Rutgers’ governing board recognizes Carman’s work in food science and biochemistry
George M. Carman, associate editor for the Journal of Biological Chemistry and editorial board member for the Journal of Lipid Research, has been named a Board of Governors professor by the Rutgers University governing body. Carman, who founded in 2007 and serves as director of the institution’s Center for Lipid Research, was lauded by Richard L. McCormick, president of the university, in a statement. “George Carman is acclaimed and respected by food scientists and biochemists around the world for his insightful and original work,” McCormick said. “He has brought together researchers who literally might never have met without his help; he has taught hundreds of young people and mentored scores of young scientists.”
Jordan wins ASPET’s Goodman & Gilman receptor pharmacology award for 2012
V. Craig Jordan, scientific director of the Georgetown Lombardi Comprehensive Cancer Center in Washington, D.C., was named the 2012 recipient of the Goodman & Gilman Award for Receptor Pharmacology from the American Society of Pharmacology and Experimental Therapeutics. The award recognizes his discovery of Selective Estrogen-Receptor Modulators (SERMs) and his translational research with both tamoxifen and raloxifene for the treatment and prevention of breast cancer. In 2011, he received the St. Gallen Prize for Clinical Breast Cancer Research.
White receives Howard Barrows award for student engagement
Hal White, a professor of chemistry and biochemistry at the University of Delaware, has been recognized by McMaster University in Ontario, Canada, for his work in promoting student engagement through problem-based learning. White received the university’s Howard Barrows Award, which is given in honor of the late Barrows, a former McMaster faculty member who is credited as an architect of self-directed, problem-based learning and who ushered in the concept of using simulated patients for the training of medical students. Since that time, problem-based learning has been adopted for use with undergraduates as well. In a statement, White explained, “With undergraduates, we come up with problems they have to solve, and, in finding the solutions, they research and learn the necessary material,” he said. “A lot of the process has to do with students— not professors— asking the questions.”