Education and Career
Nabel, a native of St. Paul, Minnesota, graduated from St. Olaf College in 1974 and received her M.D. degree from Cornell University Medical College in 1981. Subsequently, she completed an internship and residency in internal medicine followed by a clinical and research fellowship in cardiovascular medicine at Brigham and Women’s Hospital, Harvard University. In 1987, she joined the faculty at the University of Michigan as an Assistant Professor of Medicine and rose through the ranks, becoming Director of the Cardiovascular Research Center in 1992, Professor of Medicine and Physiology in 1994, and Chief of the Division of Cardiology in 1997. While at the University of Michigan, she became known for her research in the fields of vascular biology and molecular cardiology and for her gene transfer studies of the cardiovascular system.
Nabel joined the National Heart, Lung, and Blood Institute (NHLBI) in 1999 as the Institute’s Scientific Director of Clinical Research. In 2005, Nabel became Director of the NHLBI, where she oversaw an extensive national research portfolio of basic and clinical research to prevent, diagnose, and treat heart, lung, and blood diseases. She served in this position until November 30, 2009.
Read more about this topic: Elizabeth Nabel
Famous quotes containing the words education and, education and/or career:
“He was the product of an English public school and university. He was, moreover, a modern product of those seats of athletic exercise. He had little education and highly developed muscles—that is to say, he was no scholar, but essentially a gentleman.”
—H. Seton Merriman (1862–1903)
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)
“What exacerbates the strain in the working class is the absence of money to pay for services they need, economic insecurity, poor daycare, and lack of dignity and boredom in each partner’s job. What exacerbates it in upper-middle class is the instability of paid help and the enormous demands of the career system in which both partners become willing believers. But the tug between traditional and egalitarian models of marriage runs from top to bottom of the class ladder.”
—Arlie Hochschild (20th century)