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School |
| School of Health
Related Professions |
| Department/Program |
| Interdisciplinary
Studies |
| Year Inducted |
Phone |
E-Mail |
| 2000 |
973-972-3668 |
scanlan@umdnj.edu |
| Biography |
| Dr. Craig Scanlan
is a Professor in UMDNJ - School of Health Related
Professions Department of Interdisciplinary Studies,
where he teaches in the MS and PhD Programs in
Health Sciences. He also holds a joint appointment
in the SHRP Department of Cardiopulmonary Sciences.
He received his EdD in 1982 from the Rutgers University
Graduate School in Education and his baccalaureate
degree from Lafayette College in 1969. He obtained
his professional training in Respiratory Therapy
from the University of Chicago Hospitals and Clinics
in 1971. Dr. Scanlan has been involved as a clinician,
educator, administrator and scholar in allied health
and allied health education for over 30 years.
At UMDNJ, he has served in various capacities,
including Director of the MS and PhD Programs in
Health Sciences, Associate Director of the Graduate
Program in Allied Health Education (with Rutgers
University) and Associate Dean for Academic and
Clinical Affairs. He has served as an editor for
four editions of the best-selling textbook in the
field of respiratory care and has published or
presented over 70 abstracts and papers. He also
has served on the editorial board of five peer
review journals and has held numerous national
and state professional association offices. He
is a two-time winner of the SHRP Excellence in
Teaching Award and was among those named to the
inaugural class of the UMDNJ Master Educators'
Guild in 2000. He was also inducted as a Fellow
of the American Association for Respiratory Care
in 1999 in recognition of his national achievements
in allied health education. His primary areas of
teaching expertise include the lecture method,
student evaluation (classroom and clinic) and Web-based
instruction. His primary research interests are
in continuing professional education, accreditation,
program evaluation, bibliographic skills and students'
cognitive/learning styles. |
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