2011 Outstanding Educator Dr. Amie Brooks

Contact: Bryan C. Daniels
Director, Public Relations
(314) 691-3130 – Cell
e-mail: bdaniels@stlcop.edu

Amie Brooks Receives Outstanding Educator Award from the
St. Louis College of Pharmacy Alumni Association

ST. LOUIS (June 1, 2011) – For Amie Brooks, the professions of pharmacy and teaching have many unique similarities. Among the most recognizable and rewarding for Brooks is the ability to build meaningful relationships with people – students and patients – and make a positive difference in their lives.

“What I enjoy about teaching is the same thing I love about patient care,” said Brooks, associate professor of pharmacy practice at St. Louis College of Pharmacy. “I enjoy making connections with people. I like developing relationships and watching them grow over time. And I like impacting people’s lives in a positive way.”

In recognition of her passion for teaching and ability to connect with STLCOP students, Brooks has earned the 2011 Joe E. Haberle Outstanding Educator Award from the College’s Alumni Association. Each year, it’s given to a faculty member who is enthusiastic about his or her work, projects a positive attitude about student learning, and uses innovative teaching techniques.

Colleagues insist that Brooks, who attended STLCOP as a student and later joined the ranks of faculty in 2006, is definitely deserving of the award. In addition to teaching therapeutics, she practices as a clinical pharmacist at the North Central Community Health Center of the St. Louis County Department of Health. Brooks also regularly serves as a preceptor for students and residents and has often served as a research mentor as well.

She exemplifies what Dr. Haberle believed in – by treating her students as individuals and junior colleagues whose questions, concerns, and aspirations matter, said Bob Zebroski, assistant professor of history at STLCOP.

“Dr. Brooks is a very patient educator,” said Gloria Grice, associate professor of pharmacy practice. “She takes time to teach a concept and does so with care and compassion. She is never arrogant or short-tempered and never appears frustrated with or at students; she considers their feelings at all times.”

In addition to establishing a climate of mutual respect in the classroom, Brooks cites the following reasons for her success.

“I learned early in my career – and it was a hard lesson – that students have many different learning styles,” she said. “You have to vary your approach because not every student is motivated the same way. Another thing I’ve learned is not to be overly technical if it isn’t necessary. In the clinical environment, talking to one or two students, I would explain a concept differently than when talking to an entire class of 200. After giving that some thought, I adapted my teaching style to be informal and conversational.”