Genevieve Zipp, P.T., Ed.D., FNAP
Department of Interprofessional Health Sciences and Health Administration
Interprofessional Health Sciences Campus
In addition to serving as a Professor in the Department of Interprofessional Health Sciences and Health Administration, I am also the Director of the Center for Interprofessional Education in Health Sciences, School of Health and Medical Sciences and Faculty Department of Medical Sciences in the School of Medicine.
Over the years my philosophy on teaching has evolved based upon my teaching experiences and my continued investigation of what makes a "skillful teacher." Several themes have emerged as consistent parts of my pragmatic philosophy on teaching:
1. Learning must be active thus educational experiences must promote active learning
2. Educational experiences should embrace and address diverse learning styles
3. Learning environments must be non-threatening and motivating
4. Educators must posses a thorough understanding of the subject material
5. Educators should engage in diverse teaching strategies
6. Being over prepared is a good thing if it enables you to modify your learning environment to meet the needs of the learner
7. Being a mentor is truly being a skillful teacher
8. Finally, being a skillful teacher is helping one develop critically thinking skills.
As an educator, I believe that teaching is an enormous responsibility which offers an exciting opportunity to prepare students to be active critical thinkers and change agents in the community. To meet these responsibilities educators must embrace education and not become complacent about teaching. Educators must take action and explore various teaching strategies in order to develop critical thinking skills in students.
So what do I believe is the role of critical thinking in doctoral education?
As scholars and leaders we frequently deal with problematic situations that many times require us to ask the question, "Why?" When we ask why, we begin to use critical thinking skills. It is our ability to use critical thinking in these situations to create change that sets us apart from others. As faculty within a doctoral program, I believe it is our role to foster critical thinking skills in our doctoral students, thereby providing them with the foundational skills required to succeed as scholars and leaders in many diverse health care arenas. In order to promote critical thinking, faculty and students must recognize that critical thinking is a productive and positive activity which is a process and not an outcome. Critical thinking may manifest itself as an internal process or an external action depending upon the context in which it occurs. The doctoral experience which includes coursework, research endeavors and dissertation activities, must provide diverse opportunities for students to develop their critical thinking skills and to demonstrate them internally and externally. Positive and negative events within the doctoral experience enable students to develop as critical thinkers. While we may assume that critical thinking is solely rational, it is highly emotive. Recognizing the emotionality that exists with the development of critical thinking skills enables faculty and students to communicate more effectively with each other. By now you may be saying "so what?" and "what does this really mean to education?" Well, the answer is quite simple; understanding how critical thinking develops and why it is important will enable us to recognize that the doctoral experience is a journey and not an end. The skills developed along the journey will enable students to identify and challenge assumptions, and imagine and explore alternatives. Along this journey students will evolve into what many have termed a "reflective skeptic." While reflective skepticism promotes a consistent state of chaos for scholars, it is also the fuel that continues to ignite our desire to ask and try to answer the "so what" questions that will help advance healthcare. So when students are feeling a little overwhelmed or not quite sure what they are learning in their doctoral experience, help them to remember that the journey to becoming a critical thinker is filled with moments of chaos and it is these moments that drives the scholar in us all to ask and answer the burning question "so what?"
It is in the mentorship provided to my students during their personal journey that my belief about teaching emerges into action. It is my belief that teaching students to learn via the development of critical thinking is the central purpose of any academic institution.
From 1999 till November 2010, I served the University as Chair of the Department of Graduate Programs in Health Sciences (GPHS). Currently, I teach the following courses in the PhD in HS program: Quantitative Research Methods, Research Seminar, Styles of Teaching and Learning, Curriculum Design, Principles of Motor Control, Topical Seminar (Research), and Movement Science Topical Seminar. Additionally, I strive to infuse the mentorship model of learning into doctoral education by taking an active role in the mentorship of doctoral student research endeavors in both the movement science and health professions leadership specialization
My research interests focus on several major lines of inquiry including, a) effects of practice schedules and implicit and explicit motor learning, b) effects of performing differing dual tasks on walking performance and postural sway in children and adults, c) use of diverse teaching strategies including use of videos, train the trainer model, and mind mapping in professional education for the promotion of critical thinking skills, and d) evidence based practices promoting the scholarship of teaching and learning (SoTL).
