build their skills in data literacy and science practices by exploring real, curated research data or by uploading their own data. (Producers: Li Yao and David Julian)

Physiology Cyberlearning Project

The goal of this NSF-funded project is to enhance Just Physiology, a cyberlearning application with which undergraduate students can learn human physiology using both guided and pure discovery and by designing, conducting and analyzing the results of authentic, simulation-based research. The project builds on HumMod, a 10,000-variable mathematical simulation of human physiology. In contrast to many of the existing, commercially available simulations for human physiology instruction, HumMod was created for basic and applied physiology research. HumMod is currently the most comprehensive model of human physiology, with variables describing cardiovascular, respiratory, renal, neural, endocrine, skeletal muscle, and metabolic physiology constructed from empirical data from peer-reviewed physiological literature. HumMod accurately predicts qualitative and quantitative changes in both clinical and experimental responses, and can simulate both acute and chronic clinical scenarios.

This is a collaborative project initially funded by an NSF S-STEM award to D. Julian in collaboration with HC Simulation, LLC, and co-PIs Robert Hester, Matt Lineberry, and Pavlo (Pasha) Antonenko.