Phoebe S. Leboy Ph.D.
LEBOY, Phoebe S. Professor of Biochemistry Emerita, University of Pennsylvania, Philadelphia, PA 19104-6003
Date of Birth and Place: July 29, 1936, Brooklyn, New York, USA
Education/Training/Positions: BS Swarthmore College, 1957; PhD, Bryn Mawr College, 1963; Postdoctoral Fellow , School of Medicine, University of Pennsylvania 1963-1966; NATO Postdoctoral Fellow, Weizmann Institute, Israel; Assistant, Associate and Full Professor of Biochemistry, University of Pennsylvania School of Dental Medicine, 1967-2005; Visiting Prof. Biochemistry, Univ. California at San Francisco, 1979-1980, Visiting Fellow, Oxford University, 1989-1990, Chair, Graduate Group in Molecular Biology, Univ. Pennsylvania 1984-1986; Chair, Biochemistry Department 1992-1995; Professor, Bioengineering Graduate Group, Univ. Penn 1996-2005; Director of Faculty Development., Univ. Penn. School of Dent Med 2005-06.
Honors/Awards: NATO Postdoctoral Fellowship, 1966-67; NIH Research Career Development Award 1971-1976; Fogarty Senior International Fellowship, 1989-1990; Helen and Robert Davies Professorship, University of Pennsylvania, 1994-1997, Association for Women in Science Mentoring Award, 2001; Lindback Award for Distinguished Teaching, 2005
Editorial Duties/Peer Review Panels: Member, Orthopedics Study Section, NIH, 1994-1998; ad hoc member, Oral Biology and Medicine Study Section, 1992, 2000, 2001; Member, Skeletal Biology, Development and Disease Study Section, 2002-04.
Professional Societies: Membership: Am Soc Bone Min Res; Orthopedic Research Society; American Society for Biochemistry and Molecular Biology, American Society for Cell Biology, American Association for Women in Science. Service: American Society for Biochemistry Committee on Educational Policy 1975-78, Public Affairs Committee 1978-1981, Association for Women in Science Executive Board 1974-1976; 2004-.
Recent Research: Molecular biology of osteogenesis; osteoinductive implant materials, actions of bone morphogenetic proteins, signaling mechanisms in endochondral bone formation.
WITTKOPP, Sharine Pre-Med Student Bryn Mawr College Pa.Education: 1997 – 2000 Bryn Mawr College Bryn Mawr, PA
AB chemistry (minor - mathematics)
Languages Studies - Spanish 7yrs
Degree conferred cum laude – May 2001 Cumulative GPA – 3.58Awards:
Bryn Mawr Chemistry Departmental Honors, May 2001.
American Chemical Society Academic Achievement Award, April 2001.
GlaxoSmityKline Bronze Award for Discovery Research, June 2003, April 2004, July 2004.
American Heart Association certified: BLS for Healthcare Providers, Jan 2006.
Bryn Mawr College - Teaching Assistant in Organic and General Chemistry Laboratory, Current. Assist laboratory professor in training students in proper laboratory technique and safety as well as teaching practical applications of course material and concepts. Grade laboratory reports.
GlaxoSmithKline - Assistant Scientist Molecular Screening, 01/2001 to 05/2005. Develop and run high throughput screens of pharmaceutical targets multiple assay formats in 384-well and 1536-well microtitre plates. Approximately one million compounds tested per campaign. Program robotics and automation apparatus. Analyze data and present data using various applications including Microsoft Office and other statistical analysis packages. SBS member 2001 to 2005.
Bryn Mawr College – Howard Hughes Medical Institute summer research fellow, Chemistry Department, summer 2000. Researched RNA-protein interactions in the yeast ribosomal protein L30. Experience producing and purifying protein, UV-Vis spectrometry, gel electrophoresis, and filter binding experimentation.
National Institute on Drug Abuse – Undergraduate researcher, summer 1999. Synthesized several novel benzetropenes for use in structure-activity relationship study. Ran NMR on purified, synthesized compounds. Series used as starting point for a potential cocaine addiction treatment compound.
Bryn Mawr College Dining Services - Student supervisor, 1997-2000. Oversaw other student workers and interfaced with full-time kitchen staff to ensure prompt, hygienic delivery of food to patrons.
YMCA Camp Ockanickon - Counselor, 1996-1997. Counselor at after-school program in elementary school, responsible for groups of up to 40 children ages 6-12, for approximately 3 hours after school. Developed coordinated activities for children and supervised free play.
Women’s Health Education Program, Drexel College of Medicine - Volunteer April 2006 – current. Assist with program development and funding; design educational bulletin board for medical students; develop and organize patient information handouts for internal medicine practice, and deliver and explain this information to patients.