- Ed.D., Teachers College Columbia University, New York, Jan 1996, Doctor of Education in Motor Learning
- M.Ed., Teachers College Columbia University, New York, May 1992, Masters of Education in Motor Learning
- M.A., University of Medicine and Dentistry of New Jersey
- B.S., Kean College, New Jersey, June 1986, Bachelors of Science in Physical Therapy
- Speiser, E. Pinto Zipp, G., DeLuca, D., Cupertino, A., Arana-Chicas, E., Gourna Paleoudis, E., Kligler, B., Cartujano-Barrera, F. (2022) Environmental health needs among Latinas in cleaning occupations: A mixed methods approach. Environmental Health Insights. (DOI: 10.1177/11786302221100045/ ID: EHI-2021-0261.RV2).
- Snowdon, L., MacGregor, A., Maffucci, D., Miller, D., Neubauer, N., & Pinto Zipp, G. (2022) Interprofessional Education Module on Professionalism, Ethics, and Teamwork Insights from Program Review Data of Health Professions Students. Journal of Allied Health, in press.
- Al Nufaiei, Z., & Pinto Zipp, G. Interprofessional Education Towards Interprofessional Practice: A Mixed-Methods Exploration of Respiratory Care Students and Therapists’ Perceptions. European Journal of Health Sciences (EJHS). ISSN 25204645 (online)Vol.7, Issue 1, pp 13-22, 2022.
- Speiser, E. Pinto Zipp, G., DeLuca, D., Cupertino, A., Arana-Chicas, E., Gourna Paleoudis, E., Kligler, B., Cartujano-Barrera, F. Knowledge, attitudes and behaviors of Latinas in cleaning occupations in northern New Jersey: a cross-sectional mixed methods study Speiser et al. Journal of Occupational Medicine and Toxicology (2021) 16:52 https://doi.org/10.1186/s12995-021-00343-
- Alhamad, B., & Pinto Zipp, G. Exploring the Critical Thinking Skills of Respiratory Care Students and Faculty. Indian Journal of Respiratory Care. 2021; 10(3): 280-288. https://DOI: 10.4103/ijrc.ijrc_88_21, http://www.ijrc.in/text.asp?2021/10/3/280/325892
- To Dutka J, Oliver RE, Akinci F, Beissner K, Bharadwaj SV, Brandt LC, Curtis C, Gunter CD, Henzi DL, Kovic M, Winistorfer WL, Wong MS, Zipp GP. Global Rehabilitation Health Worker Certification: Global Agenda, Local Imperative. J Allied Health. 2021 Spring;50(1):3-8. PMID: 33646244.
- Israel, C., Zipp, G., D'Abundo, M., Deluca, D. (2021). Qualitative analysis of the use of mind mapping. International Journal of Learning and Teaching.
- Zipp, G. P., & Crosby, R. (2021). Commentary on "Improvements in Muscle Strength Are Associated With Improvements in Walking Capacity for Young Children With Cerebral Palsy: A Secondary Analysis”. Pediatric Physical Therapy, 33(1), 31.
- Pinto Zipp, G. Maher, C., & Shulman, B. (March, 2021) A Structured Immersion Approach to Approaching Interprofessional Education. Journal of Allied Health, 50(1), 14-28.
- Kligler, B., Pinto Zipp, G., Rocchetti, C. et al. The impact of integrating environmental health into medical school curricula: a survey-based study. BMC Med Educ 21, 40 (2021). https://doi.org/10.1186/s12909-020-02458-x
- Katzelnick, C. G., Weir, J., Pinto Zipp, G., La Fountaine, M. F., Bauman, W. A., Dyson-Hudson, T. A., & Wecht, J. M. (2020). Increased Pulse Wave Velocity in Persons with Spinal Cord Injury: The Effect of the Renin-Angiotensin-Aldosterone System. American Journal of Physiology-Heart and Circulatory Physiology. https://doi.org/10.1152/ajpheart.00544.2020
- Pierre-Louis, R., Zhang, N., Cahill, T., &Pinto Zipp, G. (2020) Direct and Indirect Effects of Limited English Proficiency on Access, Utilization, and Health Status among Californian Adults. Int. J. of Computational Medicine and Healthcare
- Israel, C., Pinto Zipp, G., D’Abundo, M., & Deluca, D. (2020) Analysis of the Use of Mind Mapping in Physician Assistant Students, International Journal of Learning and Teaching.
