UAA anatomy & physiology: 'It's a bit like Jurassic Park'

Choron Ryan works at UAA as a term instructor of biological sciences, teaching hundreds of students the intricacies of anatomy and physiology. She earned her bachelor's degree in philosophy, with honors, from Alaska Pacific University and her master's degree in social and bioethics from Yale University. Ryan recently won the accolade of being the top-nominated faculty member on the UAA campus, in Mapworks' student surveys this year. Here, Ryan talks about her life and career.

Where are you originally from?

I am a lifelong Alaskan, minus a few years for graduate school. I was initially raised in the wilds of the Kenai Peninsula but was happy to be formally introduced to the luxuries of "city living" (like competent indoor plumbing) after moving to Anchorage as a child.

What kinds of travel opportunities did you have while in high school and through college? What places most appealed to you, and why? 

Growing up, I participated in the Japanese Partial Immersion Program. As an elementary school student I traveled to Japan. I was not only exposed to learning a new language, but also a new culture, and a broader view of the world that melds east and west. During college and graduate school, I toured Europe through my Honors Program; I sea kayaked for days in the rain in Prince William Sound with an Outdoor Program; and I traveled all over the East Coast racing in rowing regattas with the Yale Graduate Crew. Travel has the power to zap you out of your bubble. It needn't be dramatic travel, though, particularly in Anchorage. Cultures, worldviews, and cuisines can drastically change within the course of a few blocks.

What first ignited your interest in studying philosophy and social and bioethics?

After spending years in an educational model that encouraged rote memorization, studying philosophy forced me to think. I went from passively receiving my education, to actively learning and critically thinking. ... [Later,] I recall sitting in ornate seminar courses feeling frustrated that philosophy was too lofty an endeavor. Thankfully, social ethics and bioethics walked into my life. They apply philosophical principles to social issues and rapidly changing biology (and medicine) in a practical manner.

What kinds of work-jobs, internships, field work-did you get involved in while in high school and through college? 

I could have happily gone through college holed up in the library with a stack of books, colorful pens, and an endless supply of coffee. (Un)fortunately, my advisor suggested I arrange an internship with a nonprofit that aimed to address quality-of-life issues in various Anchorage neighborhoods. Somewhat begrudgingly, I obliged. The learning that occurred outside of the classroom during the internship was invaluable and tremendously enriched my overall educational experience. I learned how nonprofit organizations and local governments operate and I gained a better understanding of the lived experiences of marginalized residents in my hometown. Upon returning to Alaska after graduate school, I worked for the same organization as a community organizer. Had I not initially interned, this type of work would not have been on my radar.

Studying bioethics and meeting with Anchorage residents plagued by chronic disease and poor access to healthcare during my college internship led me to broaden my educational pursuits-I became more curious about diseases, treatments, public health and bioethics.

How did you initially become interested in anatomy and physiology?

Unfortunately, for a fair chunk of my life, science was just not my cup of tea. Taking anatomy and physiology, though, sparked a tremendous shift in perspective. While the content matter was no less challenging than the other science classes I had encountered, I found there was absolutely no room for disinterest, as I myself was fully equipped with a human body. The continual cooperation amongst cells and chemicals and organs is plainly awe-inspiring. My enthusiasm on the subject naturally now overflows in the classroom, and I hope to foster a similar interest in A&P students.

What is it like teaching anatomy and physiology?

The anatomy and physiology laboratories at UAA welcome a vast array of students. These roughly 700-plus students a semester come from varied backgrounds, largely with aims of entering allied health fields. I typically teach anywhere between 125-300 students between lecture and lab each semester; in my role as the assistant lab coordinator, I often interact with course-wide students during open labs. Given the immense scope of the educational experiences amongst students, I regularly reword or reframe explanations in response to the facial expressions of the crowd and/or additional questions. There is no one-size-fits-all delivery. I hope to frame concepts in a manner that applies to students with a heavy background in the sciences, as well as those for whom A&P is their first biology class and/or university-level course. There seem to be visible "light bulb" moments for students when concepts click (like grasping a better understanding of diabetes mellitus after learning how the pancreas works).

I typically have the luxury of teaching the same students through both course semesters, making it natural to build up what was previously learned, synthesizing information from the varied structural levels of organization to see the "bigger picture" of human anatomy and homeostasis.

What are the challenging aspects of your work?

At the beginning of each semester, I warn students that taking A&P is no walk in the park-well, maybe it's a bit like Jurassic Park.

The anatomy and physiology course is challenging, heavy-laden with rote memorization of often bizarrely named anatomical structures coupled with the comprehension of intricate physiological processes. Recognizing the educational needs of a struggling freshman, or second-career student trying to find work/life/school balance, I help students "learn how to learn." Feeling supported in the learning process can be the difference between student failure and success (and not just in terms of grades). The curriculum is plenty challenging; my attitude does not need to make the learning process unnecessarily cumbersome or "brutal."

There never seems to be a shortage of challenges in teaching this difficult course with this many students. What I find most disheartening are my interactions with students who actively try to shortchange their learning. They may come to class unprepared (if they come at all) and later want to be spoon-fed the important concepts right before each exam. This bums me out. Even in a large lecture hall, I do try to learn everyone's faces, if not their names. If they aren't showing up to class, I can make it a point to notice, follow up, and try to set them in the right direction.

What strategies have you come up with to use in classes?

Having had to work diligently in the sciences myself, I know the benefit of memory aids, mnemonics and analogies in understanding complex concepts. I often share snippet stories (that are awfully cheesy) to highlight processes or concepts:

In teaching the olfactory system, I share that my grandmother (whom I endearingly call "gam gam" throughout both semesters of the course) often wears an absurd amount of perfume. The initial encounter can be strong as she enters a room, but over time, the scent seems to lessen-both diffusion as the scent spreads through the room, and adaptation as the Ca²+ influx causes the transduction process to adapt, decreasing its response to the sustained stimulus.

In teaching the normal relative abundance of each leukocyte during a differential white blood cell count in lab, I share a story of a recent trip to a monkey park in Japan. Excited and equipped with a sack full of bananas, I was miserably disheartened to read a "Do not feed the animals" placard at the entrance of the park. Hence, the memory aid: "Never let monkeys eat bananas," with each first letter corresponding to a class of leukocytes. While I certainly did not invent this saying, adding a story may make it more memorable.

I opt to lighten the sometimes academically overwhelming mood with jokes. This, I hope, makes learning enjoyable, and me more approachable. New students can often be intimidated by interactions with their instructors or professors. Encouraging some laughter, and some interaction, may encourage them to ask more questions, seek help when they need it, and enjoy the subject.

What are some examples of jokes you've told?

Why can't you trust an atom? They make up everything!

Why don't skeletons like going to parties? They have nobody to dance with!

Hello, Obturator! (which makes more sense when you have a coxal bone up to your face like a phone). 

Compiled by Tracy Kalytiak, UAA Office of University Advancement