Dr. Metz came to MEDPREP at the Southern Illinois University School of Medicine in 2009. Her research interests include the retention of socioeconomically disadvantaged students in STEM fields and medical education, the use of instructional videos in teaching, and admissions assessment methods. She brings to MEDPREP broad experiences across science research and education: she has been a laboratory technician in both the biotech sector and academia, has worked as a unversity laboratory coordinator, NSF-IGERT grant coordinator, and Research Experiences for Undergraduate (REU) program director, and has taught an eclecctic collection of courses in general studies, honors and women's studies.
Prior to joining MEDPREP she worked at Montana State University in Bozeman, MT, where she taught Introductory Biology, Laboratory Techniques and Advanced Cell Biology, and engaged in research on topics in biology education, and in the retention of Native American students in STEM and health professions.
Dr. Metz currently teaches biology applications, medical biochemistry, quantitative reasoning and problem-based learning. She serves as MEDPREP curriculum coordinator and as the Director of Graduate Studies for the MEDPREP master degree programs.
Education & training
Selected recent publications:
Metz, A. (2019). A Tragic Finding: Metabolism in an Alcoholic Patient. National Center for Case Study Teaching In Science [a peer-reviewed online repository]. Available at http://sciencecases.lib.buffalo.edu/cs/
Cech, E., Metz, A., and Smith, JL. (2018). Cultural Processes of Ethnoracial Disadvantage among Native American College Students. Social Forces .https://doi.org/10.1093/sf/soy103.
Metz, A. (2017) The Vital Question: Energy, Evolution and the Origins of Complex Life by Nick Lane [book review]. American Biology Teacher (Feb, 2017).
Metz, A. (2017) Medical School Outcomes, Primary Care Specialty Choice and Practice in Medically Underserved Areas by Physician Alumni of MEDPREP, a Postbaccalaureate Premedical Program for Underrepresented and Disadvantaged Students. Teaching and Learning in Medicine. http://dx.doi.org/10.1080/10401334.2016.1275970
Cech, E., Metz, A., Smith, JL and DeVries, K.(2017). Epistemological Dominance and Social Inequality: Experiences of Native American Science, Engineering, and Health Students. Science, Technology and Human Values, 42(5) 743-774.
McLaughlin, J. and Metz, A.M. (2016). Vision and Change: Why it Matters. American Biology Teacher. 78(6), 456-462.
Andriole, D.A., McDougle, L., Bardo, H.R., Lipscomb, W.D., Metz, Anneke M., Jeffe, D.B. (2015). Postbaccalaureate Premedical Programs to Promote Physician-Workforce Diversity. Journal of Best Practices in Health Professions Diversity: Research, Education and Policy. Fall 2015, 8(1), 1036-1048.
Smith, J.L., Cech, E., Metz, A., Huntoon, M., and Moyer, C.L. (2014) Giving Back or Giving Up: Native American Student Experiences in Science and Engineering. Cultural Diversity and Ethnic Minority Psychology. July; 20(3) 413-429.
Metz, A.M. (2013) Racial and Ethnic Underrepresentation in Medicine: Lessons from the Past and a Vision of the Future. Teaching and Learning in Medicine. 25:supp. 1, 33-38.