Gregory Freedman

I joined the Western Biology department in 2021. My background is a hybrid of medicine, psychology, and adult education. Originally from Los Angeles, I’ve taught human anatomy, physiology, cell biology, and general biology at colleges in five different states. I hold a BA in Psychology from UC Santa Barbara, an MD from Ohio State University, and an MEd in Adult Education and Instructional Design from City University of Seattle.

How I Teach My classroom serves as a space for the Applied Psychology of Learning. I focus on helping students manage Cognitive Load—the mental "bandwidth" required to navigate high-density courses like Anatomy and Physiology. I treat effective studying as a practiced skill rather than an innate talent, emphasizing a Growth Mindset to help students gain agency over their own academic success. I believe professional identity is not simply "found," but created through active engagement and attention to one’s own growth.

Current Projects & Innovation

• Metacognitive AI Scaffolding: I am developing methods to use AI as a "cognitive mirror" for students. Rather than generating answers, we use AI to identify the "thinking jumps" between facts and conceptual understanding, assisting students in moving from simple knowledge to active analysis.
• Visual Literacy in Histology: I teach histology through pattern recognition and inquiry. We focus on identifying "big picture" visual cues—like the "onion-like" layers of a Pacinian corpuscle or the "crew cut" of pseudostratified epithelium—before mapping structures to their physiological functions.
• Bridging the "Hidden Curriculum": A core part of my work is supporting first-generation and underserved students. I focus on explicitly teaching the questioning and analysis skills that are often assumed to be present, ensuring every student has the tools to succeed regardless of their background.

Teaching Assistant Training and Mentoring I mentor undergraduate TAs in Anatomy and graduate TAs in Human Physiology using an instructional "template" approach that encourages creative innovation. I focus on developing teaching skills and professional identity through reflective practice, high expectations, and a supportive safety net.

Off-Campus

When I’m not in the lab or the classroom, I’m usually juggling or writing science fiction.