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Zoe Cohen

  • Associate Professor, Educator Scholar Track
  • Assistant Professor, Physiological Sciences - GIDP
  • Director, COM-T Honors College Early Assurance Program (HEAP)
  • Director, COM-T Baccalaureate Programs and APME
Contact
  • (520) 621-5485
  • Ina A. Gittings Building, Rm. 112
  • Tucson, AZ 85721
  • zcohen@email.arizona.edu
  • Bio
  • Interests
  • Courses
  • Scholarly Contributions

Degrees

  • Ph.D. Physiology
    • University of Arizona, Tucson, Arizona, USA
    • Mechanisms of Platelet Activation in Type 2 Diabetes
  • M.S. Exercise Physiology
    • University of Colorad, Boulder, Colorado, United States

Work Experience

  • University of Arizona, Tucson, Arizona (2015 - Ongoing)
  • University of Arizona, Tucson, Arizona (2013 - 2015)
  • University of Arizona, Tucson, Arizona (2007 - 2013)

Awards

  • 5-Star Teaching Award
    • Honors College, University of Arizona, Spring 2019
  • Physiology Professor of the Year
    • Physiology Club, Spring 2019
    • Physiology Club, Spring 2018
    • Physiology Club, Spring 2017
    • Physiology Club, Spring 2016
    • Physiology Club, Spring 2015
  • UA Club Advisor of the Year
    • Associated Students of the University of Arizona, Spring 2018
  • AMES Excellence Award for Basic Science Teaching
    • Academy of Medical Education Scholars (AMES), Fall 2017
  • Student Engagement Grant-PSIO Club and the Stroke Resource Center of Southern Arizona
    • University of Arizona Student Engagment, Fall 2017
  • AAU STEM Undergraduate Teaching Excellence Award
    • Association of American Universities, Fall 2016

Related Links

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Interests

Teaching

I am interested in teaching Cardiovascular Physiology and Immunology to the best of my ability. I like trying new technologies, such as blogs, new learning management systems, and flipped classrooms as ways to interact with my students.

Research

I am interested in the role red blood cells might play in coagulation.

Courses

2020-21 Courses

  • Cardiovas Physiology
    PSIO 485 (Spring 2021)
  • Cardiovas Physiology
    PSIO 585 (Spring 2021)
  • Honors Thesis
    PSIO 498H (Spring 2021)
  • Independent Study
    PSIO 399 (Spring 2021)
  • Preceptorship
    PSIO 391 (Spring 2021)
  • Cardiovas Physiology
    PSIO 485 (Fall 2020)
  • Cardiovas Physiology
    PSIO 585 (Fall 2020)
  • Honors Thesis
    PSIO 498H (Fall 2020)
  • Pharmacology-Chemo,Endo,& ISD
    PHCL 601B (Fall 2020)
  • Physio Of Immune System
    PSIO 531 (Fall 2020)
  • Physio of Immune System
    PSIO 431 (Fall 2020)
  • Preceptorship
    PSIO 391 (Fall 2020)

2019-20 Courses

  • Physio Of Immune System
    PSIO 531 (Summer I 2020)
  • Physio of Immune System
    PSIO 431 (Summer I 2020)
  • Cardiovas Physiology
    PSIO 485 (Spring 2020)
  • Honors Thesis
    PSIO 498H (Spring 2020)
  • Independent Study
    PSIO 499 (Spring 2020)
  • Preceptorship
    PSIO 391 (Spring 2020)
  • Special Topics in Science
    HNRS 195I (Spring 2020)
  • Cardiovas Physiology
    PSIO 485 (Fall 2019)
  • Cardiovas Physiology
    PSIO 585 (Fall 2019)
  • Honors Thesis
    PSIO 498H (Fall 2019)
  • Pharmacology-Chemo,Endo,& ISD
    PHCL 601B (Fall 2019)
  • Physio Of Immune System
    PSIO 531 (Fall 2019)
  • Physio of Immune System
    PSIO 431 (Fall 2019)
  • Preceptorship
    PSIO 391 (Fall 2019)

2018-19 Courses

  • Physio of Immune System
    PSIO 431 (Summer I 2019)
  • Disability Directed Res Exp
    FCM 492A (Spring 2019)
  • Honors Thesis
    PSIO 498H (Spring 2019)
  • Special Topics in Science
    HNRS 195I (Spring 2019)
  • Cardiovas Physiology
    PSIO 485 (Fall 2018)
  • Cardiovas Physiology
    PSIO 585 (Fall 2018)
  • Honors Thesis
    PSIO 498H (Fall 2018)
  • Independent Study
    PSIO 399 (Fall 2018)
  • Independent Study
    PSIO 499 (Fall 2018)
  • Pharmacology-Chemo,Endo,& ISD
    PHCL 601B (Fall 2018)
  • Physio Of Immune System
    PSIO 531 (Fall 2018)
  • Physio of Immune System
    PSIO 431 (Fall 2018)
  • Preceptorship
    PSIO 391 (Fall 2018)

