“Here I am teaching about blood pressure, and I think mine just went up,” Jennifer Hollander, professor of biology, said to her students when class was unexpectedly interrupted by 91·çÃùÄñ³ª President Brian Sandoval, Provost Jeff Thompson, a camera crew and a group of past award recipients.
But there was good reason for the disruption: Hollander had just been named the recipient of the 2025 F. Donald Tibbitts Distinguished Teacher Award, the University’s most prestigious recognition of teaching excellence.
Hollander, a professor in the Department of Biology, is known not only for her ability to make complex topics like human anatomy and physiology accessible, but also for the infectious energy she brings into her classroom. Whether she’s using sound effects to demonstrate physiological processes, filling the whiteboard with illustrations or telling vivid stories to ground new material, Hollander’s style is dynamic, clear and full of joy.
“Dr. Hollander implemented a novel hands-on learning activity for the first day of lab: blood typing. Students were given a brief introduction into the concept and provided a kit so they could test synthetic blood coagulation patterns. An ingenious idea: a blood typing activity directly complimented her lecture. It provided a new opportunity to engage in such a difficult concept,” wrote Ph.D. candidate Thomas Crippen in his nomination letter.
Hollander teaches rigorous, high-demand courses — like the two-semester Human Anatomy and Physiology sequence and its companion Advanced Human Dissection lab — that are required for many pre-health majors. Her students consistently rank her among the top instructors in the College of Science; she is known for her high standards and challenging exams.
Viet Chu, Biology, ’25, wrote: “Dr. Hollander takes the time to establish real-life applications of the material, recognizing that her students will go on to be future healthcare professionals. For example, during her hormones lecture, she talked about epinephrine, how it is naturally synthesized in the body, and how it can be used in a healthcare environment. She discusses real life situations, stating how epinephrine could be used clinically to treat allergic reactions, but warning us that it can also induce heart attacks when used in excess, emphasizing the practical implications of the material.”
Her impact extends beyond the lecture hall. Each semester, Hollander mentors a team of more than 60 undergraduate and graduate teaching assistants, working in close collaboration with fellow biology professor Jeff Baguley to train and lead these aspiring healthcare professionals. She played a role in growing the anatomy program substantially since joining the University — its enrollment has tripled — and continues to expand lab access to help more students stay on track for graduation.
“Dr. Hollander’s mentorship has significantly shaped my academic journey and fueled my interest in the biological sciences,” another student said. “Through her clear explanations, thoughtful feedback and engaging lab instruction, she cultivates a learning environment where students feel supported, cared for and motivated to excel.”
Constantly innovating
Hollander’s dedication to students is matched by her commitment to innovation. Hollander has redesigned her courses into a “semi-flipped” format with recorded lectures and more interactive class time, incorporated peer instruction strategies and continually refines her approach based on evidence-based teaching methods.
“She teaches students how to think critically, how to push through difficult material, and how to care deeply about what they’re learning,” said one of her colleagues. “And somehow, she makes it all fun.”
One of many awards
This year’s Tibbitts Award is just the latest recognition for Hollander, who has also received the NSHE Regents Teaching Award, the Paul and Judy Bible Teaching Award, and the College of Science’s LeMay Award for Excellence in Teaching.
After 17 years at the University, and teaching more than 12,000 graduate and undergraduate students, Hollander’s influence can be seen in medical schools, hospitals and research labs across the country, where her former students continue to thrive.
We caught up with Hollander to hear more about her teaching and her recent award.
Q: What do you enjoy most about teaching at the 91·çÃùÄñ³ª?
A: One of my favorite things about teaching at Nevada is that is a relatively large campus community with a small-town feel. I see previous anatomy and physiology students frequently, both in healthcare settings as well as out and about in the community or at university sporting events. Hearing from these previous students about how the content I taught helped them in professional school and their careers is a powerful reminder of the impact an undergraduate professor can have. It fuels my passion for teaching and strengthens my commitment to providing an anatomy and physiology experience that is both rigorous and motivating.
Q: How has your teaching style evolved over the course of your career?
A: I understand that students have different learning styles, and I have embraced that. I have evolved from traditional (but enthusiastic) lecturing using PowerPoint, to my current methods of employing several different teaching modalities depending on the content and the reception I receive from the class. I still employ some traditional lecturing, but I have added short pre-lecture recordings to allot more time in class for in-class polling, drawing concepts, demonstrations and working through problems when applicable.
Q: What do you hope students take away from your classes, beyond the course content?
A: I hope that they take away a passion for understanding the human body, instead of just some memorized facts. I continually remind them that I am rooting for them to succeed and contribute to the future of healthcare. Even for those who are not pursuing a future in healthcare, I point out that the knowledge they gain in biology class will improve their health literacy and allow them to make informed health decisions for themselves and their loved ones in the future.
Q: Can you share a moment in your teaching career that’s been especially meaningful to you?
A: I have so many meaningful memories from the past 18 years, including just seeing students’ success stories and keeping in touch with many of them. One thing that has been fun is that over the past seven years I have had one or both of my daughters on campus. This has given me unique insight on teaching and grading methods and students reactions to both, as well as the state of higher education in general from a student’s, a parent’s, and the professor’s perspective.
Q: You’ve had great success teaching large lecture classes. What strategies do you use to keep students engaged in that setting?
A: In the large lecture classes, I aim to engage with and effectively teach as many students as possible, including the ones who sit in the back of the lecture hall. I still employ traditional-style lecturing, but with my iPad connected to AirMedia so I can walk around the lecture and directly interact with all students.
Since I have my iPad, I draw out concepts and have the students do it with me, all while still moving about the lecture hall. I use in-class polling with Kahoot! which is fun and low-stress and gives the students a break from writing while they are still interacting and learning. I also do demonstrations and ask for volunteers to assist, which is always engaging to the rest of the class.