- Struble-Fitzsimmons, D., Zipp, G. P., DeLuca, D., & Zhang, N. (2020). Exploring the Relationship Between Timed Up and Go Test Times and Fall History in an Inpatient Geriatric Psychiatry Unit: A Retrospective Case-Control Study. Journal of geriatric physical therapy, 43(3), E25-E30.
- Koebli, J. R., Balasubramanian, V., & Zipp, G. P. (2020). An exploration of higher-level language comprehension deficits and factors influencing them following blast TBI in US veterans. Brain injury, 34(5), 630-641.
- Israel, C., Pinto Zipp, G., D’Abundo, M., & Deluca, D. (2020) Mind Mapping in Physician Assistant Education, Journal of Allied Health.49(2):135-140.
- Jones, S., & Pinto Zipp, G. (2018) Measuring Cultural Competence from a Global Perspective. Internal Medicine Review. 4(10). 1-14.
- D’Antoni, A., Mtui, E., Loukas, M., Tubbs, R., Pinto Zipp, G., & Dunlosky, J. (2018) An evidence-based approach to learning clinical anatomy: a guide for medical students, educators, and administrators. Special Issue on Evidence-Based Medical Education in the Journal Clinical Anatomy.
- Gibbs, V., & Zipp, G. (2018) Exploring Disparities in Underrepresented Minority Groups of Children Diagnosed With Autism Spectrum Disorder Using the Biopsychosocial Theoretical Model. Am J Occup Ther 2018;72(4_Supplement_1):7211505143. https://doi.org/10.5014/ajot.2018.72S1-RP301D
- Mortellaro, C., Touri, S., & Pinto Zipp, G. (2018) Understanding the Role of Motivation to Learn Science in Science and Non-Science Majors. In Vivo. 40(1). 3-9.
- Bhat, S., Pinto-Zipp, G., Upadhyay, H., & Polos, P.G. (2018) To Sleep, Perchance to Tweet": in-bed electronic social media use and its associations with insomnia, daytime sleepiness, mood and sleep duration in adults. Sleep Health Journal of the National Sleep Foundation. 4. 166-173.
- Mlawski, E., DeLuca, D. A., Cahill, T., & Zipp, G. (2017). How Neuro-typical Kindergarteners Learn from Each Other: A Baseline of Peer Learning. Journal of Communication Disorders and Assistive Technology, 1(2), 1–21. Retrieved from http://asterpublications.com/wp-content/uploads/2017/08/jcdat-elizabeth-How-Neuro-typical-Kindergartners-Learn-from-Each-Other.pdf
- Pinto Zipp, G. (2017). Applying Lonergan’s Functional Specialties to Create a Culture of Inquiry Across School-wide Core Signature IPE Experiences. In. Rose-Wiles, Lisa M (editor). The Functional Specialties: a workshop on applying Lonergan. Proceedings of the Praxis Program of the Advanced Seminar on Mission's third Annual Summer Workshop, Trieste, Italy, July 24-27, 2017.
- LaSala, T., Cola, J., Figueroa, M., & Pinto Zipp, G. (2017). Energy Expenditure of Obese Men Walking with Body Weight Support. International Journal of Applied Science and Technology, 7 (3). 1-8.
- Pinto Zipp, G., & Bjornson, K. (2017) IVSTEP Video-based Clinical Case Scenarios Perspective. Pediatric Physical Therapy. 29 (3), Supplement, IV
- Marshall, T., Pinto Zipp, G., Battaglia, F., Moss, R., & Bryan, S. (2017) Effects of Chemotherapy-Induced-Peripheral-Neuropathy Gait and Fall Risk in older Adults Following Cancer Treatment. Journal of Cancer Research & Practice (Elsevier), doi: 10.1016/j.jcrpr.2017.03.005.
- Pinto Zipp, G., Maher, C., & Olson, V. (2017) SOLO Framed Flipped Learning Environment: “Speaking the Language of Today’s Learner”. Journal of Physical Therapy Education. 31 (3), 141-150.
- Jones, S., & Pinto Zipp, G. (Summer 2017). Assessing Health Professional Students’ Cultural Competence Using a Global Perspective. Journal of Allied Health, 46(2), 86-91.
- Pinto Zipp, G. Center for Catholic Studies, Seton Hall University, "Meeting Paul of Tarsus: Teacher of Nations" (2016). Center of Catholic Studies Faculty Seminars and Core Curriculum Seminars. Paper 23. http://scholarship.shu.edu/catholic-studies/23
- Schupak, B., Parasher, R., & Pinto Zipp, G. (2016). Reliability of Electrodermal Activity: Quantifying Sensory Processing in Children with Autism. American Journal of Occupational Therapy, 70(6). 1-8.
