Experience Summary
excerpts from CV of Eric M Kratzer, PhD cell: 979-583-7600
EDUCATION
08/2002-12/2007 Doctor of Philosophy (Ph.D.) Oregon State University (OSU)
08/1997-12/1999 Master of Natural Science (MNS) Arizona State University (ASU)
08/1992-12/1996 Bachelor of Science (BS) Neuroscience Texas Christian University (TCU)
ACADEMIC APPOINTMENTS
01/09 to 10/09 Adjunct Professor of Biology HCC Central Campus
08/01 to 06/02 Adjunct Professor of Biology Kingwood College
01/00 to 06/00 Adjunct Professor of Biology ACC Cedar Park and ACC Rio Grande
Summers 1998-1999 Instructor of Science ASU Center for Academic Precocity
INSTRUCTION EXPERIENCE
Houston Community College, Central Campus Houston, Texas
Adjunct Professor of Biology, and “lead/only” Biology Tutor 01/2009 to 10/09
Oregon State University Corvallis, Oregon
Graduate Teaching Assistant 09/ 15/ 2002 to 06/ 15/ 2004
Oregon State University Tutor in Residence (Faculty in Residence Program) 08/2002 to 12/ 2004
Seven academic terms of dedicated, selfless service to OSU undergraduates, living among them in the dormitory.
Mentor undergraduates with life and chemical sciences material. Provided academic counseling and valuable unofficial course advisement. Offered assistance with any written assignment, especially lab reports. Provide novel workshops to promote student success. Available at nearly any hour, as I lived in the Honors wing of the dormitory.
Kingwood College Kingwood Texas
Adjunct Professor of Biology 08/ 15/ 2001 to 06/ 30/ 2002
Austin Community College Austin, Texas Spring semester 01/00 to 06/00
Adjunct Professor of Biology at Rio Grande and Cedar Park Campuses
Teaching Assistant, Department of Plant Biology, ASU 08/1997 to 06/1998
ACADEMIC AWARDS
1998 Outstanding Teaching Assistant Award, ASU Graduate College
1995 Mortar Board Member, National Honor Society of Scholarship, Leadership & Service (TCU 4/2/95)
Teaching Style
Statement of Teaching Philosophy
Learning is based upon trust. Students trust me to tell the truth, to empower them with the ability to ask questions, to find and more importantly, evaluate something as truth for themselves; I consider this to be the core of my teaching philosophy.
A complete science curriculum will enable an understanding about how and how often science goes wrong, and how history can shadow great accomplishments due to social limitations of the day; Rosalind Franklin comes to mind for her well-documented (yet virtually unknown to the public) role in the discovery of DNA’s helical structure.
Illustrating the process of science as self-correcting in the methodology, and the necessity for corroboration and collaboration, is the core of my curriculum. Apart from traditional prepared lectures, students work together to accomplish projects, both as a supportive team and as skeptics.
Introductory coursework in life sciences often attempts to mechanize the protein world; for example the “lock and key” model of (molecular) receptor function is about as accurate as the “raisin bread” model of electron distribution. Oversimplification of complex material is not in the best interest of the student. Instruction that provides the context of previously held scientific models empowers the student with a sense of history, and this eases understanding of the literal process of evolution, the core paradigm of modern life and natural science.
Topical interests of the student such as genetically modified organisms, botox injections, AIDs, invasive species, the human genome project, space exploration and the search for life on other worlds… the entire range of science is opened by stepping through the door of biology. The investigation of one’s own inner beliefs and perceptions about the world is an integral part of a student’s intellectual growth and maturation.
The instruction of biological mechanisms bring myriad philosophical questions to the fore; an individual organism’s perceptual awareness of the external world via sensory modalities that humans may or may now have, perhaps in different in spatial or temporal reference frames. Consider how different the human world is perceived by other creatures, according to how they experience the world. Accepting that the human body itself is a vast ecosystem unto itself for organisms microbial, fungal, even protozoa that inhabit our tear ducts, an advanced biology student will then philosophically examine the world around them and newly discover life in many newly appreciated places.
