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Case Teachers Directory

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Harrison Aakre

High School Teacher
Science
Montevideo High School
Montevideo, Minnesota 56265
haakre@monte.k12.mn.us

Case studies help my students understand the real world interactions of what they learn in the classroom. As I transition into a flipped classroom I will be able to use them to further enrich the education of my students.

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Janet Aaron

High School Teacher
Science
Lawrence County High School
Lawrenceburg, Tennessee 38464
jaaron@lcss.us

I like to challenge my honors biology students with case studies. It gives them the opportunity to think outside of the box and apply the content learned in class to real world applications.

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Lolita Abrigo

High School Teacher
Science
Washington Irving High School
New York, New York 10003
liabrigo@yahoo.com

I use the case study method in teaching health and also the human body in my International Baccalaureate (IB) Biology class.

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Ed Acheson

Associate Professor
Department of Chemistry
Millikin University
Decatur, Illinois 62522
eacheson@millikin.edu

I believe that problem-based learning (PBL) is an effective alternative to lecturing. I have incorporated PBL into my classes and my students have responded positively to the approach.

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Geraldine Acquard

Professor
Social Science
Howard Community College
Columbia, Maryland 21044
gacquard@howardcc.edu

I am interested in cases for an Introduction to Psychology course.

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Caroline Adams

Instructor
Nursing
Druban University of Technology
KwaZulu-Natal, South Africa
carolnadams@hotmail.com

I am interested in the case study / problem-based learning method.

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Kim Adams

High School Teacher
Science Department
Columbus Career and College Academy
Whiteville, North Carolina 28472
kim.adams@sccnc.edu

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Stanley Adkins

High School Teacher
Science Department
Community Christian School
Stockbridge, Georgia 30281
stan.adkins@communitychristianschool.net

I use case studies from the Essentials of Anatomy and Physiology text. I am interested in involving my students in more extensive case studies.

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Jimmie D. Agnew

Associate Professor
Science Education
Elon University
Elon, North Carolina 27244
agnewj@elon.edu

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Chris Aguayo

High School Teacher
Science Department
Stephen F. Austin High School
Sugar Land, Texas 77498
chris.aguayo@fortbend.k12.tx.us

I would be interested in using case studies to look at different perspectives and to get discussions going on in class. I think also that case studies allow the student to see what is going on in different parts of the world as well as different views.

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Karen M. Aguirre

Associate Professor
Department of Biology
Coastal Carolina University
Conway, South Carolina 29528-6054
kmaguirr@coastal.edu

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Somi Akella

High School Teacher
Biology Department
Wilbur Cross High School
New Haven, CT 06511
somi.akella@new-haven.k12.ct.us

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Bonnie Akerman

Adjunct Professor
Liberal Arts Department
River Valley Community College
Claremont, New Hampshire 03743
bakerman@ccsnh.edu

I attended medical school as part of my education and I believe that using case studies makes concepts solidify within the student.

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Les Albin

Professor of Biology
Biology Department
Austin Community College / Cypress Creek Campus
Cedar Park, Texas 78613-4490
lesalbin@austincc.edu

I've used case studies to varying degrees in teaching microbiology for several years. I wasn't inclined to use them however as the major part of a course until attending the UB workshop.

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Lynne Albuquerque

High School Teacher
Science Department
Hempstead High School, Academy of Math and Science
Hempstead, New York 11550
Lynnealbie@yahoo.com

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Carol Alderman

Science Teacher Coach
Science
Coldwater (MS) High School
Coldwater, Mississippi 38168
calderman_98@yahoo.com

I used the case study method when teaching AP Biology and Human A & P for many years before retiring. I now work part-time as a science teacher coach with the district, helping new teachers identify and implement best practice teaching strategies.

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Victoria Aldridge

High School Teacher
Biology Department
Clyde A. Erwin High School
Asheville, North Carolina 28806
victoria.aldridge@bcsemail.org

I am interested in using these case studies to bring real-life applications of biology and biotechnology to my students. These case studies will make biology more real-life.

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Anwar Alhaq

Lecturer
Department of Haematology
King's College Hospital
London SE5 9RS United Kingdom
Anwar.Alhaq@kcl.ac.uk

I think the case study method is the most interesting way to teach!

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Maha M. Alkhazindar

Assistant Professor
Biotechnology
Cairo University

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Aleid Allen

High School Teacher
Science Department
Union Grove High School
Union Grove, Wisconsin 53182
aleid.allen@ug.k12.wi.us

I have used a few of your cases (Ebola, HIV, Bt corn) in my AP Biology class. I think it is really important to appreciate a real world application of science, the challenges with research and advancement of technology, and various opinions.

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Bruce C. Allen

Graduate Student
Physics Department
University at Buffalo
Buffalo, New York 14260

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Deborah Allen

Associate Professor
Department of Biological Sciences
University of Delaware
Newark, Delaware 19716
deallen@udel.edu

I teach a 2-semester introductory biology course using problem-based learning (PBL) strategies and use cases in a teaching methods course for undergraduates who serve as PBL group facilitators in my course and others at the University of Delaware.

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Donna M. Allen

Associate Professor
Department of Communication Studies
Northwest Nazarene University
Nampa, Idaho 83686
dmallen@nnu.edu

My classes are oriented around systems theory for communication - interpersonal, group, and organizational. I want to incorporate more case study in my classes so that students are able to think more holistically about terms, concepts, and process.

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Mary Allen

Associate Professor
Department of Biology
Hartwick College
Oneonta, New York 13820
allenm1@hartwick.edu

I want to present a more complete picture of science to my students. Using case studies, students learn not only "the facts," but also learn about the people involved and what their work entails. This puts a human face on science.

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Jean Almeida

High School Teacher
Science
Bayside High School
Palm Bay, Florida 32908
almeida.jean@brevardschools.org

I would like to use case studies with my anatomy and physiology students. Case studies will give students the opportunity to apply their knowledge to clinical situations.

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Mercedes Alou-Hicks

High School Teacher
Science Department
Palm Desert High School
Palm Desert, California 92260
mercedes.hicks@dsusd.us

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Karen Altendorf

Sociology Department
Oklahoma State University
Stillwater, Oklahoma 74078

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Susanne Alton

Teacher
Our Lady of the Sacred Heart School
San Diego, California 92105
susannealton@hotmail.com

I am very curious and interested in case studies. I teach 6th, 7th, and 8th grade earth, life, and physical sciences classes and math with each grade. I created a 6th-grade case study. MY FIRST, and it was great!

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Joaquin Alvarado

High School Teacher
Science
Century High School
Santa Ana, California 92705
joaquin.alvarado@sausd.us

I would like to use these studies to better engage my students and make the material more accessible.

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Ramars Amanchy

Assistant Professor
Genetics
Andhra University
Visakhapatnam, India 530 003
dr.amanchy@gmail.com

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Enrique Amaya

Professor
Faculty of Life Sciences
University of Manchester
Manchester, England M13 9PT
enrique.amaya@manchester.ac.uk

I am interested in cases in evolution, zoology, embryology, wound healing, and tissue regeneration.

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Swamy Anantheswaran

Professor
Department of Food Science
Pennsylvania State Unviersity
University Park, Pennsylvania 16802
rca3@psu.edu

I use cases in all my courses. The length and depth of the case varies with the audience and the time available. In a typical undergrad lecture, I use a case at the end of some of the modules to integrate the material to assess student learning.

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Franklin Anariba

Instructor
Chemistry Department
Singapore University of Technology and Design
Singapore 138668
franklin_anariba@sutd.edu.sg

I am very interested in the application of "active learning" as the methodology of instruction. I came to know about this teaching resource through a colleague.

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Angie Anderson

High School Teacher
Health Science
DeKalb County High School
Smithville,Tennessee 37166
andersona4@k12tn.net

I teach Health Science Education. Classes that I teach this year are A&P, Diagnostic Medicine, & Forensic Science.I would like to use as many case studies with these classes as possible.

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Gretchen Anderson

Professor
Department of Chemistry & Biochemistry
Indiana University South Bend
South Bend, Indiana 46634-7111
ganderso@iusb.edu

Whether students are petrified of chemistry or bound for medical school, I want to spark their interest and actively involve them in the thrill of learning and studying in the sciences. The case method seems like an approach that will engage our students.

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Jennifer Y. Anderson

Health Science / Nursing
Brookdale Community College
Lincroft, New Jersey 07738-1543
jyanderson1@mail.brookdalecc.edu

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Kimberly Anderson

Adjunct Professor
Health Sciences
Baker College-Cadillac
Cadillac, Michigan 49601
kander46@baker.edu

I am a chiropractor and went to chiropractic school at National University of Health Sciences, where the curriculum was largely problem based learning. I would like to give my students the clinical application afforded by case studies.

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Miriam Mendonça Morato de Andrade

Professor
Biological Sciences
Faculdade de Ciências e Letras UNESP
Assis, Sao Paulo Brazil
mandrade@assis.unesp.br

I think the case method is a strategy that motivates students to learn about the subjects.

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Sophia Andrews

High School Teacher
Chemistry / Environmental Science
Mamaroneck High School
Mamaroneck, New York 10543
sandrews@mamkschools.org

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Melba M. Angni

High School Teacher
University Training Center
Mindanao State University
Marawi City 9700 Philippines
m2angni@msumain.edu.ph

I am conducting research entitled "Case-Based Learning Approach: Its Effect on Concept Understanding, Critical Thinking and Reasoning Patterns." It is about its applicability in the Philippine setting. I then intend to write cases for my classes.

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Maria Annunziato

High School Teacher
Biology Department
Oliver Ames High School
North Easton, Massachusetts 02356
mannunziato@easton.k12.ma.us

I attended a 2-day conference at the University of Buffalo. I use several of the case studies with my AP students.

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Amir Ansari

High School Teacher
Science
Langstaff Secondary School
Richmond Hill, Ontario L4C 6M1 Canada
mransari@ymail.com

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Kathleen Archer

Associate Professor
Biology Department
Trinity College
Hartford, Connecticut 06106-3100
EKathleen.Archer@trincoll.edu

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Amjad Aref

Professor
Department of Civil, Structural & Environmental Engineering
University at Buffalo
Buffalo, New York 14260
aaref@buffalo.edu

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Christie Ariail

High School Teacher
Scholars Academy
Thomasville, Georgia 31792
ariailc@mail.tcitys.org

I would like to use case studies to bring a "real-world application" approach to my class. I hope they will help my students see how they can apply their knowledge to different scenarios.

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Eloise Ariza-Rodriguez

Instructor
Intensive American Language Center
Washington State University
Pullman, Washington 99164-3251
eloiseariza@wsu.edu

I work with international students preparing for graduate studies at Washington State University. We use ethics topics as the foundation for reading, composition and discussion/debate in our courses; we like to use "authentic" materials.

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Elaine Armstrong

High School Teacher
Biology
Issaquah High School
Issaquah, Washington 98027
elaine.arm39@gmail.com

Case studies look like they would bring an authentic research aspect to our discussions and help me design instruction that is more accessible and differentiated for different learning levels.

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Norris Armstrong

Associate Professor
Biology Department
University of Georgia
Athens, Georgia 30602
narmstro@uga.edu

I am interested in cases as an alternative way to present material to students with the aim of increasing their retention of the material, but also as a way of making class more interesting and fun.

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Rick Armstrong

High School Teacher
Science
Martinsville High School
Martinsville, Indiana 46151
armsr@msdmail.net

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Amy Arnold

High School Teacher
Science
Charleston Catholic High School
Charleston, West Virginia 25301
arnoldad1@frontier.com

A fellow teacher at my school uses the case studies. I used a few in the past and would like to expand my use of the case studies in my science classes.

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Yelena Aronova-Tiuntseva

Former Student
Department of Biological Sciences
University at Buffalo

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Matt Arthur

Professor
Chemistry Department
Ashland University
Ashland, Ohio 44805
marthur@ashland.edu

My interest is in chemical education. I would like to do more case studies in my work with both pre- and in-service science teachers.

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Tanya Ashimine

High School Teacher
Science
Kaiser High School
Honolulu, Hawaii 96825
Tanya_Ashimine@notes.k12.hi.us

I'm especially interested in case studies linked to human physiology. High school level case studies would be especially useful. I would like to use the case studies as culminating activities at the end of each unit to apply what they have learned, and I believe possibly learn more.

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Stephanie E. August

Associate Professor
Department of Electrical Engineering & Computer Science
Loyola Marymount University
Los Angeles, California 90045-2659
saugust@lmu.edu

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Kerri W. Augusto

Professor of Psychology
Teacher Education and Family Studies
Becker College
Worcester, Massachusetts 01609
kerri.augusto@becker.edu

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Lynn Austin

Associate Professor
Allied Health
Western Kentucky University
Bowling Green, Kentucky 42101
lynn.austin@wku.edu

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Ece Yasar Avci

High School Teacher
Biology
The Koc School
Istanbul, Turkey
ecey@kocschool.k12.tr

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James Ayugi

Lecturer
Psychiatry
Botswana Medical School
ayugijo@yahoo.com

I recently joined the faculty at a new medical school using case studies in teaching.

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Anna-Marie Babey

Associate Professor
Pharmacy
University of New England
Armidale NSW 2351 Australia
annamarie.babey@une.edu.au

I have used case studies for my nursing, pharmacy, medicine, dentistry and science students. I find that anchoring the core scientific knowledge in everyday situations allows students to see the link between basic and applied sciences.

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Nicholas Backstrom

Lecturer
Applied Science
West Cheshire College
Chester, Cheshire, England
N.backstrom@west-Cheshire.ac.uk

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Christopher A. Badurek

Assistant Professor
Department of Geography and Planning
Appalachian State University
Boone, North Carolina 28608
badurekca@appstate.edu

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Lisa Baig

High School Teacher
Science
JP Taravella High School
Coral Springs, Florida 33071
lisa.baig@browardschools.com

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Christopher T.  Bailey

Professor of Chemistry
Division of Natural and Mathematical Sciences
Wells College
Aurora, New York 13026
cbailey@wells.edu

I began using case studies in General Chemistry following my participation in the May 2002 Case Studies in Science workshop at the University at Buffalo.

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Larry Bailey, RN

High School Teacher
Health Science
Frontier High School and Ben Barber Career and Technology Academy
Mansfield, Texas 76063
larrybailey@misdmail.org

We are moving to a more project based curriculum and I would like to utilize more case studies in my teaching. It makes the learning more relevant and permanent.

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Chris Baker

High School Teacher
Science
Hatboro-Horsham High School
Horsham, Pennsylvania 19044
cbaker@hatboro-horsham.org

I use one case study that permeates throughout the whole semester in honors kinesiology. A snowboarder has been critically injured. Students learn how to assess her condition, predict possible injuries, devise treatment plans and continuously reevaluate her.

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Sarah Baker

High School Teacher
Science Department
Nagle Catholic College
Geraldton, Western Australia, 6530


I would like to use the case method for senior earth science and environmental issues. I would also like to use it with senior genetics and inheritance.

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Nina Bakketun

High School Teacher
Science Department / Biology
Kamiak High School
Mukilteo, Washington 98275
bakketunn@mukilteo.wednet.edu

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Peter Balanda

Professor
Physical Sciences Department
Ferris State University
Big Rapids, Michigan 49307
balandap@ferris.edu

Very few of the students we serve come to us with an interest in chemistry. We primarily provide general education courses for other professional programs. For most of our students, the chemistry we give them is their only direct exposure to the field. Our hope is to make them realize how the chemical sciences impact their lives by placing the experience within a larger personal and social context using case studies.

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Jose L. Balduz

Assistant Professor of Physics
Department of Physics and Earth Sciences
Mercer University
Macon, Georgia 31207
balduz_jl@mercer.edu

We've used cases in "Scientific Inquiry," a required course for all College of Liberal Arts students at Mercer, in conjunction with some lecture.

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Elizabeth Baldwin

High School Teacher
Family and Consumer Science
East Mills High School
Malvern, Iowa 51551
lbaldwin@emschools.org

Case studies would provide me with some new and innovative ways to teach. I am looking for ways to get my students to do more critical and analytical thinking.