- Slim-Topdjian. L., & Pinto Zipp, G. (2016). The Use of Self-Monitoring Embedded with Mentorship as a Medium to Enhance Experiential Learning Opportunities and Promote Critical Thinking Skills for Educators and Health Science Professionals Working with Children
- with Autism. Global Education Review, 3 (4). 14-31.
- Pinto Zipp. G., Maher, C., Donnelly, E., Fritz, B., & Snowdon, L. (2016). Academicians and Neurologic Physical Therapy Residents Partner to Expand Clinical Reflection Using the SOLO Taxonomy: A Novel Approach. Journal of Allied Health, 45(2), 15-20.
- Slim, L. and Pinto Zipp, G. (2016) Exploring an Interprofessional Staff-Training Model: Application for Teachers and Therapists Working with Children Diagnosed with
- Autism. J Intellectual Disability - Diagnosis and Treatment, 4, 3-16.
- Pinto Zipp, G. and Bryan, S. (2016). Exploring Mindfulness Techniques in Physical Therapy to Address Motor Skill Acquisition: A Perspective Piece. J Basic & Applied Sciences, 12, 59-61.
- Polos, P., Bhat, S., Upadhyay, H., and Pinto Zipp, G. (2016). The adverse effects of mobile devise-based electronic and social media use on sleep and mood in a group of American university students. European Respiratory Journal, 48,
- LaSala, T. T., Zipp, G. P., DeBari, V. A., & Figueroa, M. A. (2015). Peak Fat Oxidation Rates in Males with Obesity during Treadmill Walking With Body Weight Support. International Journal of Applied, 5(5).
- Boergers, RJ., Pinto Zipp, G., Cabell, L., and Sisto, SA. (2015). Time and Head and Neck Movement Associated With Lacrosse Helmet Facemask Removal. Athletic Training & Sports Health Care, 7(6). 255-264.
- Van Lew, S., Geller, D., Feld-Glazman, R., Capasso, N., Dicembri, A. and Pinto Zipp, G. (2015).
- Development and Preliminary Reliability of the Functional Upper Extremity Levels (FUEL). American Journal of Occupational Therapy, 69 (6). 1-5.
- Polos, P., Bhat, S., Gupta, D., O'Malley, RJ., DeBari, VA., Upadhyay, H., Chaudhry, S., Nimma, A., Pinto Zipp, G. and Chokroverty, S. (2015). The impact of Sleep Time-Related Information and Communication Technology (STRICT) on sleep patterns and daytime functioning in American adolescents. Journal of Adolescence, 44. 232-244.
- Polos, P., Bhat, S., Gupta, D., O'Malley, RJ., DeBari, VA., Upadhyay, H., Chaudhry, S., Nimma, A., Pinto Zipp, G. and Chokroverty, S. (2015). Smartphones and Sleep-Time Related Information and Communication Technology (STRICT): impact on Sleep Patterns, Insomnia, and Daytime Functioning in American Adolescents. Chest, 148. 1065A.
- Pinto Zipp, G., Maher, C. & Falzarano, M. (2015). An Observational Study Exploring Academic Mentorship in Physical Therapy. Journal of Allied Health, 44(2). 96-100.
- Pinto Zipp, G., Maher, C. & D’Antoni, A. (2015). Mind mapping: Teaching and learning strategy for physical therapy curricula. JPTEd, 29(1). 43-48.
- Pinto Zipp, G., Center of Catholic Studies, Seton Hall University, "2015 Summer Seminar - The Quest for God & the Good Life" (2015). Center of Catholic Studies Faculty Seminars and Core Curriculum Seminars. Paper 22.http://scholarship.shu.edu/catholic-studies/22
Books and Chapters
- Pinto Zipp, G. (2019). Building a personal vision statement. In: M. Shoja et.al (ed.), A Guide to the Scientific Career: Communication, Conducting Research and Writing Effective Papers. Wiley. https://onlinelibrary.wiley.com/doi/book/10.1002/9781118907283
- Pinto Zipp, G., Simpkins, S. & Fells, D. (2018). Making Clinical Decisions. In: D.W. Fell (Ed.), Concepts & Principles of Neurologic Therapy. New York: Davis Hall. ISBN-13: 978-0-8036-4609-4
- Simpkins, S., Pinto Zipp, G. & Fells, D. (2018). Functional Activities in Upright Mobility. In: D.W. Fell (Ed.), Concepts & Principles of Neurologic Therapy. New York: Davis Hall. ISBN-13: 978-0-8036-4609-4
- 2010 Research Award, Best in Health Sciences Research, The 21st Annual Research Colloquium SHMS, SHU, May 21st co-recipients: Biscardi, C., Simpkins, S. and Mitchell, J.
