Explore physiology with William Germann.

William J. Germann studied chemistry as an undergraduate at Kenyon College and went on to earn a Ph.D. in physiology at the University of Michigan. Among other biology courses, Bill currently teaches three undergraduate human physiology courses at the University of Dallas in Irving, Texas. Part of his work at the University consists of advising pre-medical students. Bill was recently appointed chair of the Biology Department. He is a member of the Biophysical Society, the American Association of University Professors, and the Texas Association of Advisors for Health Professions.

BC | Why do you enjoy teaching physiology?

WG | I enjoy teaching, period. I like working with young people, because their world is really new. Their conception of the world is being formed, and what they learn now has a lot to do with what they're going to be.

Physiology is a fascinating subject that everyone has an inherent interest in—everyone can relate to. 'What makes me hungry, what makes me move?' Physiology provides the answers to these questions. And every area of physiology is unique. Each system has its own concepts…there's a lot of variety.

BC | How do you incorporate your enthusiasm for physiology into the classroom?

WG | I don't do it consciously, so I find that question hard to answer. If I'm teaching something interesting, I automatically get more animated, and this comes through in my tone of voice and mannerisms. I'm also always willing to talk with students after class to discuss the subject matter further.

I consciously try to teach the course differently every year, because I'm learning new things every year, and I'm never perfectly happy with the way I'm teaching it. I like to make it fresh every time.

BC | How do your students respond to this approach?

WG | They say they like the course. In fact, I've had students come back [to visit] after they've taken my class, once they're in medical school or graduate school, and tell me 'don't change a thing about the way you teach your course.' They say they find that they're much more prepared for their graduate courses than their classmates. They're more prepared for that animal physiology class once they've been through my human physiology class.

BC | What do you attribute this to?

WG | I take a conceptual approach to the subject and don't gloss over things. I go through all the steps [of a process] and walk them through the logic that accompanies it. I also ask really probing test questions that make them think. Some students do get frustrated, but they know that I'm always there to help.

BC | How have you incorporated your teaching style into Principles of Human Physiology?

WG | I try to make hard concepts seem easy by showing students where they come from and why they make sense. I try to be approachable, so that students can pick up the material quickly. I start at the beginning with everything, giving the student all the basics and background information, instead of relegating it to an appendix.

The art program is meant to reflect this philosophy as well. All the drawings are made to be self—explanatory. My goal was to make the drawings so clear you don't have to read the legend.

BC | In class, how do you deal with the challenge of teaching students with varied backgrounds in science and math?

WG | The key is my availability and the amount of individual instruction I give. [I'm willing] to take the time with each student to find out what crucial thing in their understanding they're missing, and then clarify it for them. You just have to listen to the students.

BC | Why did you feel you needed to write this book, and how does it differ from books that are already on the market?

WG | I wrote the original manuscript because there was no book out there that covered the material at the level that I needed it…they were all too high level or too low level. Vander, for instance, is the model of a good book, but it's written in a scientific style and students find it hard to get through. My book is more accessible to the students. The most apparent difference [between my book and others] will be the art program. I think the layout is what will jump out at people. Everyone has flow charts, but they're too often complicated and confusing. Ours are really simple.

BC | Who has been the biggest influence on your career and why?

WG | That would have to be my graduate mentor at the University of Michigan, Dave Dawson. UM is a great program because it has lots of excellent researchers and excellent teachers, and Dave was both of those. He was the kind of guy I could bounce any idea off of…we were like two symbiotic organisms.

Principles of Human Physiology, Second Edition by William J. Germann and Cindy L. Stanfield