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Epifanio E. Balmores

High School Teacher
Science Department
Adventist University of the Philippines Academy
Puting Kahoy, Silang, Cavite
epifanio_balmores2000@yahoo.com

I would like to make a try of the new global trend of teaching science. I am convinced that these teaching strategies would really work great.

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Mark Balschweid

Professor
Department of Agricultural Leadership, Education & Communication
University of Nebraska-Lincoln
Lincoln, Nebraska 68588
mbalschweid2@unl.edu

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Alpha Thomas Bangura

Adjunct Professor
Science
Chaminade College Prep. High School / University of Missouir, St. Louis
St. Louis, Missouri 63121
tbangura2@gmail.com

I was introduced to the case study method a year ago while attending a workshop at Truman State University in Kirksville, Missouri. I find this method very intriguing in that it's captivating and very useful in linking subject matters to our everyday lives.

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Kielynne Banker

High School Teacher
Science Department
Sacred Heart High School
Kingston, Massachusetts 02364
Kbanker@sacredheartkingston.com

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Bob Barboza

Founder / Executive Officer
Kids Talk Radio Science
Super School University
Long Beach, California 90815
Suprschool@aol.com

I am the project director for the Cabo Verde Tenth Island High School STEM Project. We are conducting and reporting on science experiments on the uninhabited island of Santa Luzia, Cape Verde.

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Erin Barley

Lecturer
Department of Biological Sciences
Simon Fraser University
Burnaby, British Columbia V5A 1S6 Canada
ebarley@sfu.ca

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Sheila Barnes

Instructor
Science
Arnall Middle School
Newnan, Georgia 30265
sheila.barnes@cowetaschools.net

I am interested in real life case studies to motivate and engage my gifted students.

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Rachael Barron

High School Teacher
Science Department
Wakefield High School
Wakefield, Massachusetts 01880
barron@wakefield.k12.m1.us

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Nancy Barta-Smith

Professor
English Department
Slippery Rock University
Slippery Rock, Pennsylvania 16057
nancy.barta-smith@sru.edu

I've used cases in professional (business, technical, and scientific) writing courses. I find that they force students to understand information more fully, work collaboratively, and think critically - attributes of professionals in the various fields in and outside of academia. Since case studies are inherently problem solving, they demonstrate to students the difference between knowing facts and understanding what they mean and what they can be used for. In other words, case studies prepare students for real workplaces more effectively than typical assignments since they stimulate the kind of activities actually performed by practicing professionals.

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Sabrina Bartolini

High School Teacher
Science
St.Joan of Arc Catholic High School
Maple, Ontario, Canada
sabrina.bartolini@ycdsb.ca

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Christy Barton

High School Teacher
Science
Madeira High School
Cincinnati, Ohio 45243
cbarton@madeiracityschools.org

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Sharmistha Basu-Dutt

Professor
Chemistry Department
University of West Georgia
Carrollton, Georgia 30118
sbdutt@westga.edu

I am interested in incorporating case studies in my General Chemistry and a Capstone course to prompt higher order critical thinking skills that allow students to make connections between topics both within and outside the disciplines.

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Linda B. Baughn

Assistant Professor
Genetics, Cell Biology and Development
University of Minnesota
Minneapolis, Minnesota 55455
lbaughn@umn.edu

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Karina J. Baum

Assistant Professor
Division of Natural Science / College of General Studies
Boston University
Boston, Massachusetts 02215
karibaum@bu.edu

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Laura J. Baumgartner

Department of Biology
University of St. Thomas
St. Paul, Minnesota 55108

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Molly Baxter

Instructor
Natural and Social Sciences
Southeastern Community College
Whiteville, North Carolina 28472
molly.baxter@sccnc.edu

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Roxana M. Beach

Instructor
Natural & Behavioral Sciences
Pellissippi State Technical Community College
Knoxville, Tennessee 37933-0990
rmbeach@pstcc.edu

The case study method ties the concepts and information in anatomy & physiology with real-life scenarios. This relationship promotes research experiences as related to the allied health sciences.

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Laura Beamer

Assistant Professor
School of Nursing & Health Studies
Northern Illinois University
DeKalb, Illinois 60115-2828
LBeamer@niu.edu

I am looking for case studies suitable for first semester nursing students.

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William Bean

High School Teacher
AP Biology
Newark High School
Newark, New York 14513
wbean@newark.k12.ny.us

I firmly believe that the use of cases in the classroom adds to the knowledge base of both students and teachers.

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Brett Becker

High School Teacher
Science
Madeira High School
Cincinnati, Ohio 45243
bbecker@madeiracityschools.org

I have not used case studies, but have heard positive things from other teachers about using them in class and so would like to use them in order to encourage my students to apply the information that they know.

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Sharon E. Becker

Instructor
Biology
SGC HEA Cooperative
Manassas, Virginia 20111
seblab10@gmail.com

I have observed that the most interesting teachers to me used stories and case studies to engage the students and explain concepts. I am completing a 2-week teacher seminar at Cornell University where a staff member told me about this site.

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Richard Beebe

Program Director
Center for Rural Emergency Medical Services Education
Bassett Healthcare
Cooperstown, New York 13326
richard.beebe@bassett.org

Paramedics are a practical, hands-on type of adult learner. The case study method provides them with a vehicle to learn the content in a meaningful way without the boredom of rote memorization.

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Susan Behrens

Professor
Department of Communication Sciences & Disorders
Marymount Manhattan College
New York, New York 10021
sbehrens@mmm.edu

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Reggie Bell

High School Teacher
Science Department
Aztec High School
Aztec, New Mexico 87410
ahbellre@aztec.k12.nm.us

I'm attempting to use this site to help with teaching my science students. I came across the web-site over this past weekend doing a search for case studies. I'm really excited to implement this type of learning with my students.

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Marissa Bellino

High School Teacher
Science Department
High School for Environmental Studies
New York, New York 10019
msbellinohses@gmail.com

I would like to use the case studies to supplement an environmental science class that I teach. I believe that exposing student to real-life situations helps them grasp complex concepts and allows them to make connections to their own lives.

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Bruce Belmore

Instructor
College of Engineering
University of Regina
Regina, Saskatchewan S4S 0A2 Canada
belmoreb@mmm.ca

I teach a 4th-year engineering class required by all convocating students. The focus is engineering ethics and case studies are used to teach professionalism in the profession.

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Heather Bender

High School Teacher
Science
Rosemount High School
Rosemount, Minnesota 55068
heather.bender@district196.org

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John S. Bennett

Elder Law Attorney / Patient Advocate
Patient Communication Advocates, LLC
Wauwatosa, Wisconsin 53226
jsbennett22@gmail.com

Currently a small business owner, I am also an adjunct instructor with Marquette University and the University of Wisconin-Parkside.

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Kari E. Benson

Assistant Professor
School of Sciences
Lynchburg College
Lynchburg, Virginia 24501
benson@lynchburg.edu

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Jaclyn Beresford

Middle School Teacher
8th Grade Science
Gateway Middle School
jberesford@gatewayk12.org

I'm interested in using case studies in my classroom. I participated in a case study exercise at the Genetics Institute this summer and found it very helpful. It aided my understanding in the topic area.

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Debra Berg

High School Teacher
Science
Columbia School District
Hunters, Washington 99137
dberg@columbia206.com

I am teaching AP Environmental Science and would like to use case studies as part of my curriculum for my students.

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Kathy Berggren

Lecturer
Communication Department
Cornell University
Ithaca, New York 14853
kld4@cornell.edu

I have just completed the 5-day Case Studies Workshop in Buffalo. I am energized and full of ideas on incorporating cases into my course. This residential learning experience was top notch!

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Viktoria Bergö

High School Teacher
IB Program
Aranäsgymnasiet
434 42 Kungsbacka, Sweden
viktoria.bergo@kungsbacka.se

Case studies helps students to open themselves up to experiences and reflections and attitudes beyond their own.

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Jody Berman

High School Teacher
Science Department
South Plantation High School
Plantation, Florida 33317
jody.berman@broward.edu

Case studies help my students to think critically about current issues and make it possible to connect the theoretical knowledge from the textbook to real life scenarios and applications.

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Peter F. Berner

Associate Professor
Biology Department
Collin College
Frisco, Texas 75035
pberner@collin.edu

I use case studies in teaching anatomy & physiology as well as developing test questions. I find that case studies cause students to synthesize the A&P data they have learned in lecture and apply it to problems.

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Penny L. Bernstein

Associate Professor
Department of Biological Sciences
Kent State University at Stark
Canton, Ohio 44720
pbernste@kent.edu

I have been involved with developing and participating in hands-on inquiry programs for K-12 and college educators for over 20 years. The case study approach, including team learning, seems to me to be a natural extension of this.

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Amy E. Beumer

Assistant Professor
Richard Bland College of the College of William and Mary
Petersburg, Virginia 23805
abeumer@rbc.edu

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Joseph Bieron

Professor Emeritus
Department of Chemistry & Biochemistry
Canisius College
Buffalo, New York 14208
bieron@canisius.edu

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Amanda Biesecker

Assistant Professor
Integrated Science and Technology (Biotechnology)
James Madison University
Harrisonburg, Virginia 22807
biesecag@jmu.edu

I use case studies in all of my classes. I use cases from the websites and also develop my own. I mainly use them in a team format, in which permanent groups work on cases throughout the term. I attended the Fall 2010 workshop.

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Carol A. Biggers

High School Teacher
Science Department
Lake Mary Preparatory School
Lake Mary, Florida 32746
carol.biggers@cfl.rr.com

I am always looking to enhance my lessons with other types of materials. The case studies would be an excellent addition, especially anatomy, which I also teach.

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Vicki Binswanger

High School Teacher
Science
Westview
San Diego, California 92129
vbinswanger@powayusd.com

I'd like to build more inquiry into my classes and less feeding of information.

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Vicki Binswanger

High School Teacher
Science
Westview
San Diego, California 92129
vbinswanger@powayusd.com

I'd like to build more inquiry into my classes and less feeding of information.

---

Vicki Binswanger

High School Teacher
Science
Westview
San Diego, California 92129
vbinswanger@powayusd.com

I'd like to build more inquiry into my classes and less feeding of information.

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Ann Bisantz

Associate Professor
Department of Industrial & Systems Engineering
University at Buffalo
Buffalo, New York 14260
bisantz@buffalo.edu

I’m using case studies to organize material and exercises in a human factors laboratory course, as well as to introduce students to concepts in class.

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Andrea Bixler

Associate Professor
Biology Department
Clarke University
Dubuque, Iowa 52001
andrea.bixler@clarke.edu

---

Allison Black

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, BC, Canada, V8B 0N8

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Karen E. Bledsoe

Instructor
Biology Department
Western Oregon University
Monmouth, Oregon 97361
bledsoek@wou.edu

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Oliver Bloch

High School Teacher
Humanities - Psychology
Rue Country Day School
Rye, New York 10580
oliver_bloch@ryecountryday.org

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Maria Heloisa Blotta

Associate Professor
Clinical Pathology
Faculty of Medical Sciences -State University of Campinas - UNICAMP
Cidade Universitária Zeferino Vaz - Barão Geraldo 13083-887 Campinas SP
heblotta@fcm.unicamp.br

I am interested in cases for medical, pharmacy and biology students.

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Loretta Bock

High School Teacher
Science Department
East Chicago Central High
East Chicago, Indiana 46312
lbock@ecps.org

I have a Biology class with three students on maternity leave, and one just found out he is expecting. I started teaching in October. I want to address relevant information.

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Claudia Bode

Assistant Director
Center for Environmentally Beneficial Catalysis
University of Kansas
Lawrenceville, Kansas 66047
bode@ku.edu

As an education director for an engineering research center, I coordinate an NSF-funded Research Experiences for Teachers program for high school science teachers in which we expose them to the field of green chemistry and engineering using cases.

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Fetene Bogale

Lecturer
School of Business and Economics
Adama University
Ethiopia, Africa
fetene1984@gmail.com

I am very interested to develop cases to teach my students. Because it helps students to grasp practical knowledge. But still I have knowledge gap. To fill this your organization is very important but I do not have money to attend your workshop.

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Jeffri C. Bohlscheid

Science & Technology Manager
Food Group Technical Center
J. R. Simplot
Caldwell, Idaho 83605
jeff.bohlscheid@simplot.com

---

Kathleen Boje

Associate Professor
Department of Pharmaceutical Sciences
University at Buffalo
Buffalo, New York 14214
boje@buffalo.edu

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Beth Bollinger

Adjunct Professor
Environmental Science
Saint Vincent College
Latrobe, Pennsylvania 15650
beth.bollinger@email.stvincent.edu

I have no experience using case studies, but was introduced and thought I would try it out this summer with my course.

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Jennifer Bolognese

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Antia A. Bolz

High School Teacher
Science Department
Middletown High School
Middletown, Connecticut 06457
bolza@mpsct.org

I read about the play for bio students about function of organelles and thought this would be a great interactive and visual activity for general level students in biology.

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Charles R. Bomar

Professor
Biology Department
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
bomarc@uwstout.edu

Cases provide students with a new perspective to what we are trying to teach and why it is important.

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Laurie J. Bonneau

Lecturer and Laboratory Coordinator
Biology
Trinity College
Hartford, Connecticut 06106
laurie.bonneau@trincoll.edu

I am interested in the case topics of muscle physiology, neurophysiology, neuropharmacology, reproductive endocrinology, and cardiovascular pathology.

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Kevin M. Bonney

Assistant Professor
Department of Biological Sciences
Kingsborough Community College
Brooklyn, New York 11235
Kevin.Bonney@kbcc.cuny.edu

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David L. Boose

Associate Professor
Biology Department
Gonzaga University
Spokane, Washington 99258
boose@gonzaga.edu

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Bruno Borsari

Associate Professor
Biology Department
Winona State University
Winona, Minnesota 55987
bborsari@winona.edu

I have been employing "clicker" cases since 2006 in my intro to biology class for non-science majors. Later on, I introduced clicker cases also in my ecology course with great success. Clicker technology and cases have been working very well for me.

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Lynn Boruchowitz

High School Teacher
Science Department
Trumansburg High School
Trumansburg, New York 14886
lboruchowitz@tburg.k12.ny.us

I read about the Avogadro case on the NYS Chem Bond List Serve and that brought me to your site!

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Erin Bosch

High School Teacher
Agriscience
Jonesville High School
Jonesville, Michigan 49250
ebosch@jonesvilleschools.org

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Nancy M. Boury

Senior Lecturer
Department of Animal Science
Iowa State University
Ames, Iowa 50011-3211
nan1@iastate.edu

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Margaret Bower

High School Teacher
Science Department
Niles West High School
Skokie, Illinois 60077
marbow@d219.org

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Dana L. Bowers

High School Teacher
Science Department
Malden High School
Malden, Massachusetts 02148
dbowers@malden.mec.edu

---

Frank Bowman

Assistant Professor
Department of Chemical Engineering
University of North Dakota
Grand Forks, North Dakota 58202-7101
frank.bowman@und.edu

---

Melinda Box

Instructor of Chemistry
Department of Natural Sciences
Wake Technical Community College
Raleigh, North Carolina 27603
mcbox@waketech.edu

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Sheri L. Boyce

Associate Professor
Department of Biological Sciences
Messiah College
Grantham, Pennsylvania 17027
sboyce@messiah.edu

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Adam M. Boyd

Department of Chemistry and Biochemistry
St. Mary’s College of Maryland
St. Mary’s City, Maryland 20686

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Jennifer Boyd

High School Teacher
Science
Westlake High School
Westlake Village, California 91362
jboyd@conejo.k12.ca.us

I just attended a college board AP workshop this weekend and the instructor told us about this amazing resource. I would love to try this method in my AP environmental science and biology classes. Thank you very much!

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Peter Bradford

Associate Professor
Department of Pharmacology & Toxicology
University at Buffalo
Buffalo, New York 14214
pgb@buffalo.edu

I am interested in case studies in biomedical education, particularly applications to bioethics, genetic testing, and pharmaceutics.

