Editorial Board


Editorial Board members advise the Center on its work as well as serve as a core group of reviewers for the case studies submitted to us. Clyde (Kipp) Herreid is Head of the Editorial Board.


clyde herried

Clyde F. Herreid


Director, National Center for Case Study Teaching in Science
Distinguished Teaching Professor
Department of Biological Sciences
University at Buffalo, Buffalo, NY
herreid@buffalo.edu

nancy schiller

Nancy A. Schiller


Co-Director, National Center for Case Study Teaching in Science
Librarian, University Libraries
University at Buffalo, Buffalo, NY
schiller@buffalo.edu

Deborah E. Allen

Deborah E. Allen


Associate Professor
Department of Biological Sciences
University of Delaware, Newark, DE
dallen@udel.edu

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. Deborah's PhD in biological sciences is from the University of Delaware.


Gayle A. Brazeau

Gayle A. Brazeau


Dean
College of Pharmacy
University of New England, Maine
gbrazeau@une.edu

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. Gayle's PhD in pharmaceutics is from the University at Buffalo.


William H. Cliff

Katayoun Chamany


Associate Professor
Natural Sciences and Mathematics
The New School, New York, NY
chamanyk@newschool.edu

Trained as a geneticist and cell biologist, Katayoun Chamany uses a socio-politico approach and the case study method to teach courses in infectious diseases, cell biology, and genetics and its associated technologies. She is the author of Cell Biology for Life, a collection of educational modules published by Garland Science, and is an active member of the Faculty for the 21st Century of Project Kaleidoscope as well as an ad hoc reviewer for the Life Sciences Education journal. Her research centers on the role of relevance in biology education and the impact of case-based problem solving on student learning outcomes for biology majors and liberal arts students. Her PhD in molecular cell biology is from the University of California, Berkeley.


William H. Cliff

William H. Cliff


Professor
Department of Biology
Niagara University, Lewiston, NY
bcliff@niagara.edu

Bill Cliff uses cases in his classes to deepen and solidify 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. Bill 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. His PhD in physiology is from Cornell University.


Frank J. Dinan

Frank J. Dinan


Professor
Department of Chemistry and Biochemistry
Canisius College, Buffalo, NY
dinan@canisius.edu

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. Frank received his PhD in organic chemistry from the University at Buffalo.


Kathy Gallucci

Kathy Gallucci


Associate Professor
Biology Department
Elon University
gallucci@elon.edu

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, Kathy 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

James Hewlett

Professor of Biology
Finger Lakes Community College, Canandaigua, NY
hewletja@flcc.edu

A leader in the integration of authentic learning experiences into undergraduate biology curriculum on a national scale, Jim Hewlett is the receipient of a multi-year 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. Jim has an MS in oceanography from the University of Connecticut.


Annie Prudhomme-Genereux

Annie Prudhomme-Genereux

Founding Professor, Life Sciences, and Associate Vice-President, Research & Administration
Quest University, Squamish, British Columbia, Canada
apg@questu.ca

Annie Prudhomme-Genereux is one of the five founding faculty of Quest University. At Quest, she uses a variety of case-based teaching methods in all of her courses. She was the 2012 recipient of the National Association of Biology Teachers' (NABT's) Four-Year College and University Teaching Award. Annie's BSc in biology (with a concentration in neurobiology) is from McGill University in Montreal and her PhD in biochemistry and molecular biology is from the University of British Columbia.


Eric Ribbens

Eric Ribbens


Professor
Department of Biological Sciences
Western Illinois University,Macomb, IL
e-ribbens@wiu.edu

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. Ribbens teaches with "clickers" and was part of an National Science Foundation (NSF) 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.