Editorial Board

Nancy A. Schiller

Clyde F. Herreid

Deborah E. Allen

Deborah Allen has been designing, implementing, and assessing problem-based learning curricula for introductory science courses since the mid-90's. She is the author of Thinking Towards Solutions: Problem-Based Learning Activities for General Biology and co-editor of The Power of Problem-Based Learning. Allen has presented numerous invited workshops and talks on active, group-based learning strategies, both in this country and abroad. Allen's PhD in Biological Sciences is from the University of Delaware.

Gayle A. Brazeau

Gayle Brazeau has been an advocate of the use of active learning in pharmacy education, including problem-based learning. She is an Associate Editor for the American Journal of Pharmaceutical Education and serves on several editorial advisory boards for other scientific journals. In addiiton, she has served as an elected officer, committee member, and committee chair for numerous scientific and professional organizations, including the American Association of Pharmaceutical Scientists, American Association for the Advancement of Science, and American Association of Colleges of Pharmacy. Her PhD in Pharmaceutics is from the University at Buffalo.

William H. Cliff

For more than a decade, Bill Cliff has incorporated case studies into his classes to deepen and solidify his students' understanding of essential concepts using a technique he calls the Directed Case Method, combining the lecture method with the case method. He has published on the method in the Journal of College Science Teaching and Advances in Physiology Education. Cliff is a scholar at the Carnegie Academy for the Scholarship of Teaching and Learning, a member of Project Kaleidoscope’s Faculty for the 21st century, an investigative member of the Physiology Education Research Consortium, and a program facilitator for the Biology Scholars Program.  He serves on the editorial board of Advances in Physiology Education.   Cliff received his PhD in Physiology from Cornell University.

Frank J. Dinan

Frank Dinan has used cooperative learning methods to teach chemistry for over a decade. He has developed an innovative way of integrating case study teaching with team learning to teach information-intensive subjects in introductory science courses. Called Problem-Based Team Learning (PBTL), the method makes frequent use of case studies to allow important issues to be raised that otherwise would be difficult to consider in a science course at the introductory level. Dinan received his PhD in Organic Chemistry from the University at Buffalo.

Kathy Gallucci

Kathy Gallucci received her BS in Biology from Le Moyne College in 1973 and taught high school biology for three years before earning an MS in Marine Sciences in 1981 from the University of North Carolina at Chapel Hill. At Elon University since 1984, Gallucci teaches introductory biology as well as such interdisciplinary courses as Current Issues in Biology and Women in Science, in which she uses case studies, debates, and other inquiry-based approaches. In 2007, she completed a doctorate in Science Education at North Carolina State with a focus on the case study method in her dissertation.

James Hewlett

A leader in the integration of authentic learning experiences into undergraduate biology curriculum on a national scale, Jim Hewlett was recently awarded an NSF grant to lead a national effort to reform undergraduate biology curricula at community colleges. The project involves the use of the case study method as a tool for integrating project-based learning into introductory science courses. Hewlett has an MS in Oceanography from the University of Connecticut.

Mary A. Lundeberg

Mary Lundeberg is currently co-PI on five NSF-funded projects involving multimedia case-based learning environments, research on problem-based models of professional development in science, and interactive case-based pedagogy in science and engineering. The author of over 50 articles and book chapters and three books including Who Learns What From Cases and How, Lundeberg has extensive research experience in learning and cognition, with a particular focus on what and how students learn from technology projects. She received her PhD in Educational Psychology from the University of Minnesota.

Eric Ribbens

An advocate of the extensive use of case studies and a prolific case author, Eric Ribbens uses up to 13 cases a semester in his introductory biology courses. Recently, he has begun teaching with "clickers" and was part of an National Science Foundation study on the effectiveness of the use of clickers to teach case studies in large lecture courses at the introductory level. His PhD in Ecology and Evolutionary Biology is from the University of Connecticut.