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Danita Bradshaw-Ward

Professor
Science and PE Department
Eastfield College
Mesquite, Texas 75150
DBradshawWard@dcccd.edu

I use case studies regularly in my classes. I teach students pursuing a career in the Allied Health field. Using case studies has become a beneficial learning tool.

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Jason Bram

Instructor
Biology Department
De Anza College
Cupertino, California 95014
bramjason@deanza.edu

I like giving students more of a practical approach to the concepts taught in class. I do a lot of field trips and am looking for other ways to get students more involved rather than just presenting material. Case studies seem to be a way to do this.

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Jeanette Branchizio

High School Teacher
Biology
Alamo Heights High School
San Antonio, Texas 78209-3799
jbran@ahisd.net

These case studies are wonderful in teaching the nature of science and critical thinking.

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Joy M. Branlund

Associate Professor of Earth Science
Department of Physical Science
Southwestern Illinois College
Granite City, Illinois 62040
Joy.Branlund@swic.edu

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Una Bray

Associate Professor
Mathematics Department
Skidmore College
Saratoga Springs, New York 12866
ubray@skidmore.edu

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Gayle A. Brazeau

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

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Clara Brereton

Lecturer
Sciences
Universite de Liege
Liege, Belgium
c.brereton@ulg.ac.be

I teach English to third-year students of science in a Belgian University (Geography, Geology, Chemistry and Biology). I am very interested in using case studies to make the students use the language with a specific and realistic aim.

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Donna Bresnan

High School Teacher
Healthcare Science
East Paulding High School
Dallas, Georgia 30132
dbresnan@paulding.k12.ga.us

I would really like to use more case-based lesson plans so the students have to do more self direction in class.

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Peggy Brickman

Associate Professor
Department of Plant Biology
University of Georgia
Athens, Georgia 30602
brickman@uga.edu

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Candace Bridges

High School Teacher
Science Department
Tattnall Square Academy
Macon, Georgia 31210
candace.bridges@tattnall.org

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Gary Bristow

High School Teacher
Science
Lake Washington High School
Kirkland, Washington 98033
gbristow@lwsd.org

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Stephanie L. Brooke

Professor
Psychology Department
University of Phoenix
stephanielbrooke@aol.com

I use the case method in my face-to-face classes and am implementing it in my online classes as well. The method stimulates critical thinking and is conducive to the dialogue approach to education.

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Ann Brophy

High School Teacher
Science
North Reading High School
North Reading, Massachusetts 01864
abrophy@northreading.mec.edu

I would like to use case studies in my AP Biology class, 9th grade Biology, and Anatomy and Physiology class. Case studies are a useful way to apply content information to real world events outside of the textbook!

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Kathleen Brow

High School Teacher
Science Department
Narragansett Regional High School
Baldwinville, Massachusetts 01436
kbrow@nrsd.org

I am trying to use more case studies through which to teach anatomy - I believe that most people have more interest and enthusiasm about subject matter once they can relate how it impacts them.

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Jessica Brown

High School Teacher
Science Department
South Plantation High School
Plantation, Florida 33317
JESSICA.C.BROWN@BROWARDSCHOOLS.COM

I am using your case studies for my AP Environmental Science class to look at environmental issues around the world.

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Kathleen G. Brown

Student
Nursing/Massage Therapy
CUNY Queensborough Community College
Bayside, New York 11364
kcapogrosso36@tigermail.qcc.cuny.edu

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Lisa M. Brown

High School Teacher
Science Department
Westside High School
Augusta, Georgia 30907
brownli@boe.k12.richmond.ga.us

I am using case studies extensively in Forensic Science. I would like to use them in Chemistry as well.

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Audra Brown Ward

High School Teacher
Science Department
Marist School
Atlanta, Georgia 30319
warda@marist.com

I use case studies to teach my Anatomy & Physiology class from a PBL perspective. I also use it in my AP Biology class to teach new concepts or to reinforce concepts my students have already learned.

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Alease S. Bruce

Professor
Department of Clinical Laboratory & Nutritional Sciences
University of Massachusetts Lowell
Lowell, Massachusetts 01854
Alease_Bruce@uml.edu

I like to encourage students to be active learners and critical thinkers. Cases are wonderful educational tools that I use to allow students to apply newly learned concepts to "real world" situations in all of my courses. My students are health professional majors. With cases, they do not have to wait until graduation to discover the importance of the subject that they are learning.

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Scott Bruce

High School Teacher
Science
Upper Canada College
Toronto, Ontario, Canada
sbruce@ucc.on.ca

I am looking at using these for teaching inquiry based curriculum.

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Susan Bruce

Clinical Associate Professor
School of Nursing
University at Buffalo
Buffalo, New York 14214
sbruce@buffalo.edu

Cases are vital to the preparation of advanced practice nurses. Students appear to recall facts easier with cases, and the method can complement a traditional lecture approach, making it come alive for students. I couldn't effectively teach without them!

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Susan P. Bruce

Associate Professor of Pharmacy Practice
College of Pharmacy
Northeastern Ohio Universities
Rootstown, Ohio 44272
sbruce@neoucom.edu

I am using the case study method in our Pharmacotherapy sequence.

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Carol Bruell

High School Teacher
Science/ Biology
Chelmsford High School
Chelmsford, Massachusetts 01863
bruellc@chelmsford.k12.ma.us

Case studies are interesting and engaging for my students. They bring concepts to life and encourage critical thinking and problem solving. I am very interested in using cases with my students to study genetic diseases, family pedigrees, inheritance patterns, and possibly expand later to study anatomy and physiology through diseases.

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Jeffrey C. Brunskill

Assistant Professor
Department of Geography and Geosciences
Bloomsburg University of Pennsylvania
Bloomsburg, Pennsylvania 17815
jbrunski@bloomu.edu

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Samuel Bryant

Middle School Teacher
Science
Morrow Middle School
Morrow, Georgia 30260
samuelb@clayton.k12.ga.us

Using the case study method in teaching will be new for me. I am very much interested and excited to have a new tool to help me teach earth science to my students.

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Germaine M. Buck Louis

Director and Senior Investigator
Epidemiology, Statistics, and Prevention Research
National Institute of Child Health & Human Development
Bethesda, Maryland 20892
louisg@mail.nih.gov

I am interested in using cases to teach epidemiology/biostatistics to medical students and reproductive/perinatal epidemiology to graduate students.

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Gail Buckenmeyer

Lecturer
Chemistry Department
State University of New York College at Cortland
Cortland, New York 13045
gail.buckenmeyer@cortland.edu

I would like to incorporate case studies into my liberal arts elementary chemistry course as a way to provide examples and practical applications of chemistry to students with a wide range of interests.

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Tom Budd

High School Teacher
Science
Los Altos High School
Los Altos, California
thomas.budd@mvla.net

I use case studies in my biology honors classes to develop in students a stronger sense of real-life applications of biological concepts and to encourage deeper thinking skills.

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Patti Bufalini

High School Teacher
Science and Math
Cayman International School
Grand Cayman KYI-1206 Cayman Islands
patti.bufalini@cayintschool.ky

I would like to incorporate case studies into my class to introduce and reinforce concepts. It's a great way of making real life connections for students.

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Renee Bugenhagen

Associate Professor
Department of Veterinary Technology
Medaille College
Buffalo, New York 14203
renee.bugenhagen@medaille.edu

I am interested in case studies in veterinary practice and management, pharmacology, and gross and clinical pathology.

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Barbra Burdett

Biology, Anthropology
Lincoln College
Lincoln, Illinois 62656
bburdett@lincolncollege.edu

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Nikki Burnett

High School Teacher
Science
Baldwin High School
Baldwin City, Kansas 66006
nburnett@usd348.com

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Michael Burnham

High School Teacher
Science Department
Kent Denver School
Englewood, Colorado 80113
mburnham@kentdenver.org

Genomic Biotechnology course: For example, tying a methylation of Lambda DNA lab with the case study involving schizophrenia, twin studies, and epigenetics was a remarkable vehicle (!) to pull students into the relevance of this genetic age!

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Melissa Burns

High School Teacher
Science
Milton High School
Milton, Massachusetts 02186
Mburns@miltonps.org

I currently teach AP Biology and would love to use some of the case studies as part of my curriculum.

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Scott H. Burris

Assistant Professor
Department of Agricultural Education and Communications
Texas Tech University
Lubbock, Texas 79409
scott.burris@ttu.edu

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Michelle L. Burton

High School Teacher
Science
West Bend West High School
West Bend, Wisconsin 53095
mburton@west-bend.k12.wi.us

I earned my degree in education/curriculum doing an action research project with problem-based learning with my biology courses. I am also teaching biotech engineering and believe that scientific literacy and using real-world examples is essential.

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Audrey J. Bush

Adjunct Professor
Science
Houston Community College NE - Northline Campus
Houston, Texas 77022
audrey.bush@hccs.edu

I am writing modules & would like to use some case studies for activities.

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Jeffrey J. Byrd

Professor
Biology Department
St. Mary’s College of Maryland
St. Mary’s City, Maryland 20686
jjbyrd@smcm.edu

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Loren B. Byrne

Assistant Professor of Biology
Department of Biology, Marine Biology, and Environmental Science
Roger Williams University
Bristol, Rhode Island 02809
lbyrne@rwu.edu

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Casey Calhoun

High School Teacher
Science
Colonial High School
Orlando, Florida 32807
casey.calhoun@ocps.net

My intended use of the case study program is to enrich student learning in biology. I intend for students to read and interpret case studies, which should increase reading achievement and foster real-world interest in the subject.

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Alison Callaghan

High School Teacher
Biology Department
Zurich International School
Zurich, Switzerland
acallaghan@zis.ch

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Brendan Callahan

Assistant Profesor
School of Education
Ferris State University
Big Rapids, Michigan 49307
callahb1@ferris.edu

My use centers on a subset of case studies called socio-scientific issues. They are cases with a particular moral or ethical dimension to them. I believe that these cases and issues can provide a great number of benefits to students of all ages.

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Sena Camarata

High School Teacher
Science
Oliver M. Hazen High School
Renton, Washington 98059
sena.camarata@rentonschools.us

I will be using case studies for inquiry learning in AP Environmental Science.

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Irene M. Camargo

Instructor
Natural Sciences
Bluegrass Community & Technical College
Lawrenceburg, Kentucky 40342-9465
irene.camargo@kctcs.edu

I have used case studies in Anatomy & Physiology II labs and would like to integrate them into the lecture portion of A&P I and II. Case studies are a terrific vehicle for nurturing and supporting critical thinking skills in students.

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Philip Camill

Associate Professor
Department of Biology
Bowdoin College
Brunswick, Maine 04011
pcamill@bowdoin.edu

I use cases in my courses in ecology and environmental studies. I find interrupted journal article case methods are effective for upper-level courses. Several short, in-class cases or problems work well in larger introductory courses.

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Lindsay Camm

High School Teacher
Science
Turpin High School
Cincinnati, Ohio 45244
lindsaycamm@foresthills.edu

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Terry Campbell

Professor
Accounting
Indiana University
Bloomington, Indiana 47405
Terrcamp@Indiana.edu

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Sara Cann

High School Teacher
Science
Hidden Valley High School
Roanoke, Virginia 24018
scann@rcs.k12.va.us

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Kimberly Gilbert Cannon

Assistant Director
Medical Assisting
Guilford Technical Community College
Jamestown, North Carolina 27282
kgcannon@gtcc.edu

I teach a class titled Symptomatology, where the Medical Assisting student learns about different diseases, how to make decisions about scheduling a patient, and proper patient education. I hope this will provide an opportunity to move this class on-line for lab.

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Linda Cannon

High School Teacher
Science
Rockdale County High School
Conyers, Georgia 30012
lcannon@rockdale.k12.ga.us

I learned about case studies and your site at a workshop. I am currently teaching human anatomy, physiology and environmental science. I would utilize the case studies to enhance student knowledge of curriculum by engaging Socratic method and application.

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David Canoy

Instructor
Biology/Chemistry
Chemeketa Community College
Salem, Oregon 97309-7070
david.canoy@chemeketa.edu

I use cases in my Human A&P course as well as a course I teach in pre-nursing chemistry. They allow students to investigate topics in greater detail and give them an opportunity to see the relevance of the information they are learning in class.

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Viorel Capatina

High School Teacher
Humanities and Environmental Systems and Societies
ISS International School of Singapore
Singapore
vcapatina@iss.edu.sg

I would like to use some of the case studies on your site in order to help students for their EEs and final exams. The case studies always explain better the different topics in my ESS class.

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Thomas A. Cappaert

Associate Professor
Department of Physical Education and Sport
Central Michigan University
Mt. Pleasant, Michigan 48859
cappa1ta@cmich.edu

I use cases extensively in my exercise physiology, athletic injury assessment and rehabilitation, research methods, and statistics courses. I integrate cases with lecture material in content heavy courses and I use the team learning approach exclusively or partially depending on the course material. I use dilemma and directed cases that are based on actual events/patients and also on fictionalized events.

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Trish Caraway

High School Teacher
Science
Rouse High School
Leander, Texas 78641
trish.caraway@leanderisd.org

I use a CPS system of clickers in my class and would love to have these case studies to enhance my students' awareness and interest in science articles. I learned of this resource through a colleague who uses it regularly in class and it is a success.

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Jerry Carley

Assistant Professor
Nursing
University of Southern Nevada
Henderson, Nevada 89014
jcarley@usn.edu

My major interest is in nursing education. However, I am also interested in simulation and case studies dealing with pharmacology and dentistry.

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Jonathan Carlos

Associate Professor
Basic Sciences
Southern California University of Health Sciences
Whittier, California 90604
jonathancarlos@scuhs.edu

I currently use short clinical vignettes projected on the screen and ask students to discuss each case. The cases emphasize cranial nerves.

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Lisa Carloye

Associate Professor
Biology Department
Elon University
Elon, North Carolina 27244
carloye@elon.edu

I use cases in my introductory biology classes to teach ecological and evolutionary principles. I also draw upon cases to help teach students the scientific method and let them experience how science works.

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Ronald L. Carnell

Student
Interdisciplinary Arts and Sciences
University of Washington Bothell
Bothell, Washington 98011

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Linda Carozza

Assistant Professor
Communication Science and Disorders
St. John's University
Staten Island, New York 10301
carozzal@stjohns.edu

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Lorri M. Carris

Associate Professor
Department of Plant Pathology
Washington State University
Pullman, Washington 99164-6430
carris@wsu.edu

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Margaret A. Carroll

Professor
Department of Biology
Framingham State College
Framingham, Massachusetts 01701
mcarroll@framingham.edu

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Alexander Cartwright

Professor
Department of Electrical Engineering
University at Buffalo
Buffalo, New York 14260

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Antonio Caruz

Professor
Genetics
Faculty of Sciencies, University of Jaen
Jaen, Spain
caruz@ujaen.es

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Nelson Carvalho

Professor
Environmental Engineering
Faculty Area 1 - Grup DeVry
Salvador da Bahia, Brasil
nelsonvcf@hotmail.com

I am very interested by the case study.

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Merri Lynn Casem

Assistant Professor
Department of Biological Science
California State University Fullerton
Fullerton, California 92834-6850
mcasem@fullerton.edu

Our department has made a commitment to revise our curriculum and make it more learner-centered. Case studies seem to be a good way to facilitate this change.

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Anne M. Casper

Assistant Professor
Department of Biology
Eastern Michigan University
Ypsilanti, Michigan 48197
anne.casper@emich.edu

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Christine M. Catney

Clinical Assistant Professor
College of Pharmacy
University of Iowa
Iowa City, Iowa 52242
christine-catney@uiowa.edu

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Matt Cauchy

High School Teacher
Science Department / Physics
The Ross School
East Hampton, New York 11937
mcauchy@ross.org

I am looking for ways to increase student engagement in science. I would like to investigate if case studies make the subject matter more relevant.

