Rochelle D. Schwartz-Bloom
Professor Emeritus of Pharmacology & Cancer Biology
Dr. Schwartz-Bloom is a co-principal investigator for the National Science Foundation Phase II Noyce Fellowship program.
The Schwartz-Bloom laboratory has completed 18 years of research investigating novel pharmacologic approaches to prevent neuronal death caused by cerebral ischemia associated with cardiac arrest and stroke. The group studied how GABA neurotransmission dysfunction contributes to the death of hippocampal neurons after ischemia in vivo or in vitro. Dr. Schwartz-Bloom’s research program continued in the area of science education, which she started in 1996. Her science education research has included the development of novel science education curricular materials in the area of pharmacology to the K-12 and college community. One of the major programs that she developed is the Pharmacology Education Partnership (http://sites.duke.edu/thepepproject), a series of pharmacology- and drug abuse-related science education modules for high school biology and chemistry students. Testing of over 15,000 high school students has revealed that student performance in biology and chemistry improves when they use the pharmacology curriculum developed by her team. All of Dr. Schwartz-Bloom's science education research activities are found on her website for Raising Interest in Science Education, or RISE at http://sites.duke.edu/rise.
With funds provided by the Duke Provost in 2007, Dr. Schwartz-Bloom also established the Duke Center for Science Education, an umbrella for all Duke-related activities in science education. The Center helps to coordinate Duke faculty and student interests in curriculum development, research, and outreach activities in science education for the K-16 grades.
- Ph.D., Georgetown University 1983
Pond, Brooks B., et al. “The chloride transporter Na(+)-K(+)-Cl- cotransporter isoform-1 contributes to intracellular chloride increases after in vitro ischemia.” J Neurosci, vol. 26, no. 5, Feb. 2006, pp. 1396–406. Pubmed, doi:10.1523/JNEUROSCI.1421-05.2006. Full Text
Zhan, Ren-Zhi, et al. “Depressed responses to applied and synaptically-released GABA in CA1 pyramidal cells, but not in CA1 interneurons, after transient forebrain ischemia.” J Cereb Blood Flow Metab, vol. 26, no. 1, Jan. 2006, pp. 112–24. Pubmed, doi:10.1038/sj.jcbfm.9600171. Full Text
Schwartz-Bloom, R. “Erratum: Science education: A neuroscientist's view of translational medicine (Journal of Neuroscience (June 15, 2005) (5667-5669)).” Journal of Neuroscience, vol. 25, no. 32, Aug. 2005.
Schwartz-Bloom, Rochelle. “Science education: a neuroscientist's view of translational medicine.” J Neurosci, vol. 25, no. 24, June 2005, pp. 5667–69. Pubmed, doi:10.1523/JNEUROSCI.1693-05.2005. Full Text
Lipkus, I. M., et al. “Assessing attitudinal ambivalence towards smoking and its association with desire to quit among teen smokers.” Psychology and Health, vol. 20, no. 3, June 2005, pp. 373–87. Scopus, doi:10.1080/08870440512331333988. Full Text
Pond, Brooks B., et al. “Chloride transport inhibitors influence recovery from oxygen-glucose deprivation-induced cellular injury in adult hippocampus.” Neuropharmacology, vol. 47, no. 2, Aug. 2004, pp. 253–62. Pubmed, doi:10.1016/j.neuropharm.2004.04.002. Full Text
Lipkus, Isaac M., et al. “A randomized trial comparing the effects of self-help materials and proactive telephone counseling on teen smoking cessation.” Health Psychol, vol. 23, no. 4, July 2004, pp. 397–406. Pubmed, doi:10.1037/0278-622.214.171.1247. Full Text
Galeffi, Francesca, et al. “Changes in intracellular chloride after oxygen-glucose deprivation of the adult hippocampal slice: effect of diazepam.” J Neurosci, vol. 24, no. 18, May 2004, pp. 4478–88. Pubmed, doi:10.1523/JNEUROSCI.0755-04.2004. Full Text
Lipkus, Isaac M., et al. “Modifying attributions of colorectal cancer risk.” Cancer Epidemiol Biomarkers Prev, vol. 13, no. 4, Apr. 2004, pp. 560–66.
Schwartz-Bloom, R. D., and M. J. Halpin. “Integrating pharmacology topics in high school biology and chemistry classes improves performance.” Journal of Research in Science Teaching, vol. 40, no. 9, Nov. 2003, pp. 922–38. Scopus, doi:10.1002/tea.10116. Full Text