Temple University School of Medicine - Skull Yearbook (Philadelphia, PA)

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Dr. Schneck had always been interested in teaching. As a teen, he was involved in teaching, in the Boy Scouts and the Red Cross. However, it was not until medical school that he realized he wanted to be a science teacher. Dr. Schneck admitted that he was torn between Anatomy and Physiology. Ultimately, he went with Anatomy because of the influences of his mentor. Dr. John Huber (who happened to be the chairman of the department at the time). Dr. Schneck graduated from the school of medicine in 1959 and shortly afterward started his rotating internship at Frankford Hospital in Philadelphia. On New Year's eve of that year, Dr. Schneck recalled how he saw 52 patients while on call by himself (and a nurse) in the ER. This was especially difficult for him because he had gotten no sleep the night before due to the birth of his first daughter. Upon completion of his internship in 1960, Dr. Schneck returned to Temple in a faculty position. In his first year, he taught Gross Anatomy, Histology, Embryology, and Neuroanatomv. In addition, he pursued his Ph.D on a part time basis, with Dr. Huber as his advisor. In 1965, Dr. Schneck became the first person to receive a doctorate degree from the Department of Anatomy and Cell Biology at Temple.

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The SKULL Dedication Cair§®]m Sdhmedk, MoBo, PIlP Carson Schneck was bom on October 10, 1933. He was an only child to a blue-collar family in Allentown, PA. His father drove a beer delivery truck; his mother sewed buttons at a shirt factory. While his parents only had a high school education, they placed great value on education. As a child growing up, his mother always wanted him to be a doctor. However, Dr. Schneck almost didn't make it into medicine. After graduating from high school, he took a job as a construction worker and liked it very much. He recalled that, 1 could've been a dry-waller for the rest of my life. Fortunately for us. Dr. Schneck continued his education and pursued premed at Muhlenberg College in Allentown. While there, he recalled especially enjoying classes taught by Professor Stein in philosophy, ethics, and religion. It was at this time that he discovered learning though the Socratic method. After graduating with a Bachelor of Science degree 1955, Dr. Schneck began his medical education at Temple University School of Medicine. While he was accepted to other local medical schools such as Jefferson and Hahneman, Temple was his first choice. Dr. Schneck chose Temple because of its faculty, who were not only internationally recognized in their respective field of medicine, but also were good teachers. Furthermore, he thought Temple was a good place to learn medicine. He was not disappointed.

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In 1974, Dr. Schneck was promoted to full professor in the Department of Anatomy and Cell Biology. As a teacher, Dr. Schneck wanted to eliminate lectures in anatomy. He felt that the Socratic method, which he had learned from his undergraduate experience, was the best way to teach. Further, he felt that he should teach anatomy that would be of value to the majority of practicing physicians rather than an exhausting comprehensive approach. According to Dr. Schneck, we try not to tell the students too much; instead, we encourage them to read on their own, provide motivation, and give feedback. For Dr. Schneck, the most rewarding thing about teaching is, to see students grow; to see them become independent self-learners. Me states that he loves it when students ask questions - which show that they've thought the information through. Today, after 40 years at Temple, Dr. Schneck continues to teach medical students in many topics related to human anatomy. In addition, he also lectures at the Continuing Medical Education level, prepares review courses for the National Board of Medical Examiners exam as well as board exams in Rehabilitative Medicine, Neuroscience, and Psychiatry. With the new millennium approaching. Dr. Schneck has one major concern: COMPUTERS. He believes that computers have a place in medical education, but worries that some will take it to the extreme, resulting in correspondence education rather than one-to-one, faculty-to-student interactions. According to Dr. Schneck, if you lose personal mentoring, you lose a lot.