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Katie Cave

High School Teacher
Science Department
Central Catholic High School
Portland, Oregon
katiecave@centralcatholichigh.org

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Katayoun Chamany

Associate Professor
Natural Sciences & Mathematics
Eugene Lang College/ New School University
New York, New York 10011
chamanyk@newschool.edu

I teach in a multidisciplinary format incorporating societal aspects into the science curriculum and using real-life scenarios as vehicles to teach the basics of scientific method and applications of scientific research in biology and biotechnology. To make the material relevant to students, I have used cases in many formats, including books that contain cases (both fiction and non-fiction), in-class informal interrupted case work, student-written cases, and final exams and projects based on cases.

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Chris Chamberlin

High School Teacher
A.P. Environmental Science
Amherst County High School
Amherst, Virginia 24521
cchamberlin@amherst.k12.va.us

Using actual problems to further the skills and breadth of learning for my students seems natural. I've been trying to excite my students with actual issues that professionals would analyze as part of their jobs; case studies would fulfill that desire.

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Karen Chambers

Associate Professor of Psychology
Department of Psychology & Communicative Disorders
Saint Mary’s College
Notre Dame, Indiana 46556
kchambers@saintmarys.edu

I have incorporated active learning into my classes in a number of ways (student research projects, student-led discussions, debates) and believe that the case method is a powerful addition to these methods.

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Srikripa Chandrasekaran

Assistant Professor
Biology Department
Elon University
Elon, North Carolina 27244
schandrasekaran@elon.edu

Discussing and sharing opinions is an excellent way of learning. So is expressing one's ideas in writing after thorough analysis of a case or a situation. Evaluating case studies gives a perspective to students that is applicable to real life.

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Susan B. Chaplin

Professor
Department of Biology
University of St. Thomas
St Paul, Minnesota 55105
sbchaplin@stthomas.edu

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Elaine S. Chapman

Professor
Department of Biology
Illinois College
Jacksonville, Illinois 62650
chapman@ic.edu

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Pradeep Chaudhry

Head
Silviculture Division
Arid Forest Research Institute
Jodhpur-342005, India
pradeep@icfre.org

I was awarded a PhD degree for a case study entitled "Valuing Recreational Benefits of Urban Forestry—A Case Study of Chandigarh City." This planned city of India is well known for its parks, gardens, boulevards, etc.

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Naowarat (Ann) Cheeptham

Assistant Professor
Department of Biological Sciences
Thompson Rivers University
Kamloops, British Columbia, Canada
ncheeptham@tru.ca

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Brian Chen

Instructor
Applied Health Science
School of Health, Physical Education, and Recreation
Bloomington, Indiana 47405
brichen@indiana.edu

I am interested in using case studies during discussion sections.

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Kuei-Chiu Chen

Director, Instructional Laboratories
Senior Lecturer, Premedical Program
Weill Cornell Medical College in Qatar
Doha, Qatar
kuc2005@qatar-med.cornell.edu

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Ling Chen

Associate Professor of Chemistry
Science Department
Borough of Manhattan Community College / City University of New York
New York, New York 10007
lchen@bmcc.cuny.edu

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Xiaojia Chen

High School Teacher
BASIS Chandler
Chandler, Arizona 85225
margaret.chen@basischandler.org

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Ye Chen-Izu

Assistant Professor
Departments of Pharmacology, Biomedical Engineering, and Medicine
University of California Davis
Davis, California 95616
ychenizu@ucdavis.edu

My experience as a biomedical researcher has shown me that traditional methods of teaching science are inadequate in preparing students to solve real world problems. Cases can help students model the discovery process used by researchers.

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Kristin Chenoweth

High School Teacher
Ridgeview Junior-Senior High School
Colfax, Illinois 61728
kchenoweth@ridgeview19.org

I would like to be able to use case studies in my classroom. I think it will give my students a chance to actively work on and think about the material I teach them in a new way.

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Barry Chess

Professor
Natural Sciences Division
Pasadena City College
Pasadena, California 91106
bxchess@pasadena.edu

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H. Tak Cheung

Professor of Microbiology
Biology Department
Illinois State University
Normal, Illinois 61790-4120
htcheung@ilstu.edu

I have included case studies in the textbook for our non-majors introductory biology course because good storytelling engages students. I plan to expand the use of case studies for the non-majors course through NSF funding.

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Mary Beth Cheversia

High School Teacher
Thornton High School
Thornton, Colorado 80229-3532
mary.b.cheversia@adams12.org

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Alan Cheville

Professor
Department of Electrical Engineering
Bucknell University
Lewisburg, PA 17837
alan.cheville@bucknell.edu

I have adapted the case study technique to provide relevance in a series of hands-on laboratories in undergraduate photonics. The case studies involve building an actual device, and stretch over a 3–5 week period.

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Amina Chghtai

Lecturer
Food and Nutrition
University of Veterinary and Animal Sciences
Lahore, Pakistan
chughtai.amina@uvas.edu.pk

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Betty Jo Chitester

Assistant Professor
Chemistry Department
Gannon University
Erie, Pennsylvania 16541
chitester@gannon.edu

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Jeanne Ting Chowning

Director of Education
Education Division
Northwest Association for Biomedical Research
Seattle, Washington 98119
jchowning@nwabr.org

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Cherie Chrisco

High School Teacher
Science Department
Pensacola High School
Pensacola, Florida 32504
cchrisco@escambia.k12.fl.us

I am interested in using these resources as part of curriculum enhancement, reinforcement, and formative assessments.

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Lori Christerson

High School Teacher
Science
Bishop Brady High School
Concord, New Hampshire 03301
lchristerson@bishopbrady.edu

I would like to use case studies because I believe that stories are relevant to the students and generate much more involvement during class discussions.

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Sergio Cifuentes

Professor
Physiology Department
Universidad Cuauhtemoc Campus San Luís Potosí
drcifuentes.urg@gmail.com

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Elizabeth Clark

Department of Biology
Washington University in St. Louis
St. Louis, Missouri 63130

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Thomas E. Clark

High School Teacher
Science
Madeira High School
Madeira, Ohio 45243
TClark@madeiracityschools.org

I am interested in anything related to Integrated Science (Chemistry, Physics, Earth Science). Also interested in the use of case studies to encourage critical thinking among students.

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Nancy Cleburn

High School Teacher
Jefferson High School
Rockford, Illinois 61107
nancy.cleburn@rps205.com

I am new to AP environmental science & will use case studies in this class, as recommended by institute instructor!

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William H. Cliff

Associate Professor
Department of Biology
Niagara University
Lewiston, New York 14019
bcliff@niagara.edu

I am interested in problem-based learning, computer-based instruction, case studies on human anatomy and physiology, and case studies in high school biology.

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Paula Cobos

Undergraduate Student
School of Natural Sciences / Biological Sciences
Kean University
Union, New Jersey 07083

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Ashley Coffelt

Department of Chemistry
Missouri State University
Springfield, Missouri 65897

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Jeffrey Scott Coker

Assistant Professor
Department of Biology
Elon University
Elon, North Carolina 27244
jcoker@elon.edu

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Erin Colbert-White

Instructor
Psychology Department
University of Georgia
Athens, Georgia 30602
colbere@uga.edu

I am very eager to use the case method in the fall in my Introduction to Psychology course. O have been using mini cases in research design. I was told about your case database from a graduate student colleague.

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Jeanette Collette

High School Teacher
Science
Commack High School
Commack, New York 11725
jcollette@commack.k12.ny.us

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Parks Collins

Instructor
Natural Science
Mitchell Community College
Statesville, North Carolina 28677
pcollins@mitchellcc.edu

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Joseph C. Colosi

Associate Professor
Biology Department
DeSales University
Center Valley, Pennsylvania 18034
jcc0@desales.edu

I use cases in my non-majors botany/science class to illustrate how science is done, in place of lectures to teach environmental science, and to cover diseases in my microbiology class. I find that students are more interested and participate more fully when I use case study discussions instead of lectures.

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Christa Colyer

Professor and Chair
Department of Chemistry
Wake Forest University
Winston-Salem, North Carolina 27109
colyercl@wfu.edu

I use case study teaching to supplement conventional lectures and/or to introduce students to new material in general chemistry, analytical biochemistry, instrumental analysis, and electrochemistry.

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Gerald F. Combs, Jr

Professor Emeritus
Division of Nutritional Sciences
Cornell University
Ithaca, New York 14850
gfc2@cornell.edu

I used cases in a graduate course on vitamins, with 12-16 students, using the discussion format. I found the approach to be effective in providing opportunities for analytical thinking, classroom discussion, and underscoring concepts and principles.

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Stephen T. Comeau

Professor
Biology
Massasoit Community College
Brockton, Massachusetts 0230
scomeau@massasoit.mass.edu

I find the case studies to be extremely useful. I use them for classroom discussions and also for homework assignments.

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Joanna Condon

High School Teacher
Biology and Biomedical Science
California High School
San Ramon, California 94583
jcondon@calhigh.net

I am implementing HaSPI's Medical Biology curriculum and want to enhance my biological sciences teaching practice.

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Patricia Conner

High School Teacher
Science
Chancellor High school
Fredericksburg, Virginia 22407
pconner@spotsylvania.k12.va.us

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Jane Marantz Connor

Associate Professor of Human Development Emeritus
Psychology Department
Binghamton University
Binghamton, New York 13902
jconnor@binghamton.edu

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Juanita Constible

Technical Analyst
Coastal Louisiana Program
National Wildlife Federation
Baton Rouge, Louisiana 70808
bufohemiophrys@hotmail.com

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Stephen Contakes

Assistant Professor
Chemistry Department
Westmont College
Santa Barbara, California 93108
scontakes@westmont.edu

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David Contreras

High School Teacher
Biology
Ralston High School
Ralston, Nebraska 68127
david_contreras@ralstonschools.org

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Christal G. Cook

Adjunct Professor
Adult & Graduate Studies-Nursing
Oklahoma Wesleyan University
Bartlesville, Oklahoma 74006
ccook@okwu.edu

Case studies have been empirically proven to improve critical thinking skills in the adult student population by connecting the subject matter to the students individual practice experiences and engages the students' interest in the topic.

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Jodi Cook

Student Teacher / Graduate Student
University of Rochester
Rochester, New York
jodicook0808@gmail.com

I have little experience with the case study method; however, I'm currently taking an assessments course and we are exploring different ways of assessment and I'm interested in the case study method.

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Jonathan Cook

Chemistry Department
Cuyamaca College
El Cajon, California 92019

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Robin Cook Hill

Assistant Professor
Natural Science
The University of Virginia's College at Wise
Wise, Virginia 24293
rch5g@uvawise.edu

Most of my students are pre-professionals and so I am interested in providing them with real-life situations they may encounter. I also want them to develop analysis and applications skills, not just rote memorization.

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Jacqueline Coomes

Associate Professor of Mathematics Education
Department of Mathematics
Eastern Washington University
Cheney, Washington 99004
jcoomes@ewu.edu

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Christina Cormier

Student
Health Education
Springfield College
Springfield, Massachusetts 01109
ccormier@spfldcol.edu

This is a great variation for high school students, especially dealing with nutrition, as it builds on their pre-existing knowledge.

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Robyn (Patsy) Cornelius

Assistant Professor
Nursing Program
University of Arkansas at Fort Smith
Fort Smith, Arkansas 72913
pcorneli@uafortsmith.edu

Cases are especially helpful as a review guide and as a unit introduction. I believe in supporting the lecture form of instruction with visual aids that encourage cognitive learning. I feel the case method fits well with that.

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Kathleen A. Cornely

Professor
Department of Chemistry and Biochemistry
Providence College
Providence, Rhode Island 02918
kcornely@providence.edu

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Misti Coronel

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Necmi Coskun

High School Teacher
Paterson Charter School for Science and Technology
Paterson, New Jersey
coskunnecmi@gmail.com

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Erica Cottrel

High School Teacher
Biology
Deep Creek High
Chesapeake, Virginia 23323
Erica.Cottrell@cpshools.com

I would love to use the case studies to spark the interest of my students, reinforce information, and open doors to discuss more in-depth topics.

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Nancy Coulson

High School Teacher
Science Department
Mount Vernon High School
Mount Vernon, Washington 98273
ncoulson@mv.k12.wa.us

I would like my students to be able to have realistic case studies as well as the memorization of body parts. These case studies would address this issue.

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Stephanie Coulter

High School Teacher
Science
Springfield Catholic High School
Springfield, Missouri 65809
scoulter@scspk12.org

I have not had much experience using case studies in my classes, but am looking to use them when appropriate. I'm most interested in using them in my AP Environmental Science class to help students see applications of what we are learning in class.

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Caitlin Courtright

Middle School Teacher
Science Department
K.D. Waldo Middle School
Aurora, Illinois 60505
ccourtright@d131.org

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Richard Cowlishaw

Associate Professor
Biology Department
Southwestern College
Winfield, Kansas 67156
Richard.Cowlishaw@sckans.edu

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Jason Coy

Associate Professor
History Department
College of Charleston
Charleston, South Carolina 29424
coyj@cofc.edu

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Cassy L. Cozine

Assistant Professor of Biology
Department of Natural Sciences & Mathematics
University of St. Mary
Leavenworth, Kansas 66048
cozine44@stmary.edu

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Kevin Cram

High School Teacher
Science
Lake View High School
Chicago, Illinois 60613
kdcram@cps.edu

I am interested in using case studies as literacy supports for my chemistry course. I am also interested in cross-curricular resources, which many of the cases I have seen appear to cover many science content areas.

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Anthony J. Creaco

Associate Professor
Department of Science
Borough of Manhattan Community College / City University of New York
New York, New York 10007
acreaco@bmcc.cuny.edu

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Cathryn Crego

High School Teacher
Science Department
John F. Kennedy Memorial High School
Iselin, New Jersey 08830
cathryn.crego@woodbridge.k12.nj.us

I'm using these in a classroom where we provide in-class support for special education students. I've modified the Prairie Garden clicker case to teach students about environmental decision making and how values are applied when making such decisions.

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Stephen R. Cronin

Professor
Department of Biology and Chemistry
Ave Maria University
Ave Maria, Florida 34142-9505
stephen.cronin@avemaria.edu

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Heather Crooks

High School Teacher
Science Department
Richard Pfaff Secondary Alternate Program
Ottawa, Ontario K1R 6E5 Canada
heather.crooks@ocdsb.ca

I'd like to move towards more inquiry-based learning in all of my high school level science classes. I'm hoping that working with case studies will enhance student understanding and interest.

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Michael Cross

Instructor
Natural Sciences
Northern Essex Community College
Haverhill, Massachusetts 01830
mcross@necc.mass.edu

I am a relatively new full-time instructor at a community college. I am striving to make my chemistry classes more interactive and applicable to real life. I believe that using case studies is a huge step in the right direction.

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Lora Crowe

Assistant Professor
Nursing
Georgia College and State University
Macon, Georgia 30210
lora.crowe@gcsu.edu

I teach in our graduate programs and use PBL and case study approaches.I have found that PBL and case studies help the students critically think and apply what they have learned to real world experiences.

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Casey Crumpton

High School Teacher
Science
Childersburg High School
Childersburg, Alabama 35044
ccrumpton@tcboe.org

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Flavia Cruz

High School Teacher
Biology
Ansonia High School
Ansonia, Connecticut 06402
fcruz@ansonia.org

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Dawn Cummings

Assistant Professor
Center for Math and Science
Community College of Denver
Denver, Colorado 80217-3363
dawn.cummings@ccd.edu

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Mary P. Curtis

Associate Professor
College of Nursing
Barnes Jewish College - Goldfarb School of Nursing
St. Louis, Missouri 63110
mcurtis@bjc.org

I have used case studies in all of my nursing classes. I became interested in case studies because I like to utilize a variety of integrative teaching strategies in my classes.

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Lora Cyr

High School Teacher
Biology
York High School
York, Maine 03909
lcyr@yorkschools.org

I am interested in using case studies as an inquiry activity in my honors biology class. Having students analyze the data and collaborate to come up with conclusions to the studies is a great way for me to reinforce vocabulary and content in my class.