Philadlephia Dragon Boat Association - Assistant Coach: Philadelphia Youth Dragon Boat Team, Head Coach:Team USA Junior Women 2005 season. Train youth athletes ages 12-18 from diverse backgrounds in Philadelphia and the surrounding areas in the sport of dragon boat racing on a locally and internationally competitive level. Jr. Women won 2 silver medals in the 2005 World Dragon Boat Championships (Berlin, DE).
Philadelphia Community Health Alternatives- May 2001- May 2002. Hand out STD prevention/ screening information packets at night club and assisted with preparation of handouts.
Burlington County 4-H Senior Council- 1993-1997. Social Service club. Organized and participated in numerous volunteer community service activities, including volunteering at nursing homes and schools for special needs children.
Newman, A.H.; Robarge, M. J.; Howard, I. M.; Wittkopp, S. L; Kopajtic, T.; Izenwasser, S. J.; Katz, J. L. Structure-Activity Relationships at the N-substituted-3a-[3’-Cl-, 4’-Cl- (4’, 4’’- diCl-substituted) diphenyl] methoxytropanes. J. Med. Chem. 2001, Vol. 44, No. 4, 633-640.
Martin, Sonya N. Assistant Professor of Early and Elementary Childhood Education, Queens College- CUNY, Flushing NY.
Science Methods Instructor
Science Literacy Instructor
Queens College, City University of New York, Flushing, NY
Assistant Professor, Elementary and Early Childhood Education Department
Equity Studies Research Center, Flushing, NY
Research Associate, Queens College, CUNY
The Graduate Center, City University of New York, Manhattan, NY
Assistant Professor, Urban Education Department
University of Pennsylvania, Philadelphia, PA
Assistant Professor, Masters of Chemistry Education Program
Professional Development Consultant, Penn Science Teachers Institute (Penn STI)
Curtin University of Technology, Perth, Australia
Doctor of Philosophy in Science Education, May, 2005
University of Pennsylvania, Graduate School of Education, Philadelphia, PA
M.S. in Chemistry and Education, August, 2002
University of Pennsylvania, Graduate School of Education, Philadelphia, PA
M.S. Ed in Elementary Education, Thesis awarded Pass with Distinction, May, 1998
Bryn Mawr College, Bryn Mawr, PA
B.A. in Biology, pre-med with a concentration in Neuroscience, May, 1995
Pennsylvania Instructional II Certification in Elementary Education (K-6), 1998-present
Pennsylvania Instructional II Certification in Biology (7-12), 1998-present
Pennsylvania Instructional II Certification in Chemistry (7-12), 2002-present
My current research focuses on the teaching and learning of science that occurs in urban elementary and middle schools and in science and education classrooms at the University level. I use a combination of critical ethnography and cultural sociology to examine classroom interactions and the ways in which culture from the lifeworlds of students, teachers, and professors mediates the teaching and learning of science in those classrooms. Specifically I focus on the use of cogenerative dialogues and video analysis as tools for introducing both in-service and pre-service teachers to an effective means for examining classroom teaching and learning practices in an effort to catalyze change that benefits the learning environment for both teachers and their students.
University-level science classes are often treated as a “rite of passage” rather than an educational experience. Having been indoctrinated in such a system, many science educators, consciously or unconsciously, find themselves recreating similar structures to those they experienced in their own high school and undergraduate science courses. For this reason, I am exploring the use of cogenerative dialogues in three in-service graduate science education programs as a tool for examining the cultural and social interactions between professors and teachers in their science and science education classrooms. Cogenerative dialogues are being used to encourage professors and teachers to collectively examine and co-construct suitable solutions to resolve emerging issues in the classroom including attrition rates of minority students, target student behaviors, and equity issues in science and science education affected by class, race, and gender. In so doing, in-service science teachers and science teacher educators and are being given the opportunity to “co-generate” a new, more inclusive “culture of science learning.”
The dispositions these teachers and professors gain through participation in these cogenerative dialogues have the potential to transform the culture of their own science classrooms. This is a question I am currently investigating with one of the teacher participants in the program as she introduces cogenerative dialogues into her own Philadelphia urban science classroom. In addition to positively impacting science education courses, this research has the potential to improve science teaching and learning for students who are both majors and non-majors in college-level science courses. Exposure to sociocultural theory provides college professors with a new lens from which to examine their classroom teaching practices and cogenerative dialogues provides a tool with which to catalyze change.
Stringer, Ginger, Environmental Consultant, Pennsylvania Small Business Development Center
University of California, Irvine; Irvine, CA
Graduate level coursework in biochemistry; no degree program, July 2000 – March 2001
Bryn Mawr College; Bryn Mawr, PA
B.A. in Chemistry, May 2000
Community Involvement/Leadership Roles
Ryan, Alice D. Supervisor of Science and Mathematics, Eastern Camden County Regional School District, Voorhees, NJ