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Name
Cindy Seiwert, Ph.D.
Title
Associate Professor, Health and Natural Science
School
School of Nursing and Health Professions
Program
Sciences
Phone
860-913-2112
Email
CSeiwert@goodwin.edu
Office Location
Room 301 RC
Status
Full-Time
Courses Taught
Bio 120, Human Biology
PBH 110, Introduction to Public Health
SCI 110, Exploring Life
Bio
My professional life has included work as a professor, middle and high school teacher, scientist, science journalist, businessperson, and artist.

As an instructor, I strive to present information in a way that is rigorous, relevant and thought-provoking. Being a practicing scientist cemented in me a love for the process of science and a desire to share that enthusiasm with others.

As a glass artist, I constantly explore new techniques and translate ideas into action. Being a glassmaker has also taught me that science and art aren’t so different. Both rely heavily on metaphor, process, and technique. I can speak to the myriad of ways in which science and art are similar.
Education
B.A. Psychology, Earlham College
Ph.D. Behavioral and Evolutionary Neuroscience, Cornell University
Honors / Awards
Goodwin University, Associate Professor
Co-chair, Institutional Review Board, Goodwin University
Universal Design for Learning Fellow, Cohort 2
Alternative Route to Certification, CT Department of Higher Education
Phi Kappa Phi, Cornell University
National Institute of Mental Health Trainee
National Science Foundation Pre-doctoral Fellow
Phi Beta Kappa, Earlham College
Paul Whitely Prize in Psychology, Earlham College
College and Departmental Honors, Earlham College
Areas of Interest / Study / Research
Evidence-based medicine, Evolutionary medicine, the teaching of science, Public Health, science and public policy, philosophy of science, instructional design, cognitive psychology, diversity and inclusion in STEM
Publications
Textbooks:
Seiwert, C. 2019. Human Biology: An Exploration of Structure and Function. Pressbooks, printed by XanEdu
https://humanbiology.pressbooks.com/

Scientific Papers:
Seiwert, C.M. and Adkins-Regan, E. 1998. The foam production system of the male Japanese quail: Characterization of structure and function. Brain, Behavior and Evolution 52: 61-80.

Adkins-Regan, E., Mansukhani, V., Seiwert, C., and Thompson, R. 1994. Sexual differentiation of brain and behavior in the zebra finch: Critical periods for the effects of early estrogen treatment. Journal of Neurobiology 25: 865-877.

Journalism:
Seiwert, C. 2001. Acupuncture: Points of Interest. In HMS Beagle: The BioMedNet Magazine, Issue 116 (Dec. 7).

Seiwert, C. 2001. Medicinal Marijuana: Weeding Out the Evidence. In HMS Beagle: The BioMedNet Magazine Issue 112 (Oct.12).

Seiwert, C. 2001. Pain. In HMS Beagle: The BioMedNet Magazine, Issue 109 (Aug. 31).

Seiwert, C. 2001. The Placebo effect: It’s Not Just in Your Head. In HMS Beagle: The BioMedNet Magazine, Issue 103 (May 25).

Seiwert, C. 2001. Inside an Infant’s Brain. In HMS Beagle: The BioMedNet Magazine, Issue 97 (March 2).

Seiwert, C. 2000. Depression: It’s Not Just in Your Head. In HMS Beagle: The BioMedNet Magazine, Issue 93 (Dec.22).

Seiwert, C. 2000. Schizophrenia : A Disorder of Neural Development? In HMS Beagle: The BioMedNet Magazine, Issue 89 (Oct.27).

Seiwert, C. 2000. A Cellular Fountain of Youth? In HMS Beagle: The BioMedNet Magazine, Issue 85 (Sept. 1).
Conference Presentations
Dhar, V., Seiwert, C., and Wilken, D. 2019. Using Universal Design for Learning as a strategy to support diverse STEM students. Massachusetts Project Kaleidoscope Network Summer Meeting: Reading, Writing and Arithmetic: Expanding the Capabilities of All STEM Students. American Association of Colleges and Universities.

Seiwert, C.M. and Adkins-Regan, E. 1992. Social facilitation of sphincter cloacae muscle movement in male Japanese quail. Soc. Neurosci. Abs. 18.

Park, J.S., Seiwert, C.M., and Adkins-Regan, E. 1991. EMG activity of the sexually dimorphic sphincter cloacae muscle during copulation and foam production. Soc. Neurosci. Abs. 17.

Seiwert, C.M. and Adkins-Regan, E. 1991. Localization of musculature innervating the major muscles of the cloaca in Japanese quail. Soc. Neurosci. Abs. 17.

Seiwert, C.M. and Adkins-Regan, E. 1990. Peripheral dimorphism without corresponding CNS dimorphism in a hormone-sensitive neuromuscular system Soc. Neurosci. Abs. 16: 743.

Seiwert, C.M. and Adkins-Regan, E. 1987. Retrograde labeling of motor neurons innervating musculature associated with the foam gland in Japanese quail. Soc. Neurosci. Abs. 13: 169.
Teaching Philosophy
I strive to create courses in which students “learn to learn.” I want my students to develop the tools to find, evaluate, and synthesize information; tools that will contribute their success regardless of career path. I’ve also become deeply convinced of the necessity of having a wide range of people engaged in science and medicine. Though it is designed to reduce bias as much as possible, science is a human enterprise, fraught with same pitfalls as many other ways of knowing. We all come from different places: thus we may ask different kinds of questions, approach the same problem from different angles, and have differing ideas about how to test our ideas. To construct the most accurate picture of the world, we need people with varying kinds of intelligence, from different types of backgrounds, to practice science. One of the great pleasures of teaching at Goodwin is the diversity of our student body. Every class period I learn something new-- about the world, myself, and my students.

I want to create a sense of community in my classes, where students understand that they are valued as individuals and as part of a team. Students learn that all questions are good questions, and that, in science at least, there are no crazy ideas. I give them explicit permission to make mistakes. I model the process of inquiry by thinking out loud. Within the context of this safe environment, I expect and demand hard work and accountability. I feel free to ask great things of my students because they know that I am there to guide them whenever and however necessary. I will always match my effort to their own. Finally, I hope students see my classes as fun. We're here to learn, but I believe that learning is one of the most satisfying and joyful experiences a human can have. In fact, recent neuroscience research suggests that the acquisition of knowledge stimulates some of the same reward pathways that are active during other kinds of pleasurable experiences. I teach my students that, although learning can be hard work, the end result just feels good. And who doesn't want that?