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Jenny Dallman

High School Teacher
Math, Science and Engineering Academy
Castle View High School
Castle Rock, Colorado 80109
jennifer.dallman@dcsdk12.org

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Lea Daniel

Assistant Professor
Biology
Central Methodist University
Fayette, Missouri 65248
ldaniel@centralmethodist.edu

I have recently become interested in using case studies to complement lectures, and have tried a couple in a previous semester.

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Juville Dario-Becker

Professor of Biology
Central Virginia Community College
Lynchburg, Virginia 24502
dario-becker@vcc.vccs.edu

I use cases to show students how the concepts they learn in class relate to real-life situations.

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Kathryn Dau-Schmidt

Instructor
Biology Department
University of Prince Edward Island
Charlottetown, Prince Edward C1A 4P3, Canada
kdauschmidt@hotmail.com

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Carla Davidson

Instructor
General Education
Mount Royal University
Calgary, Alberta Canada
cjdavidson@mru.ca

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Cheryl D. Davis

Professor
Department of Biology
Western Kentucky University
Bowling Green, Kentucky 42101
cheryl.davis@wku.edu

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Kay Davis

Instructor
Physical Sciences
Garden City Community College
Garden City, Kansas 67846
kay.davis@gcccks.edu

I have used cases in my Chemistry for Health Services and General Chemistry classes. The response from the students has been very positive. We typically use a group method and brainstorm ideas, then report back to the class. There is always good debate and discussion. And student involvement is nearly 100%.

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Kim E. Davis

High School Teacher
Career and Technical Education
Irving High School
Irving,Texas 70651
ked1@tx.rr.com

The use of case studies for my students provides them with "real world" applications of the topics we are studying. The students enjoy the case studies and "diagnosing" the patients in the cases.

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Pamela Davis

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Patricia B. Davis

District Science Curriculum Support Teacher
High School Science
Birmingham City School District
Birmingham, Alabama 3520
PDavis@bhm.k12.al.us

I have used cases to connect abstract topics to real-world events. Students want to know "why" this is important. The most important reasons are that the cases support rigor, relevancy, and relationships.

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Sherlynn Davis

Instructor
Science
Crossroads North
Roswell, Georgia 30075
daviss1@fultonschools.org

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Thomas A. Davis

Professor of Biology
Biology Program
Loras College
Dubuque, Iowa 52004-0178
tom.davis@loras.edu

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Edvane Birelo Lopes De Domenico

Professor
Nursing
Universidade Federal de Sao Paulo Brazil
Sao Paulo, Brazil
domenico.edvane@unifesp.br

I teach clinical nursing using case studies and conceptual maps. My education research aims to improve the resolution of the clinical case by constructing concept maps, devised by Novak.

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Aura M. De Leon

High School Teacher
Science
The Palmas Academy
Palmas del Mar, Humacao, Puerto Rico
aura.deleon@hotmail.com

I am very interested in integrating cases into my three classes: Environmental Science, Chemistry, and especially Advanced Placement Biology. I am trying to instill in my students more critical thinking skills and better analysis abilities and believe that by using case studies I will be able to do this in a more pertinent and "actualized" way of learning.

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Janet A. De Souza-Hart

Assistant Professor of Biology
School of Arts & Sciences
Massachusetts College of Pharmacy & Health Sciences
Boston, Massachusetts 02115
janet.hart@mcphs.edu

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David F. Dean

Professor
Department of Biology
Spring Hill College
Mobile, Alabama 36608
ddean@shc.edu

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Kris Deangelo

Adjunct Professor
Biology / Science
Novi High School / Schoolcraft Community College
Novi, Michigan 48375
kdeangelo@novi.k12.mi.us

I'm sitting at a community college conference using case studies to enhance community college student learning ... sounds great!

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Cynthia DeBoy

Assistant Professor
Biology Department
Trinity Washington University
Washington, DC 20017
deboyc@trinitydc.edu

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Jennifer Dechaine

Assistant Professor
Biological Sciences
Central Washington University
Ellensburg, Washington 98926
dechaine@cwu.edu

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Sarah Deel

Lecturer
Department of Biology
Carleton College
Northfield, Minnesota 55057
sdeel@carleton.edu

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Tracy Deem

Assistant Professor
Biology Department
Bridgewater College
Bridgewater, Virginia 22812
tdeem@bridgewater.edu

I am using case studies as part of team-based learning. I started out using case studies from the National Center for Case Study Teaching in Science. After training with Dr. Herreid, I look forward to writing my own case studies!

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Jeff DeJongh

High School Teacher
Science Department
Cony High School
Augusta, Maine 04330
jdejongh@augustaschools.org

I've just started using case studies and am looking for more sources for my students.

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Eleonora Del Federico

Associate Professor of Chemistry
Department of Mathematics and Science
Pratt Institute
Brooklyn, New York 11205
edelfede@pratt.edu

I use cases in introductory science courses for non-science majors that focus on connections between science and society. I am also developing a course on the chemistry of art conservation in which I plan to use cases.

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Stephanie DeMarco

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Ashley Dempsey

High School Teacher
Naugatuck High School
Naugatuck, Connecticut 06770
dempseya@naugy.net

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Deanna L. Denault

Assistant Director
On Doctoring Program
Dartmouth Medical School
Hanover, New Hampshire 03743
deanna.l.denault@dartmouth.edu

Case studies are integrated throughout both Anatomy & Physiology and Microbiology courses I teach. Outcomes include reinforcement of content, improvement in problem-based learning skills, scientific process, and clinical reasoning skills.

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Damienne Denham Rudolph

High School Teacher
Science Department
Martin Luther King Jr., High School
Lithonia, Georgia 30038
damienne_d_denham@fc.dekalb.k12.ga.us

I learned about this website while searching online for a challenging activity for my AP Environmental Science class. I thoroughly enjoy the case study method. It places the students at the center of the learning experience. Very engaging!

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Jarra Dennis

High School Teacher
Science
Muhlenberg High School
Laureldale, Pennsylvania 19605
dennisj@mail.muhlsdk12.org

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Denise Dennison

High School Teacher
Science Department
Wharton High School
Tampa, Florida 33647
Denise.Dennison@sdhc.k12.fl.us

I would like to incorporate case studies into my field of teaching to allow for a global understanding of issues related to science.

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Susan M. DeSimone

Associate in Science Instruction in Biology
Biology Department
Middlebury College
Middlebury, Vermont 05753
sdesimon@middlebury.edu

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Nick Despo

Professor
Biology Department
Thiel College
Greenville, Pennsylvania 16125
ndespo@thiel.edu

I currently use case studies sparingly, though I'd like to increase this frequency. Students respond quite well to this method of instruction. I plan to incorporate them more and more into the courses I teach and, eventually, write several of my own.

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Pat DeStefanis

High School Teacher
Science
Indian River Middle School
Philadelphia, New York 13673
pdestefanis@mail.ircsd.org

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Brahmadeo Dewprashad

Associate Professor
Department of Science
Borough of Manhattan Community College / City University of New York
New York, New York 10007
bdewprashad@bmcc.cuny.edu

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Preeti Dhar

Associate Professor
Chemistry Department
SUNY New Paltz
New Paltz, New York 12561-2443
dharp@newpaltz.edu

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Theresa Diamond

High School Teacher
Science
Upper Darby High School
Drexel Hill, Pennsylvania 19026
tdiamond@upperdarbysd.org

I have instituted "Case Study Thursdays" in my honors-level Anatomy & Physiology classes. The students have even developed their own case studies for lower levels of anatomy.

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Richard C. Dicker

Consultant Epidemiologist
Centers for Disease Control & Prevention
Atlanta, Georgia 30333
rcd1@cdc.gov

I've written several cases in applied epidemiology used at the CDC, and have edited several others. See http://www.cdc.gov/eis/casestudies/casestudies.htm and http://www.phppo.cdc.gov/phtn/casestudies/default.htm.

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Doris Dickerson

High School Teacher
Science Department
Lambert High School
Suwanee, Georgia 30024
ddickerson@forsyth.k12.ga.us

I am teaching one of two Clinical Lab Science courses in the state of Georgia and my class is all hands-on laboratory and most often that format is supported by case studies. I am all about "real world" science and case studies is the ultimate delivery method.

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Lynn Diener

Assistant Professor
Biology Department
Mount Mary College
Milwaukee, Wisconsin 53222
dienerl@mtmary.edu

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Jessica DiGiulio

High School Teacher
Science: Biology and Environmental
La Salle Academy
Providence, Rhode Island 02908
jdigiulio@lasalle-academy.org

I would like my honors biology and environmental science classes to use case studies to enhance their ability to think critically in the classroom and while completing their homework.

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Frank J. Dinan

Professor of Organic Chemistry
Department of Chemistry & Biochemistry
Canisius College
Buffalo, New York 14208
dinan@canisius.edu

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Linda Dion

Instructor
Biological Sciences Department
University of Delaware
Newark, Delaware 19716
ldion@udel.edu

I use cases in addition to lecture in my introductory biology course. A new case, or problem, is introduced each week to cover each of the major topics in the course, e.g., cell chemistry, metabolism, molecular and Mendelian genetics, evolution, and various topics in plant and animal physiology and ecology.

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Susan Disch

Instructor
Science Education
Indiana University - South Bend
Bristol, IN 46507
sedisch@aol.com

I will be teaching a Transition 2 Teaching Science Education class this coming spring semester and would like to experiment with using case studies, rather than a lecture approach.

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Jane E. Disney

Director
Community Environmental Health Laboratory
Mount Desert Island Biological Lab
Salisbury Cove, Maine 04672
jdisney@mdibl.org

We use case studies to introduce water quality concepts to high school students enrolled in Maine Coast Learning Expedition, a semester-long interdisciplinary environmental stewardship program for 11th and 12th graders. Students are presented with scenarios from past and ongoing environmental research projects and asked to review and discuss the relevance of these projects to their own work. Each student's research project becomes a case study for future semesters.

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Steven T. Diver

Professor
Chemistry Department
University at Buffalo
Buffalo, New York 14260
diver@buffalo.edu

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Angela Dixon

High School Teacher
Science Department
St. Luke's Episcopal School
Mobile, Alabama 36609
adixon@stlukesmobile.com

Our school offers a program introducing students to medical careers. The second year of course work provides medical scenarios as we study various body systems. I would like to incorporate some of your case studies into my class.

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Bethany Dixon

High School Teacher
Biology
Western Sierra Collegiate Academy
Rocklin, California 95765
Bdixon@gmail.com

Case studies give students a personal connection to difficult material. I use them to draw students in and activate their critical thinking skills.

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Deborah Dodson

Assistant Professor
Biological Science
Ohio University - Zanesville
Zanesville, Ohio 43701
dodson@ohio.edu

I am interested in using case studies to encourage critical thinking and improve student engagement in class.

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Chelia McCoo Dogan

High School Teacher
Science Department
Elsik High School
Houston, Texas 77072
chelia.mccoo@aliefisd.net

The case study method has increased my students transfer of various concept information in their AP Biology, Medical Microbiology, and Anatomy & Physiology courses. Thank you so much for the website and the contributors.

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Chandra J. Donald

High School Teacher
Biology Department
Edward Taylor High School
Houston, Texas 77083
chandra.donal@aliefisd.net

The case method has been a true "life-saver" system in my medical microbiology classes. I am planning on introducing more cases to my genetics class as well as to my 10th-grade biology coursework. The cases are very engaging, and the students walk away with a wealth of knowledge that they have researched and processed themselves!

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Jeremy Donald

Instructor
Library
Trinity University
San Antonio, Texas 78212
jdonald@trinity.edu

I am often asked to teach introductory GIS to science classes designed for non-science majors. My hope is to use these case studies as the primer for active learning in the classroom.

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Heather Donovan

High School Teacher
Vanguard Community School
Vanguard , SK S0N 2V Canada
hdonovan@chinooksd.ca

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Heather Donovan

High School Teacher
Biology Department
Vanguard Community School
Vanguard, Saskatchewan S0N 2V0 Canada
hdonovan@chinooksd.ca

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Uli Dornhagen

High School Teacher
Science Department
Freeport High School
Freeport, Illinois 61032
uli.dornhagen@fsd145.org

I would like to use case studies to get students more involved by working together and getting excited about science.

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Lauren Dovantzis

High School Teacher
Biology
The University of Chicago
laurendovantzis@utepchicago.org

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Jeremy Dove

High School Teacher
Science Department
Monticello High School
Charlottesville, Virginia 22902
Jdove@k12albemarle.org

We want to use case studies to drive our new Health and Medical Science Academy.

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Melissa Dowd

High School Teacher
Science Department
New York Harbor School
New York, New Yotk 10004
mdowd@newyorkharborschool.org

I am interested in incorporating case studies into my curriculum this year.

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Amanda Dowdican

High School Teacher
Sam Houston Math, Science, and Technology
Houston, Texas 77076
MissDowdican@gmail.com

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Karen Doyle

High School Teacher
Science
Burncoat High School
Worcester, Massachusetts 01605
doylek@worc.k12.ma.us

I have seen case studies at various AP biology seminars I have been to so I am looking to start using them in my classroom.

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Doug Drenzek

High School Teacher
Science Department
Arrowhead High School
Hartland, Wisconsin 53029
drenzek@arrowheadschools.org

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Elizabeth Droke

Associate Professor
Department of Nutrition, Food Science & Hospitality
South Dakota State University
Brookings, South Dakota 57007
elizabeth.droke@sdstate.edu

I plan to use cases in a senior-level class on "Critical Issues in Nutrition and Healthcare" as well as in two graduate-level courses, one on "Nutrition & Immunology" and the other on "Vitamins & Minerals."

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Colin K. Drummond

Adjunct Professor
Institute for Management and Engineering
Case Western Reserve University
Cleveland, Ohio 44106
colin.drummond@case.edu

Team-Based Learning (TBL) case studies have been a powerful tool for creating a "small classroom" experience within a large class setting.

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Jennifer Duann

High School Teacher
The Charles School at Ohio Dominican University
Columbus, Ohio 43219
duann.1@thecharlesschool.org

I use case studies in my classroom to provide real-world context for our study of the basic principles of scientific topics.

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Jessica Dudek

Assistant Administrative Director
University Honors College
University at Buffalo
Buffalo, New York 14260
jdudek@buffalo.edu

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Jon Dufay

High School Teacher
Science Department
Lake Stevens High School
jon_dufay@lkstevens.wednet.edu

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Amy Dukewits

High School Teacher
Biology Department
Springfield Catholic High School
Springfield, Missouri 65809
adukewits@scspk12.org

I'm interested in case studies for my Anatomy and Physiology class.

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Chance Duncan

High School Teacher
Science Department
Atkins High School
Atkins, Arkansas 72823
chance.duncan@atkinsschools.org

I would like to use case studies to enhance my senior level Human Anatomy and Physiology class. I first saw this method of teaching Anatomy in use by Dr. Tiffany Huitt at the University of Central Arkansas Physical Therapy program.

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Dana S. Dunn

Professor
Psychology Department
Moravian College
Bethlehem, Pennsylvania 18018
dunn@moravian.edu

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Lisa Durden

High School Teacher
Science
Midland Valley High
Graniteville, South Carolina 29829
ldurden@aiken.k12.sc.us

I used a couple of case studies in my anatomy class last year and would really like to use some in my AP Biology class this year. I believe that it really allows the students to use what they learn in class when it is in a real-life situation.

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Kristie DuRei

Honors Student
Political Science Department
University at Buffalo
Buffalo, New York 14260

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Seda Duygu

High School Teacher
Science
ACI High School
Izmir, Turkey
seda.duygu@acischool.k12.tr

I like using case studies for my biology classes. Students are well engaged when they are given an interesting case. Students give great answers and debate well. Small group discussions and iPad clickers motivate students a lot.