2017-18 Courses

  • Physio Of Immune System
    PSIO 531 (Summer I 2018)
  • Physio of Immune System
    PSIO 431 (Summer I 2018)
  • Cardiovas Physiology
    PSIO 485 (Spring 2018)
  • Cardiovas Physiology
    PSIO 585 (Spring 2018)
  • Honors Independent Study
    PSIO 399H (Spring 2018)
  • Honors Thesis
    PSIO 498H (Spring 2018)
  • Independent Study
    PSIO 499 (Spring 2018)
  • Preceptorship
    PSIO 391 (Spring 2018)
  • Cardiovas Physiology
    PSIO 485 (Fall 2017)
  • Cardiovas Physiology
    PSIO 585 (Fall 2017)
  • Honors Thesis
    PSIO 498H (Fall 2017)
  • Independent Study
    PSIO 399 (Fall 2017)
  • Independent Study
    PSIO 699 (Fall 2017)
  • Physio of Immune System
    PSIO 431 (Fall 2017)
  • Preceptorship
    PSIO 391 (Fall 2017)

2016-17 Courses

  • Physio Of Immune System
    PSIO 531 (Summer I 2017)
  • Physio of Immune System
    PSIO 431 (Summer I 2017)
  • Cardiovas Physiology
    PSIO 485 (Spring 2017)
  • Honors Thesis
    PSIO 498H (Spring 2017)
  • Independent Study
    PSIO 399 (Spring 2017)
  • Preceptorship
    PSIO 391 (Spring 2017)
  • Cardiovas Physiology
    PSIO 485 (Fall 2016)
  • Cardiovas Physiology
    PSIO 585 (Fall 2016)
  • Honors Thesis
    PSIO 498H (Fall 2016)
  • Physio Of Immune System
    PSIO 531 (Fall 2016)
  • Physio of Immune System
    PSIO 431 (Fall 2016)
  • Preceptorship
    PSIO 391 (Fall 2016)

2015-16 Courses

  • Physio Of Immune System
    PSIO 531 (Summer I 2016)
  • Physio of Immune System
    PSIO 431 (Summer I 2016)
  • Cardiovas Physiology
    PSIO 485 (Spring 2016)
  • Cardiovas Physiology
    PSIO 585 (Spring 2016)
  • Honors Thesis
    PSIO 498H (Spring 2016)
  • Independent Study
    PSIO 499 (Spring 2016)
  • Inflammation and Disease
    PSIO 495K (Spring 2016)
  • Inflammation and Disease
    PSIO 595K (Spring 2016)
  • Preceptorship
    PSIO 391 (Spring 2016)

Related Links

UA Course Catalog

Scholarly Contributions

Journals/Publications

  • Cohen, Z., Cohen, Z. -., & Cohen, J. J. (2013). Inflammablog: peer-to-peer online learning in immunology. Immunologic research, 55(1-3).
    More info
    Is it possible for students in different courses, at different academic levels, and at different universities to learn immunology together using the Internet? We teach a colloquium on inflammation for undergraduates at the University of Arizona and a lecture course on human immunology for graduate students and clinical and basic science fellows at the University of Colorado Anschutz Medical Campus. Students in these programs, being scattered about large campuses, have little time for student-directed discussion and peer interactions, and they never have the opportunity to meet students in the course in the other state. Instead of requiring the usual essays and term papers, we set up a blog (an online discussion group) for the two courses, and required all students to post, and comment on other posts, within and between the courses. Student writing is normally directed at a single reader, the instructor, which seems like a waste of talent; we encouraged peer exchanges. Furthermore, we were interested in observing the interactions between the Colorado students, who were older and sometimes experienced professionals, and the younger Arizonans. We used a blog because it is administratively impossible to enroll the students in two universities in a single courseware (learning management system) site. Blogging has offered insights into students' comfort with this form of social medium, and into the potential for this approach in light of the rapid adoption of blended and massively open online courses.

Presentations

  • Cohen, Z. (2018, April). Medical School Teaching Innovation. Western Group on Educational Affairs, Association of American Medical Colleges. Denver, Colorado: AAMC.

Poster Presentations

  • Stanescu, C. I., Cohen, Z., & Price, E. A. (2016, October). Physiology Undergraduate Curricular Changes in Response to Program Assessment. Arizona Physiological Society. Tucson, AZ: American Physiological Society.
  • Cohen, Z., & Burd, G. D. (2016, October). Active Engagement in an Upper Divison Physiology of the Immune System Course: What We're Learning. Arizona Physiological Society. University of Arizona.
  • Cohen, Z., & Stanescu, C. (2018, June). Small Changes, Large Rewards: How individualized emails increase performance in an upper division physiology course.. Physiology Majors Interest Group (PMIG). University of Arizona: American Physiological Society.
  • Cohen, Z., & Stanescu, C. (2019, April). Small Changes, Large Rewards: How individualized emails increase performance in an upper division physiology course.. Experimental Biology. Orlando FL: American Physiological Society.
  • Cohen, Z., Keen, D. A., Price, E. A., & Stanescu, C. I. (2018, Summer). Determining if Phys-MAPS is the right assessment tool for our curriculum. Physiology Majors Interest Group. Tucson, AZ.

Others

  • Cohen, Z. (2018, August). How One Email From You Could Help Your Students Succeed. Chronical of Higher Education. https://www.chronicle.com/article/How-One-Email-From-You-Could/244223
  • Cohen, Z. (2018, July). Small Changes, Large Rewards: How Individualized Emails Increase Classroom Performance. EVOLLLUTION. https://evolllution.com/attracting-students/retention/small-changes-large-rewards-how-individualized-emails-increase-classroom-performance/
  • Cohen, Z. (2018, September). Small Ways to Help Students Succeed. Chronical of Higher Education. https://www.chronicle.com/article/Small-Ways-to-Help-Students/244515

Profiles With Related Publications

  • Eric A Price
  • Claudia I Stanescu
  • Douglas A Keen
  • Gail D Burd

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