Barbara Garcia

Barbara Garcia

About me

WEST COAST UNIVERSITY 
Associate Professor

Barbara Garcia, EdD, MBS, MPH
EMAIL: bGarcia@westcoastuniversity.edu
Phone: 954-247-4274

I am a Cuban American born, raised, and educated in Miami, FL. In 1996, I graduated from Miami-Dade Community College receiving an AA in Psychology with Highest Honors and Distinction. Subsequently, I attended University of Pennsylvania, were I completed a Bachelor degree in Neuroscience and Psychology, double major, with a minor in Classical Studies. After graduating from Penn, I went on to a Master in Science program in Biomedical Sciences at Barry University, followed immediately afterwards by a Master in Public Health at FIU where I specialized in Epidemiology. At this time I started teaching at Broward College. In 2014, I completed my Doctor of Education in Higher Education. I have now been at West Coast University for 8 years and served in many capacities most recently as Science Department Chair at Miami Campus. At WCU, I have taught Anatomy, Physiology, Microbiology lectures and labs, Pathophysiology, and Epidemiology, but I am currently teaching Online General Education Capstone, First Year Seminar, Human Biology, and looking forward to teaching Digital Literacy and developing the Online Pre-Health Biology program for WCU.

I am proud to be a Founding Faculty member of West Coast University Miami Campus in 2014. And now I am ONLINE with General Education and living between Miami and Los Angeles.

Activity

I have started a tiktok to incorporate Microteaching into my course. I have trouble assessing students when you provide a microteaching (60 seconds) as I hope that they will gain a nugget of information that will encourage them to seek out more. Any suggestions on how to assess learning from microteaching examples? (NOTE: I currently teach BIO250, fully online, asynchronous. My only engagement with students is on the discussion board.)

If students are constantly thinking critically and trying to solve problems, when do they ACTUALLY learn the basics from which they are going to draw the knowledge on how to solve those problems? I feel like this active learning technique is fine for upper level courses, but for my courses (Anatomy and Physiology) you are just overwhelming the student even more by throwing at them a case study they do not have the knowledge base to answer. If this was Harvard, and all the students already had the knowledge base, then I would understand the need for problem solving and upper level… >>>

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