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Anamika Dwivedi

High School Teacher
Science
Fairmont Heights
Capitol Heights, Maryland 20743-1245
anamika.dwivedi@pgcps.org

I have yet to incorporate case studies in my instruction. However, I would like to use them in order to engage my students and make the curriculum more practical.

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Jeffrey Nicholas Dwyer

High School Teacher
Science Department
Christian Brothers High School
Memphis, Tennessee 38120
ndwyer@cbhs.org

I have had professors use case studies to connect class content to real applications. I believe the connection is important in complete understanding of a topic.

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Michelle Dwyer

High School Teacher
Science
Wheaton Academy
West Chicago, Illinois 60185
mdwyer@wheatonacademy.org

I would love to see how I can use case studies in my teaching. I learned about it at a AP professional development and I have wanted to use it this year! I would love to have access to all of the resources that could help my students.

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Starr Eaddy

Director, Center for Service Learning
Assistant Professor, Biology and Health Promotion
St. Francis College
Brooklyn Heights, New York 11201
seaddy@sfc.edu

Fabulous resource for me to integrate problem based learning approaches for pre-health professions students.

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Airess Eatmon

High School Teacher
Science Department
Knightdale High School
Knightdale, North Carolina 27529
aeatmon@wcpss.net

I will be teaching AP Biology in the Spring. I heard about your website at a local workshop. After looking at your website I am interested in using the articles, activities and lessons in not only my AP course, but my Honors classes as well.

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Christina Eddy

Professor
Biology Department
North Greenville University
Tigerville, Soth Carolina 29688
ceddy@ngu.edu

I am teaching an upper level metabolism course. I hope to incorporate some of the case studies on metabolism.

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Susie Edens

High School Teacher
Latta High School
Ada, Oklahoma 74820
sedens@latta.k12.ok.us

Case studies give my students opportunities for real life applications of the content knowledge that they are learning in my courses. It also enhances their critical thinking skills.

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Komi Egle

High School Teacher
Cegep de l'Outaouais
Gatineau, Quebec, Canada
komi.egle@cegepoutaouais.qc.ca

I would like to use this website to improve my teaching and research.

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Jack F. Eichler

Assistant Professor of Teaching
Department of Chemistry
University of California, Riverside
Riverside, California 92506
jack.eichler@ucr.edu

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Julia Eichman

Adjunct Professor
Biology Department
Missouri Southern State University
Joplin, Missouri 64804
eichman-j@mssu.edu

I would like to use the case studies to enhance my course.

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Carmen Eilertson

Senior Lecturer
Biology Department
Georgia State University
Atlanta, Georgia 30303
biocxe@langate.gsu.edu

I use clinical cases in my pre-med physiology course and am convinced that this is the way to captivate students and promote long-term retention of concepts. Students in my classes prefer case-based teaching over traditional lecture.

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Eric Eisaman

High School Teacher
Science
DoDEA Guam High School
Agana Heights, Guam 96910
eric.eisaman@pac.dodea.edu

I have been teaching a pilot Biotechnology Engineering course for the past year and find great potential in the case study method for that course. I have conducted several units with lessons rooted in case studies covering gene therapy and GMOs.

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Frieda Eivazi

Professor of Soils
Department of Agriculture & Environmental Sciences
Lincoln University
Jefferson City, Missouri 65102
eivazif@lincolnu.edu

I use cases in most of my classes (Intro to Soils, Intro to Environmental Science, and upper level classes). Case studies help to get students involved in discussion of the subject matter.

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Sharon S. Ellerton

Associate Professor
Biological Sciences and Geology
CUNY Queensborough Community College
Bayside, New York 11364
sellerton@qcc.cuny.edu

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Samantha L. Elliott

Assistant Professor
Biology Department
St. Mary’s College of Maryland
St. Mary’s City, Maryland 20686
slelliott@smcm.edu

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Wanda Elliott

High School Teacher
Social Science
Elkhorn School
Elkhorn, MB Canada
welliott@flbsd.mb.ca

I believe case studies are engaging to students. Gives them a feel of real correlations.

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Tamara Ellsworth

High School Teacher
Science Department
Parkers Prairie High School
Parkers Prairie, Minnesota 56361
tellsworth@pp.k12.mn.us

I'm trying to increase student motivation and student interest in the science field. This will help in my transition from lecture/lab format.

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Michelle Embree Ku

Adjunct Professor
Pathology and Laboratory Medicine
Brown University
Providence, Rhode Island 02912
michelle_ku@brown.edu

This is my first year designing and teaching a course. I will assign controversial papers from the scientific literature to generate discussions about the issues. But I would also like to give students case studies as part of these discussions.

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Deborah Engelen-Eigles

Faculty
Department of Sociology / Women and Gender Studies
Century College
White Bear Lake, Minnesota 55110
debbie.engelen@century.edu

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Dustin J. Eno

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada, V8B 0N8

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Vicki Erdmann

Instructor
Dietetics/Health
Normandale Community College
Bloomington, Minnesota 55437
vicki.erdmann@normandale.edu

Have done case studies with my Medical Nutrition Therapy students as outside assignments that we review in class. Looking to try some shorter case studies in my big classes on basic nutrition, which typically have 45 students.

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Eric Essick

Assistant Professor
Natural Sciences
University of St. Francis
Joliet, Illinois 60435
eessick@stfrancis.edu

Using these case studies is a wonderful resource for my class. It will engage the students and encourage dialogue that can be applied to what they have learned in the lectures.

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Amanda Esteves-Kraus

High School Teacher
Hackley School
Tarrytown, New York 10591
aesteves-kraus@hackleyschool.org

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Carol Evans

Professor
Biology
Carleton University
Ottawa, Ontario, Canada K1S 5B6
cevans8@connect.carleton.ca

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David L. Evans

Professor
Biology Department
Pennsylvania College of Technology
Williamsport, Pennsylvania 17701
devans@pct.edu

I use cases in my A&P classes. I present students with situations in which they must identify a condition, additional tests that need to be performed, and the ultimate cause. Sometimes as a final step I ask them to propose specific treatments.

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Terry Evans

Middle School Teacher
Science
Fossil Hill Middle School
Fort Worth, Texas 76137
terry.evans@kellerisd.net

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Susan Evarts

Department of Biology
University of St. Thomas
Eagan, Minnesota 55123
sievarts@stthomas.edu

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Marilyn M. Evenson

Assistant Professor
Social and Behavioral Sciences
North Dakota State College of Science
Wahpeton, North Dakota 58076
marilyn.evenson@ndscs.edu

I practiced as a clinical and forensic psychologist for several years before making a career transition to teaching. My professional role involved the use of critical thinking to solve real-life case dilemmas. Using this format is a powerful teaching and learning strategy. It is effective and highly motivating.

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Deborah Exton

Senior Instructor
Department of Chemistry
University of Oregon
Eugene, Oregon 97403
dexton@uoregon.edu

My ultimate goal is to use case studies not only in science courses, but also in training and orientation activities for chemistry graduate students.

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G. Winfield Fairchild

Professor
Department of Biology
West Chester University of Pennsylvania
West Chester, Pennsylavnia 19383
wfairchild@wcupa.edu

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Julie Fairchild

Preceptor
Emergency Department
Ohio University, Chillicothe Branch
Chillicothe, Ohio 45601
Julie.Fairchild@ymail.com

I precept numerous students through the Emergency Room at Adena in Ohio and would love to have some teaching tools to help them with cardiac experience.

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Nathan Fairchild

Instructor
North Woods School
Redding, California 96001
nate_fair@yahoo.com

I would like to use case studies in my middle school instruction.

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Morgan Falk

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Richard W. Fardy

High School Teacher
Science Department
Wilmington High School
Wilmington, Massachusetts 01887
richard.fardy@wilmington.k12.ma.us

I began using cases over 45 years ago, originally modifying case reports from the New England Journal of Medicine and JAMA. Recently, I've begun using the Buffalo cases and they have stimulated student interest in concepts in physiology.

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Heather Farintosh

High School Teacher
Malvern Collegiate Institute
Toronto, Ontario, Canada
heather.farintosh@tdsb.on.ca

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Mary B. Farone

Associate Professor
Biology Department
Middle Tennessee State University
Murfreesboro, Tennessee 37132
mary.farone@mtsu.edu

I currently use case studies in my medical microbiology course. This semester, I am teaching Research Ethics (MOBI 7200) to doctoral students in the Molecular Biosciences Program using a case study approach.

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Jennifer Feenstra

Associate Professor
Department of Psychology
Northwestern College
Orange City, Iowa 51041
jfeenstr@nwciowa.edu

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Robert Feissner

Instructor
Biology
SUNY Geneseo
Geneseo, New York 14454
feissner@geneseo.edu

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Sussanh Feldman

Senior Lecturer
Department of Biological Sciences
Towson University
Towson, Maryland 21252-0001
sfeldman@towson.edu

I am interested in cases in general biology.

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Valerie Felger

High School Teacher
Science
DATA/Roosevelt High School
San Antonio, Texas 78218
vfelge@neisd.net

Students truly benefit from authentic case studies so I plan to use your case studies on a regular basis in my AP Environmental class.

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Rhonda Felheim

Associate Professor
Sciences for Health Programs
Santa Fe College
Gainesville, Florida 32606
rhonda.felheim@sfcollege.edu

I am seeking activities that engage students in the classroom and lab situation that give them an opportunity to apply the material that they are learning.

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Pauline Feltoe

High School Teacher
Science
Villanova College
Coorparoo, Brisbane, QLD 4151 Australia
pfeltoe@vnc.qld.edu.au

The process engages students with real life learning experiences that are authentic and varied.

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Thomas Ferguson

Adjunct Professor
Chemistry Department
Tacoma Community College
Tacoma, Washington
tferguson@tacomacc.edu

I am interested in using in class as a take home assignment that is practical. I heard about it through a colleague.

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Nancy Fernandes

Teaching Assistant
Department of Biochemistry
University of New Hampshire
Durham, New Hampshire 03824
nld25@wildcats.unh.edu

I have written a case study to submit, Chiari 1 Malformation: In Search of a Cause. I have been working on this project with Dr. Sarah Prescott at UNH Manchester for use in her Genomics and Bioinformatics upper-level undergraduate class.

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Thomas Fester

High School Teacher
Science Department
Clayton Valley High School
Concord, California 94521
festert@mdusd.k12.ca.us

Our curriculum is changing next year to an inquiry based one. I was hoping to use the cases that are offered here as a possible open-ended model to have the students problem-solve more than they do now.

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Patrick R. Field

Associate Professor
Department of Biological Sciences
Kean University
Union, New Jersey 07003
pfield@cougar.kean.edu

I uses cases in the labs of my human gross anatomy and neuroscience courses to teach occupational therapy and speech and hearing science students the clinical aspects of their disciplines.

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Julia Fiello

Biology Faculty
Department of Science and Fitness
Pima Community College / Desert Vista Campus
Tucson, Arizona 85709
jfiello@pima.edu

I currently am using investigative case-based labs (ICBLs) and the CaseIt! program to study genetic disorders such as Huntington's chorea and Fragile-X syndrome. The cases explore the biology underlying these disorders and the inherent ethical issues.

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Seth Finck

High School Teacher
Biology
Wayzata High School
Plymouth, Minnesota 55446
seth.finck@wayzata.k12.mn.us

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Timothy Finco

Associate Professor
Biology Department
Agnes Scott College
Decatur, Georgia 30030
tfinco@agnesscott.edu

I see cases as providing a wonderful opportunity to discuss ethical and moral issues that relate to various topics in the sciences.

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Kim R. Finer

Professor
Department of Biological Sciences
Kent State University at Stark
Canton, Ohio 44720
kfiner@stark.kent.edu

Cases place content in a relevant context and are more likely to engage students in learning than more traditional methods of instruction. With so many ethical dilemmas arising from our increased genetic knowledge as a result of the human genome project, the case study method is a perfect "fit" when teaching a human genetics course.

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Cassie Fishback

High School Teacher
Science
Crescenta Valley High School
La Crescenta, California 91505
cassie.fishback@gmail.com

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Charles Fittz

High School Teacher
Science Department
Groton-Dunstable Regional High School
Groton, Massachusetts 01450
cfittz@gdrsd.org

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Felicia Flanagan

High School Teacher
Weston High School
flanagan.amhs@gmail.com

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Kyla Flanagan

Instructor
Department of Biological Sciences
University of Calgary
Calgary, Alberta Canada
kmflanag@ucalgary.ca

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Michael Fleck

High School Teacher
Hunters Lane High School
Nashville, Tennessee 37207
michael.fleck@mnps.org

I teach AP environmental science and the case studies give practical applications of what is taught in the book. It is also a great way for students to research topics and express their views.

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Christine M. Fleet

Assistant Professor
Biology Department
Emory & Henry College
Emory, Virginia 24327
cfleet@ehc.edu

I uses cases with genetics, physiology, introductory biology, and bioethics classes. I appreciate the way they encourage discussion and integration of ideas.

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Kathryn Flynn

Associate Professor
Interdisciplinary Studies
Auburn University
Auburn, Alabama 36849
flynnka@auburn.edu

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John M. (Jack) Foran

Lecturer
Philosophy and Humanities
Buffalo State College
Buffalo, New York 14222
foranjm@buffalostate.edu

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Dayton J. Ford

Associate Professor of Biology
Pharmaceutical Sciences
St. Louis College of Pharmacy
St. Louis, Missouri 63110
dford@stlcop.edu

I have used cases in both my introduction to physiology and advanced physiology courses.

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Michael Ford

High School Teacher
Science
St. Ignatius High School
Cleveland, Ohio 44113
mford@ignatius.edu

My mentor is using this website in his instruction. I am in a one year M.Ed. program. I would like to integrate these lessons in my future teaching efforts.

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Rosemary H. Ford

Associate Professor
Biology Department
Washington College
Chestertown, Maryland 21620
rford2@washcoll.edu

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Thomas E. Ford

Professor
Psychology Department
Western Carolina University
Cullowhee, North Carolina 28723
tford@email.wcu.edu

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Dorothy N. Forsberg

High School Teacher
Special Education
U-Mass Transistions
Worcester, Massachusetts 01605
Dorothynf@aol.com

To help my students read more and apply concepts learned in classes.

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Gary M. Fortier

Associate Professor of Animal Science
Department of Animal Biotechnology and Conservation
Delaware Valley College
Doylestown, Pennsylvania 18901
gary.fortier@delval.edu

I use cases in ecology, animal behavior, and wildlife management to engage students and create an active learning environment.

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Ann W. Fourtner

Science Writer
Buffalo, New York

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Charles R. Fourtner

Professor
Department of Biological Sciences
University at Buffalo
Buffalo, New York 14260
fourtner@buffalo.edu

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MeghanMarie Fowler-Finn

Management Analyst
Division of Student Transportation
Office of the State Superintendent of Education
Washington, DC 20002
meghanmarie.fowler-finn@dc.gov

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Dean Fraga

Professor
Department of Biology
The College of Wooster
Wooster, Ohio 44691
dfraga@wooster.edu

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Michael Francis

High School Teacher
Science Department
Nagle Catholic College
Geraldton, Western Australia 6530
francis.michael@cathednet.wa.edu.au

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Veronica Francis

High School Teacher
Science Department
McArthur High School
Hollywood, Florida 33024
veronica.francis@browardschools.com

I am interested in case studies for AP Environmental Science and Biology.

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Josie Fraser

Associate Professor
School of Pharmacy
University of Bradford
Bradford, West Yorkshire, BD7 1DP United Kingdom
j.a.fraser@bradford.ac.uk

We use case studies in small group work on our existing MPharm course, but we just began a new "Team-based learning" (TBL) curriculum for our 2012-13 entrants, and we will use case studies for TBL application exercises.

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Susan Fredstrom

Assistant Professor
Department of Family Consumer Science
Minnesota State University
Mankato, Minnesota 56001
susan.fredstrom@mnsu.edu

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Thomas Freeman

High School Teacher
Science
Esperanza High School
Anaheim, California 92807
tfreeman@pylusd.org

I am interested in using the case studies with my AP Biology students and college-prep high school students who generally are freshmen and sophomores.