- 2008 Inducted into the Seton Hall University chapter of the Alpha Eta National Honor Society
- 2007 Service Award, NJ APTA Pediatric SIG Chair
- 2005 Service Award, Neurological Section of National APTA
- 2000 Service Award, NJ APTA -Secretary
- 1998 Excellence in Teaching Award, Seton Hall University
- 2020, Association of Schools Advancing Health Professions (ASAHP) Award for Institutional Excellence and Innovation in Interprofessional Education and Collaborative Health Care- G. Pinto Zipp, Director of the Center for Interprofessional Education in Health Sciences,School of Health and Medical Sciences
- 2018, Distinguished Scholar and Fellow of the National Academies of Practice (NAP)
- 2018, Seton Hall University, School of Health and Medical Sciences, The Archbishop John J. Myers Outstanding Educator Award in Health Sciences Education.
- 2017, Rutgers University, School of Health Professions, Distinguished Alumni Award, Doctor of Physical Therapy Department.
- 2015, Research Award, Honorable Mention in Health Sciences Research, 26th Annual Dr. George Perez Research Colloquium Joshua Haggan, J., Esemplare, N., Liesch, J., Sutor, T., Nair, P., and Pinto Zipp, G. Concurrent Validity of the Shaw Gait Assessment Tool in Individuals with Incomplete Spinal Cord Injury
- Pinto Zipp, G., and Maher, C. (2009). "Mind Maps: Useful Schematic Tool for Organizing and Integrating Concepts of Complex Patient Care in the Clinic and Classroom", Journal of College Teaching and Learning, Vol. 6, no. 2.
- Pinto Zipp, G., and Olson, V. (2008). "Infusing the Mentorship Model of Education for the Promotion of Critical Thinking in Doctoral Education," Journal of College Teaching and Learning. Vol. 5, 9.
- Cassida, J. and Pinto Zipp, G. (2008). "The Relationship of Nurse Managers' Leadership Styles and Nursing Unit Organizational Culture in Acute Care Hospitals in New Jersey," Nursing Economics the Journal for Health Care Leaders. Vol 26, 1.
Funded Activities (2015-present)
Zipp, GP., Snowdown, L., Cobb, L., Downer. M., MacGregor, A., Rippon, L., Miller, K., Neubauer, N., & Maffuci, D. (2021). AIER Project 1: Simulation and Telehealth Practices
Interprofessional Active Learning Environment: Integrating Simulation and Telehealth Practices to Promote Psychosocial Wellbeing. SHU Cross Disciplines Academies Grant. Funded $14,500.00.
Liz, A., & Pinto Zipp, G. (2021). Implementing the 2020 WHO Rehabilitation Competencies Framework to advance interprofessional curricula and advance research opportunities in the academy. Cultivating Research, Innovation, and Talent component of the Opportunity Meets Innovation Challenge grant. Seton Hall University by the New Jersey State Office of the Secretary of Higher Education. Funded $13,900.00.
Zipp, GP., Snowdown, L., Cobb, L., Downer. M., MacGregor, A., Rippon, L., Miller, K., Neubauer, N., & Maffuci, D. (2021). Interprofessional Active Learning Environment: Integrating Simulation and Telehealth Practices to Promote Psychosocial Wellbeing. Interprofessional Innovation Grant Program sponsored by The Interprofessional Task Force (IPTF) of the Association of Schools Advancing Health Professions (ASAHP) and the University of Cincinnati (UC). Funded $2,000.00.
Genevieve Pinto Zipp, EdD (2016). Policy Map: A tool to assist students in linking research and practice in the health sciences. Digital Humanities Seed Grant. Funded $500.00.
Genevieve Pinto Zipp, EdD, & Cathy Maher, DPT (2015). Assessing the School of Health and Medical Sciences IPE “Core Signature Experience”: A Cross-Sectional Triangulated Approach. Seton Hall University CDI Grant. Funded $1,800.00.