Exercising the imagination allows an educated student to better grasp the molecular mechanisms, as they have a well-described contextual framework for the environment of the mechanism in question, often the interior of a single cell. I am able to provide this description accurately, and in an interactive manner that holds the student’s attention.
Students of all ages and skill levels are fully capable of understanding the intuitive, fundamental principles of biology. Visual representations of complex biological phenomenon are crucial; I have a genuine talent for extemporaneous speaking, and drawing on a chalkboard while explaining the concept simultaneously.
“proof is for mathematics
belief is for philosophy
faith is for religion
evidence is for science”
Eric Martin Kratzer, Ph.D.
My Hobbies
Rock Climbing in/at Witchita Mountain Wildlife Refuge near Lawton,Oklahoma
Nature and Wildlife Photography
Martial Arts
Other Comments
Peer-Reviewed PUBLICATIONS
(1) Minghua Li, Koichi Inoue, Eric Kratzer, Jillian C. Hansen, Deborah Branigan, Jeff W. Chen, Roger P. Simon, Zhi-Gang Xiong. Acid-sensing ion channels in acidosis-induced injury of human brain neurons. Abstract: 2007 Society for Neuroscience Mtg. Journal of Cerebral Blood Flow & Metabolism (2010) Jun; 30(6):1247-60.
(2) 1Minghua Li, 1Koichi Inoue, 1Eric Kratzer, 2Eric Tobar, Deborah Branigan, 2Mary P. Stenzel-Poore, 1Zhi-Gang Xiong* Developmental changes of acid-sensing ion channels in mouse cortical neurons. 1Robert S. Dow Neurobiology Laboratories, Legacy Research, Portland, OR 97232; 2Dept of Molecular Microbiology and Immunology, Oregon Health & Science University, Portland, OR 97239. J Physiol. 2010 Oct 15;588(Pt 20):3883-900.
(3) Minghua Li, Eric Kratzer, Koichi Inoue, Debbie Branigan, Roger P Simon, Zhi-Gang Xiong. Characterization of acid-sensing ion channels in mouse olfactory bulb neurons. Abstract: 2008 Society for Neuroscience Mtg. Session # 363. Submitted to: Journal of General Physiology
Technical Support Acknowledgement: ASIC1a-specific modulation of acid-sensing ion channels in mouse cortical neurons by redox reagents. Xiang-Ping Chu, Natasha Close, Julie A. Saugstad, Zhi-Gang Xiong. Journal of Neuroscience 2006 May 17; 26 (20):5329-39.
Critical Reading Acknowledgement: TRPM7-like current in human head and neck carcinoma cells: role in cell proliferation. Jie Jiang,1,2,3# Ming-Hua Li,3# Koichi Inoue,3# Xiang-Ping Chu,3 Joshua Seeds,3 and Xiong Zhi-Gang3*
Cancer Res. 2007 November 15; 67(22): 10929–10938.
Critical Reading Acknowledgement: The Projection Domain of MAP4 Suppresses the Microtubule-bundling Activity of the Microtubule-binding Domain Junko Iida1, Tomohiko J. Itoh2, Hirokazu Hotani2, Ken-ichiro Nishiyama1, Hiromu Murofushi3, Jeannette C. Bulinski4, Shin-ichi Hisanaga1, Journal of Molecular Biology Vol 320, Issue 1, 28 June 2002, Pages 97-106.
DISSERTATION “Characterization of Acid Sensing Ion Channel (ASIC) in Mouse Olfactory Bulb”
Legacy Clinical Research & Technology Center, 1225 NE 2nd Ave Portland, Oregon 97232
Mentor: Roger P. Simon, MD, Director of Neurobiology Dept, Legacy Health System. 503-413-5454.
Degree requirements completed Jan 10, 2008. Commencement held June 15, 2008.