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Doug Friedman

Instructor
Department of Biological Sciences
Northern Arizona University
Flagstaff, Arizona 86011-5640
douglas.friedman@nau.edu

I would like the students in my large lecture hall class to discuss case studies in small groups and work to come up with explanations.

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Jennifer Kreps Frisch

Assistant Director
Biology & Physics
Kennesaw State University
Kennesaw, Georgia 30144
jfrisch1@kennesaw.edu

I teach pre-service and in-service teachers about using case studies to teach science, and one of my research areas is how teachers use stories to teach science.

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Jennifer Fritz

Lecturer
School of Biological Sciences
University of Texas at Austin
Austin, Texas 78712
j.fritz@mail.utexas.edu

After attending a case study mini-workshop at my campus, I am working to incorporate cases into a large introductory biology lecture using the weekly discussion groups.

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Dawn Fuelberth

High School Teacher
Science Department
VJ and Angela Skutt Catholic High School
Omaha, Nebraska 68130
dlfuelberth@schools.archomaha.org

I teach AP Biology and Honors Biology, an accelerated class for freshmen. The case studies would be an ideal addition to my curriculum methodology for fostering my students to be more science literate with necessary critical thinking skills.

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Laura Funk

High School Teacher
Science Department
Horizon High School
Brighton, Colorado 80602
Laura.M.Trevenafunk@adams12.org

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Amanda Gailey

High School Teacher
Science
North Hall High School
Gainesville, Georgia 30506
amanda.gailey@hallco.org

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Susannah Gal

Associate Professor
Department of Biological Sciences
Binghamton University
Binghamton, New York 13902-6000
sgal@binghamton.edu

I believe students learn more about how the scientific method works and how to apply their knowledge when using a case study approach. I also think that it makes scientists seem more human, gives students other careers to consider, and encourages students to more actively learn the subject material. Let's teach them how to think rather than what to think.

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Susan M. Galatowitsch

Professor of Restoration Ecology
Water Resources Program
University of Minnesota
St. Paul, Minnesota 55108
galat001@umn.edu

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Anne Galbraith

Associate Professor
Department of Biology
University of Wisconsin-La Crosse
La Crosse, Wisconsin 54601
galbrait.anne@uwlax.edu

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Jay Galbraith

High School Teacher
Science
Passaic High School
Passaic, New Jersey 07055
galbraith.jay@gmail.com

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Kathy Gallucci

Associate Professor
Biology Department
Elon University
Elon, North Carolina 27244
gallucci@elon.edu

I attended the June 2002 Case Studies in Science workshop in Buffalo and have used cases from the website, some in their entirety, and others in part.

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Joseph Gardella

Professor
Department of Chemistry
University at Buffalo
Buffalo, New York 14260
gardella@acsu.buffalo.edu

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Alice J.A. Gardner

Associate Professor
Pharmaceutical Sciences
Massachusetts College of Pharmacy & Health Sciences
Worcester, Massachusetts 01608
a.gardner@mcp.edu

I use pharmacology-based cases in our elective "Evidence-Based Pharmacology: A Problem-based Approach" course. Various pharmacology topics are covered in the course. The goal is to develop a collaborative and active learning environment for the students.

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Danielle Garneau

Assistant Professor
Center for Earth & Environmental Science
SUNY Plattsburgh
Plattsburgh, New York 12901
danielle.garneau@plattsburgh.edu

I use cases in my general biology and vertebrate natural history classes as group work. They seem to generate discussion and give the students great applied examples of concepts.

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Karin Gastreich

Assistant Professor
Biology Department
Avila University
Kansas City, Missouri 64145
karin.gastreich@avila.edu

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Lisa A. Gay

Instructor
Nursing
Brown Mackie College South Bend
South Bend, Indiana 46635
lgay@brownmackie.edu

I especially like the progressive case studies because they encourage critical thinking. And they can be used well in group activities.

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Timothy Gay

High School Teacher
Science
Boston Latin School
Boston, Massachusetts 02115
tgay@boston.k12.ma.us

I am currently working with a colleague to develop an environmental science curriculum. We both believe that the true nature of learning is through the process of discovery, and plan on embedding case studies within every unit we cover in our course.

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Kathy Gaydosh

High School Teacher
Chemistry
John F. Kennedy High School
Waterbury, Connecticut 06708
kgaydosh@waterbury.k12.cy.us

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Michaela A. Gazdik

Assistant Professor of Molecular Biology
Biology Department
Ferrum College
Ferrum, Virginia 24151
mgazdik@ferrum.edu

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Jon R. Geiger

Education Director
The Jackson Laboratory
Bar Harbor, Maine 04609-1500
jon.geiger@jax.org

I am a director of educational programs at an independent, non-profit cancer and mammalian genetics research lab. We use cases to introduce the students who come to our programs to basic genetics concepts and the ethical use of animals in research.

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Cathy Gelnett

High School Teacher
Science Department
Francis Howell High School
St. Charles, Missouri 63304
cathy.gelnett@fhsdschools.org

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Robert Gemmill

High School Teacher
Science
Poquoson High School
Poquoson, Virginia 23662
robert.gemmill@poquoson.k12.va.us

My students come alive with case studies because they are real life situations that readily pertain to class information. I use case studies that I've collected and would love to be part of a network of educators that shares them.

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Kristen S. Genet

Professor
Biology Department
Anoka Ramsey Community College
Coon Rapids, Minnesota 55433
kristen.genet@anokaramsey.edu

I am interested in cases dealing with evolution, population or community ecology, and climate change.

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Massimo Giannobile

High School Teacher
Science Department
St. Marguerite d'Youville Secondary School
Brampton, Ontario, Canada L6R 2W5
massimo.giannobile@dpcdsb.org

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Judith R. Gibber

Lecturer
Biological Sciences
Columbia University
New York, New York 10027
jrg43@columbia.edu

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J. Phil Gibson

Associate Professor
Departments of Zoology, Botany, and Microbiology
University of Oklahoma
Norman, Oklahoma 73019
jpgibson@ou.edu

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Brenda Gilbert

Adjunct Professor
Anthony J. Petrocelli College of Continuing Studies
Fairleigh Dickinson University
Teaneck, New Jersey 07666


Case studies allow the students to research, analyze, and make recommendations regarding the outcome of the case scenario. In addition, because everyone's recommendations or solutions are different, it creates an opportunity for a dialogue/conversation.

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Louise Gilchrist

Clinical Assistant Professor
Rehabilitation Sciences
University at Buffalo
Buffalo, New York 14214
lag@buffalo.edu

I am interested in cases for biomechanics, both for physical therapy and exercise/sports science.

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Lynne H. Gildensoph

Associate Professor
Biology Department
St. Catherine University
St. Paul, Minnesota 55101
lhgildensoph@stkate.edu

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Sherry Ginn

Instructor of Psychology
Program in Social Sciences
Rowan-Cabarrus Community College
Concord, North Carolina 28027
sherry.ginn@rccc.edu

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Carmen Giunta

Professor
Chemistry Department
Le Moyne College
Syracuse, New York 13214-1399
giunta@lemoyne.edu

I am interested in the use of historical cases to teach scientific method and chemistry content.

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Bryant Gladney

Instructor
EMS Education
Boone County Fire Protection District
Columbia, Missouri 65202
bgladney@bcfdmo.com

Our responsibilities include preparing EMTs and Paramedics to critically think under pressure. Case studies are clearly an excellent tool for this task and something that we must learn more about.

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Rosemarie Glass

Instructor
Science / Social Studies
Pactolus School
Greenville, North Carolina 27834
glassr@pitt.k12.nc.us

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David Glassom

Lecturer
School of Biological and Conservation Sciences
University of KwaZulu-Natal
Durban 4000, South Africa
glassom@ukzn.ac.za

I have been using role-playing simulations, lasting several weeks, in a coastal ecology course to illustrate the complexity of managing coastal environments. I am always looking for new scenarios to use.

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Alan Gleue

High School Teacher
Science (Physics)
Lawrence High School
Lawrence, Kansas 66045
agleue@usd497.org

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Jessica Goldstein

High School Teacher
Science - Honors Physics, Anatomy & Physiology
KIPP San Jose Collegiate
San Jose, California 95133
jessica.goldstein@kippsanjose.org

I am teaching my high school anatomy and physiology class almost completely with case studies. I love it! It's my first year doing this and I am still learning.

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Martha Jane Goleman

Associate Professor
Pediatrics
The Ohio State University College of Medicine
Columbus, Ohio 43210
jane.goleman@nationwidechildrens.org

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Amanda Gonzalez

High School Teacher
Science Department
Springfield High School of Science and Technology
Springfield, Massachusetts 01108
gonzalezam@sps.springfield.ma.us

I was in an AP Biology workshop and heard very good things about this site and how case studies can supplement student learning. I want students to make connections between what they have learned to real world examples.

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Beatriz Gonzalez

Associate Professor
Deparrtment of Natural Sciences
Santa Fe College
Gainesville, Florida 32606
beatriz.gonzalez@sfcollege.edu

I would like to try a case study with my students. I became aware of them (and your website) through the Cell Biology BIOSCOPES workshops.

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Deserae Good

High School Teacher
Science Department
Argyle High School
Argyle, Texas 76226
dgood@argyleisd.com

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Josefina Goodwin

High School Teacher
Science Department
Raleigh Egypt High School
Memphis, Tennessee 38128
jogeenono@yahoo,com

I'm teaching AP Environmental Science this year so case studies will be a big help for me and my students.

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Reginald Goodwin

High School Teacher
Physics
Manor High School
Manor, Texas 78653
Reginald.Goodwin@manorisd.net

I am interested in using the case study method to illustrate high school physics in an engaging, dynamic manner such that time will be ignored and the bell secondary.

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Johnthan Gordon

High School Teacher
Science Department
Salem High School
Conyers, Georgia 30013
jgordon@rockdale.k12.ga.us

I am interested in using case studies for my science classes.

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Robert Gorey

High School Teacher
Science
Summit Country Day School
Cincinnati, Ohio 45208
gorey_r@summitcds.org

Case studies give my students an opportunity to apply their knowledge to a real life case.

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Laura Goshko

Adjunct Clinical Instructor
Physician Assistant Studies
Clarkson University
Potsdam, New York 13699
lgoshko@clarkson.edu

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Caroline A. Gould

Assistant Professor
Educational Psychology in Teacher Education
Eastern Michigan University
Ypsilanti, Michigan 48197
Cgould@emich.edu

My interest in the use of cases grew out of my interest in and use of experiential learning strategies for students involved in studying human rights issues in lifespan development. This is a valuable tool for encouraging self-reflection.

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Tamar L. Goulet

Associate Professor
Department of Biology
University of Mississippi
University, Mississippi 38677
tlgoulet@olemiss.edu

I believe that the lecture method is not the most effective way of teaching and have therefore turned to case studies.

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Anand Gourishankar

Assistant Professor
Pediatrics
University of Texas Medical School at Houston
Houston, Texas 77030
anand.gourishankar@uth.tmc.edu

I believe that case study is an active process of analysis, decision making and application of knowledge.

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Joan-Beth Gow

Assistant Professor
Biology Department
Anna Maria College
Paxton, Massachusetts 01612
jgow@annamaria.edu

See the Center for Integrated Learning in Higher Education website at www.becker.edu/network/cithe. The Center is designed to be a collaborative resource for those engaging in, or interested in being involved with, integrated learning. While CITHE is not exclusively case-study directed, we have found that case study methodology lends itself well to integrated learning.

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Kimberly Grant

Instructional Facilitator / High School Teacher
Clayton County Public Schools
Jonesboro, Georgia 30236
kimberly.grant@clayton.k12.ga.us

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Mary Rose Grant

Assistant Professor
School for Professional Services
Saint Louis University
St. Louis, Missouri 63103
grantmr@slu.edu

I primarily teach non-majors' biology and related life science courses for adult learners. Cases present an opportunity to connect classroom theory with real world application. Using cases enhances and expands active, collaborative, and experiential teaching strategies, which are in line with my teaching philosophy for adult pedagogy.

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Robert H. Grant

Associate Editor
Editorial Department
The Scientist
Philadelphia, Pennsylvania 19106
info@the-scientist.com

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Hannah Graziano

High School Teacher
Science
Robinson High School
Tampa, Florida 33616
hannah.graziano@sdhc.k12.fl.us

I am an AP Biology teacher who is interested in incorporating more critical thinking activities and exercises into my already packed curriculum. I also teach pre-AP Biology, and want to expose them to how to approach a case study, so they are more familiar with the case study process and have exposure to higher order thinking.

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Angela Green

Department of Biological Sciences
Western Illinois University
Macomb, Illinois 64115

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Janelle Green

High School Teacher
Science
Wilton Public School
Wilton, North Dakota 58579
janelle.green@sendit.nodak.edu

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Renea Greene

High School Teacher
Science Department
St. Paul's Episcopal School
Mobile, Alabama 36608
rgreene@stpaulsmobile.net

I love using case studies when teaching Anatomy and Physiology. Most of my students are pre-med and enjoy researching the symptoms and then coming up with a diagnosis. I am very excited about incorporating more case studies in my classes.

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Jeff Greenslade

High School Teacher
Science Department
Campbell Collegiate
Regina, Saskatchewan, Canada
jeff.greenslade@rbe.sk.ca

I am looking to get started in this area of my teaching so I don't have a lot of experience, but I do wish to develop some inquiry based learning while allowing my students to take control of what excites them and become student centered.

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Elizabeth Gregorie

High School Teacher
Agriscience
Walker High School
Egregorie1@gmail.com

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Ruth Ann Greuling

Office of the Provost
Northern New Mexico College
Espanola, New Mexico 87532

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Alicia Grier

High School Teacher
Science
North Clayton High School
College Park,Georgia 30349
alicia.grier@clayton.k12.ga.us

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Dione Griffin

High School Teacher
Science
Mundy's Mill High School
Jonesboro, Georgia 30228
dione.griffin@clayton.k12.ga.us

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Kevin Griffin

Lecturer
Natural Science Department
Loyola Marymount Univeristy
Los Angeles, California 90045
kgriff19@lmu.edu

I used case studies with introductory biology students, who enjoyed them immensely and greatly appreciated their learning value. I want to use more active learning in my classes, especially with direction from me, and these are structured to enable that.

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Maureen Griffin

School Instructional Leader / Adjunct Professor
Chemistry / Education
Hoover High School / Drake University
Des Moines, Iowa 50310
maureen.griffin@dmps.k12.ia.us

I have used the case method in my high school classrooms in the past as well as in my college classroom on several levels. I am a constructivist from the get go and this medium fits in beautifully with my teaching style.

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Karin A. Grimnes

Professor of Biology
Biology Department
Alma College
Alma, Michigan 48801
grimnes@alma.edu

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David J. Grise

Assistant Professor
Life Sciences
Texas A&M University - Corpus Christi
Corpus Christi, Texas 78412
david.grise@tamucc.edu

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Rosalind H. Groenewoud

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, BC, Canada, V8B 0N8

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Kelley W. Grorud

Associate Professor
Biological Sciences Department
Edgewood College
Madison, Wisconsin 53711
kgrorud@edgewood.edu

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Robert W. Grossman

Professor
Psychology Department
Kalamazoo College
Kalamazoo, Michigan 49006
grossman@kzoo.edu

I've used cases in my courses for lectures, cooperative learning activities, and exams. I'm interested in increasing the depth of student learning and helping them to retain the material they learn. I find cases help me achieve these goals.

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Ingolf Gruen

Associate Professor
Department of Food Science
University of Missouri
Columbia, Missouri 65211
GruenI@missouri.edu

After taking the University at Buffalo Case Studies in Science workshop in May of 2002, I decided to change the teaching approach for my Food Chemistry and Analysis course over to a peer-learning with case studies approach.

