Rate My Professor Glenn Harrison

Dr. Glenn Harrison serves as a Lecturer in Clinical Exercise Physiology within the School of Allied Health, Sport and Social Work at Griffith University, part of Griffith Health. He earned a BSc (Hons) majoring in physiology and biochemistry from Griffith University. Following his honours degree, he worked as a perfusionist at The Prince Charles Hospital in Brisbane before completing his PhD at Griffith University, where his doctoral research examined the role of adenosine in cardioprotection. Harrison joined Griffith University as a Physiology Lecturer in January 2019, after serving as an Academic Developer and Senior Lecturer at James Cook University from October 2012.

Harrison's academic interests encompass cardiovascular physiology, with a focus on cardioprotection, the role of purines such as adenosine in cardiac function, and cardiac energetics. His research investigates mechanisms like ischemia-reperfusion injury, the impact of endurance exercise on cardiac adaptation, and pharmacological interventions including L-arginine supplementation and selenium on cardiac performance in models of hypertension and oxidative stress. He has authored or co-authored over 40 peer-reviewed publications, accumulating more than 1,000 citations. Notable works include 'Cardiac adaptation to endurance exercise in rats' (2003, Journal of Molecular and Cellular Cardiology), 'l-Arginine attenuates cardiovascular impairment in DOCA-salt hypertensive rats' (2005, American Journal of Physiology-Heart and Circulatory Physiology), 'Extracellular adenosine levels and cellular energy metabolism during ischaemia in isolated guinea-pig heart' (1998, Cardiovascular Research), 'Selenium supplementation and ischemia-reperfusion injury in rats' (2004, Biological Trace Element Research), and 'Age-related changes in cardiac adenosine receptor expression' (2004, Experimental Gerontology). Additionally, Harrison contributes to teaching physiology courses, such as Integrated Systems Physiology, and has engaged in research on first- to second-year student transitions in science education, enhancing undergraduate learning experiences.