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Carolyn E. Grygiel

Associate Professor / Program Director
Natural Resources Management Program
North Dakota State University
Fargo, North Dakota 58103
carolyn.grygiel@ndsu.edu

I use cases in Natural Resources Management Graduate/Undergraduate Seminar, the "capstone course" for our program. They provide an excellent opportunity for students to apply what they have learned to real-life situations and to appreciate the complexity involved in developing practical solutions.

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Edwin Guevara

High School Teacher
Science
Institute of Notre Dame
Baltimore, Maryland 21202
eguevara@indofmd.org

Your site was recommended by a fellow teacher and it looks like a wonderful resource.

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Eric Guise

High School Teacher
Science Department
Hopewell Valley
Pennington, New Jersey 08534
eguise@hvrsd.org

I use case studies all the time to examine controversial and debatable issues in bioethics.

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Miriam Gulotta

Adjunct Professor / K-12 Science/Math Tutor
Chemistry Department
William Paterson University
Wayne, New Jersey 07470-2103
gulottam@wpunj.edu

I teach chemistry to a lot of different types of college groups as well as a variety of kids with cancer and other blood disorders. Case studies help make relevance "real" to students and they also tie chemistry into the student's area of interest.

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Karin Guns

High School Teacher
The Hun School of Princeton
Princeton, New Jersey 08540
karinguns@hunschool.org

I have used your site for many years at a different job. I recently retired from teaching at Pemberton Township High School for 25 years. I am now employed as a teacher at The Hun School of Princeton. Thank you for this excellent resource.

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Tulsi Gurung

Lower Secondary School Teacher
Science
Phuentsholing LSS
Chhukha, Bhutan
tulsigurung80@yahoo.com

I learned about case studies from a friend. I love to make my students write a hypothesis about the topic to make them think creatively.

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Jeremy Hackett

Assistant Professor
Biology Department
Camosun College
Victoria, British Columbia, Canada
hackettj@camosun.bc.ca

I am new to case studies but look forward to using them in class.

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Lisa D. Hager

Associate Professor
Psychology Department
Spring Hill College
Mobile, Alabama 36608
lhager@shc.edu

I’m trying to use and develop cases to fit into those areas that I think are more difficult or less interesting for students, such as research methods, the complexity of human behavior, and the history of psychology.

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Rodney Hagley

Lecturer
Department of Biology and Marine Biology
University of North Carolina-Wilmington
Wilmington, North Carolina 28403-5915
hagleyr@uncw.edu

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Bryan Hains

Assistant Professor of Agricultural Education
Department of Community and Leadership Development
University of Kentucky
Lexington, Kentucky 40546-0215
bryan.hains@uky.edu

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Dawn Hains

Independent Educational Consultant

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Lindsay Hall

GATE Middle School Teacher
Science Department
Odyssey Middle School
San Mateo, California 94402
lindsay@odysseyms.org

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Timothy Hall

High School Teacher
Science Department
Nipmuc Regional High School
Upton, Masschusetts 01568
thall@mursd.org

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Mary Halsall

Adjunct Professor
Science Department
Mariemont High School
Cincinnati, Ohio 45227
mhalsall@mariemontschools.org

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Malai Haniti Sh. Abd. Hamid

Instructor
Faculty of Science
Universiti Brunei Darussalam
Jalan Tungku Link, Gadong, BE 1410
haniti.hamid@ubd.edu.bn

The case study method is new for me. This is the first time I've used this website and I'm happy you have some examples for Organic Chemistry, which is usually difficult to find over the internet, and I am very interested to use some of them in my teaching.

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Janis Hammer

Associate Director / Professor of Animal Science
Animal Science
Animal Behavior Institute
Durham, North Carolina 27705
support@animaledu.com

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Samantha Hammon

High School Teacher
Science
Moore High School
Moore, Oklahoma 73160
samanthahammon@mooreschools.com

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Karen Hammond

High School Teacher
Science
George Walton Academy
Monroe, Georgia 30655
khammond@gwa.com

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Paul A. Hammond

Horticulture Department
Purdue University
West Lafayette, Indiana 47907

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Emily Handley

High School Teacher
Biology
Trinity Colligiate School
Darlington, South Carolina 29532
EHandley@tcstitans.org

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Ron Hanestad

High School Teacher
Science
Prairie Farm High School
Prairie Farm, Wisconsin 54762
hanestad@prairiefarm.k12.wi.us

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Erin Hanley

High School Teacher
Oakland Technical High School
Oakland, California 94611
erin.hanley@ousd.k12.ca.us

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Kristina Hannam

Associate Professor
Department of Biology
SUNY Geneseo
Geneseo, New York 14454
hannam@geneseo.edu

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Shakura Haqque

High School Teacher
Science Department
Lincoln Park High School
Chicago, Illinois 60614
sbhaqque@gmail.com

Case studies fit into my teaching philosophy by providing students with a chance to use critical thinking while putting the information they use in freshman high school biology into a context of a real life situation.

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Edith Hardcastle

Associate Professor
Biology Department
University of Southern Indiana
Evansville, Indiana 47712
elhardcast@usi.edu

I am on a departmental committee to investigate the improvement of our introductory biology sequence for majors. We are currently exploring the possible use of peer-led workshops in lieu of one-hour of lecture or possibly laboratory.

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Tammy Hardin

High School Teacher
Biology Department
Colfax Junior/Senior High
Colfax, Washington 99111
MrsHBiology@gmail.com

The idea of teaching with case studies was brought up at a conference on high school science I attended last Fall. As a new interactive approach to biology I intend to use case studies to supplement the lesson plan.

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Arjan Harjani

High School Teacher / Science Department Chair
Science and Medical Focus Program
Providence High School
Burbank, California 91505
arjan.harjanimd@providencehigh.org

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Lucinda Harms

Instructor
Clinical and Administrative Pharmacy
University of Iowa
Iowa City, Iowa 52242
lucinda-harms@uiowa.edu

We use PBL in our pharmacy practice lab. We are expanding the use of "group learning" techniques to include pharmacy math and compounding of pharmaceutical dosage forms.

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Elizabeth Harper

Adjunct Professor
Program in Oriental Medicine
School of Health Sciences
Touro College
New York, New York 10010-4202
eh403@nyu.edu

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Gerald Harper

High School Teacher
Science
J.A. Fair High School
Little Rock, Arkansas 72210
gerald.harper@lrsd.org

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Lindy Harrell

Adjunct Professor
Allied Health
Southwest Georgia Technical College
Thomasville, Georgia 31792
sailhart72@gmail.com

Most of my students will be entering the field of nursing. Case studies are incredibly useful when learning anatomy and physiology in terms of relevance.

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Trista Harris

High School Teacher
Biology
Providence High School
Charlotte, North Carolina 28270
tristal.harris@cms.k12.nc.us

I went to a conference this past weekend that mentioned how great your case studies were. I am looking for real-life examples of what we are learning in Biology to show my students that what they are learning now is and will be relevant to their live

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Cheryl Hart

High School Teacher
Science Department
South Caldwell High School
Hudson, North Carolina 28645
chart@caldwellschools.com

I would like to encourage my students to think more globally. I want to encourage them to see the world around them in more than just a textbook. I was in the medical field prior to teaching and think that case studies bring reality to our studies.

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Monica E. Hartmann

Associate Professor
Economics Department
University of St. Thomas
St. Paul, Minnesota 55105
mehartmann@stthomas.edu

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Cynthia Hatcher

Assistant Professor
Department of Nursing Education
Coastal Bend College - Alice Campus
Alice, Texas 783327
cxh03880@hotmail.com

I use cases in my classes to enhance students’ abilities to think critically. I find they are also useful in getting students to do research beyond the text. I am always looking for new interesting cases and how other instructors are using them.

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Charles Hathaway

Assistant Professor
College of Nursing and Health Professions
University of Southern Indiana
Evansville, Indiana 47712
cfhathaway@usi.edu

I am instructing advanced nursing students in advance pathophysiology. The case study method is a valuable mechanism for bringing the information together in a practical and applicable use.

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Kristen N. Hausmann

Department of Biology
Coastal Carolina University
Conway, South Carolina 29528-6054
knwhitin@coastal.edu

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Jennifer Haut

High School Teacher
Science
Merrill F. West High School
Tracy, California 95376
jhaut@tusd.net

I am interested in using more case studies to increase the inquiry level of activities in the class.

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Marilyn Havlik

High School Teacher
Science Department
Walter Payton College Prep High School
Chicago, Illinois 60610
mkhavlik@cps.edu

Case studies personalize the concept so that the student becomes involved with the individuals portrayed in the case.

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Susanne Hay

Adjunct Professor
Science and Health
Philadelphia University
Philadelphia, Pennsylvania 19144-5497
susannehay@gmail.com

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Marla Hayes

High School Teacher
Science
McKeesport High School
McKeesport, Pennsylvania 15132
mhayes@mckasd.net

There has been a big push for inquiry based teaching and using problem solving skills. Case studies would be perfect for discussion within the biology and environment courses.

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Jennifer Hayes-Klosteridis

Director
Student Success Program
University of Maryland School of Nursing
Baltimore, Maryland 21201
klosteridis@son.umaryland.edu

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J. Russell Hayman

Associate Professor
Biological Sciences
East Tennessee State University Quillen College of Medicine
Johnson City, Tennessee 37614
hayman@etsu.edu

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Isabel Lopez Healy

High School Teacher
Science
Gulliver Montgomery Dr. Campus
lopei@gulliverschools.org

I am introducing the idea of problem based learning to my students. Your site offers great ideas. There is a need to raise awareness and interest to the science field. The problem based learning model offers students the opportunity to use critical thinking skills.

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Wendy Heck-Grillo

Assistant Professor
Department of Biology
North Carolina Central University
Durham, North Carolina 27707
wheck@nccu.edu

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Ali Heidari

Assistant Professor
Business Administration
University of Tehran
Aheidary@ut.ac.ir

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Merle Heidemann

Academic Specialist
Department of Geological Sciences and Center for Integrative Studies - General Science
Michigan State University
East Lansing, Michigan 48824
heidema2@msu.edu

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Cheryl A. Heinz

Assistant Professor
Department of Biology
Benedictine University
Lisle, Illinois 60532
cheinz@ben.edu

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Susanna Heinze

Professor
Biology Department
Skagit Valley College
Susanna.Heinze@Skagit.edu

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Shannon Helfinstine

Instructor
General Education
Aultman College of Nursing and Health Sciences
Canton, Ohio 44710-1799
shelfinstine@aultman.com

I am a new instructor and am looking to incorporate case studies into my lectures for a nursing microbiology course.

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Rebecca Helgesen

Minnesota Pollution Control Agency

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Waynette Helms

High School Teacher
Science Department
Lassiter High School
Marietta, Georgia 30066
waynette.helms@cobbk12.org

I would like to incorporate more case studies in my classroom. To actually put the learned material into action is much more effective than dry learning. They also increase a student's ability to read and analyze scientific content.

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Jason Hemgesberg

High School Teacher
Chesaning High School
Chesaning, Michigan 48616
jhemgesb@chesaning.k12.mi.us

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Christine Henderson

Instructor
Behavioral Sciences
SUNY Orange
Newburgh, New York 12550
christine.henderson@sunyorange.edu

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Richard Hendrix

Associate Professor
Science Department
Borough of Manhattan Community College / City University of New York
New York, New York 10007
rhendrix@bmcc.cuny.edu

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Kim Henige

Assistant Professor
Kinesiology
California State University Northridge
Northridge, California 91330-8287
kim.henige@csun.edu

I do not have any prior experience with case studies. I would like to learn more and eventually incorporate them into my courses.

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Tonya Henke

High School Teacher
Bearden High School
Knoxville, Tennessee 37919
tonya.henke@knoxschools.org

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Ann Henninger

Professor
Biology Department
Wartburg College
Waverly, Iowa 50677
ann.henninger@wartburg.edu

I've always tried to make course material relevant to students' lives. Cases help students to practice applying the information they are learning and thus, understand and remember it better.

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Bettye Sue Hennington

Professor
Biology Department
Tougaloo College
Tougaloo, Mississippi 39174
bhennington@tougaloo.edu

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Philip Herndon

High School Teacher
Science - Biology
Millbrook High School
Raleigh, North Carolina 27615
pherndon@wcpss.net

Our state is mandating that we add literacy to science classes.

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Clyde Freeman Herreid

Professor
Department of Biological Sciences
University at Buffalo
Buffalo, New York 14260
herreid@buffalo.edu

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Aimee Hershey

High School Teacher
Science Department
The Ursuline School of New Rochelle
New Rochelle, New York 10804
hersheya@ursulinenewrohelle.org

I want to change my teaching methods to steer away from lecture and memorization to help my students think at a higher level and use their research skills.

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Laurel Hester

Assistant Professor
Division of Natural Sciences, Math & Physical Education
Keuka College
Keuka Park, New York 14478
lhester@keuka.edu

I like to use lots of active learning techniques, and have enjoyed using occasional case studies in the past.

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Denise Hewitt

Adjunct Professor
Biology Department
County College of Morris
Randolph, New Jersey 07869-2086
dhewitt@ccm.edu

To increase student participation in the classroom, and as an alternative to lectures.

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James A. Hewlett

Professor of Biology / Coordinator of Biotechnology
Science and Technology Department
Finger Lakes Community College
Canandaigua, New York 14424
hewletja@flcc.edu

I use cases in my anatomy & physiology, introductory cell biology, and general biology courses. I also use Peer Led Team Learning (PLTL) where groups of students work on a series of cases throughout an entire semester.

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Caroline Hickerson

High School Teacher
South High School
Cheyenne, Wyoming 82007
hickersonc@laramie1.org

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Jenn Hicks

High School Teacher
Science Department
Georgetown District High School
Georgetown, Ontario L7G 3Z5 Canada
hicksje@hdsb.ca

I am interested in case studies as a tool for recognizing/diagnosing health related conditions, group work, discussion, ethics.

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Martha Hicks

High School Teacher
Biology Department
Maggie Walker Governors School
Richmond, Virginia 23220
mhicks@gsgis.k12.va.us

I would like to incorporate the case studies into my AP Biology curriculum. The format for AP Bio is changing this year to be more inquiry-based and the case studies will help with that change.

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Julia Higby

High School Teacher
Science
Voyager Academy High School
Durham, North Carolina 27704
higbynjk@gmail.com

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Nicola High

Associate Professor
Life Sciences
University of Manchester
Manchester, England
Nicky.High@manchester.ac.uk

Case studies are a great resource for tutorial teaching. I also use a case study as an assessed piece of work in my lecture units.

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Arla G. Hile

Instructor
Biology
Willow International Center of Reedley College
Fresno, California 93730
arla.hile@scccd.edu

I would like to use case studies as examples in the classroom.

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Brent J.F. Hill

Assistant Professor
Biology Department
University of Central Arkansas
Conway, Arkansas 72035
bhill@uca.edu

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Glenda Hill

Instructor
Biology
El Paso Community College / Valle Verde Campus
El Paso, Texas 79998
glendaH@epcc.edu

I use brief case studies in my A&P classes.

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Gretchen Hill

Professor
Department of Animal Science
Michigan State University
East Lansing, Michigan 48824
hillgre@msu.edu

My goal is to develop cases to use in the animal science courses I teach.

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Kimberly K. Hill

High School Teacher
Biology
Niceville High School
Niceville, Florida 32578
hillk@mail.okaloosa.k12.fl.us

I would like to use case studies to reinforce curriculum and biology content.

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Jeff Hillaby

High School Teacher
Biology
Jasper Place High School
Edmonton, Alberta, Canada
Jeff.Hillaby@epsb.ca

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Colleen Hitchcock

Adjunct Professor
Department of Biology
Boston College
Chestnut Hill, Massachusetts 02467
hitchco@bc.edu

I am interested in using case studies to engage students in active learning.

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Linda Hobart

Professor of Physical Science
Science and Technology Department
Finger Lakes Community College
Canandaigua, New York 14424
hobartll@flcc.edu

I use case studies in my introductory and freshman chemistry classes. I like to use cases to offer more real life experiences in chemistry topics.

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Kelly Hobbins

High School Teacher
Science / Biology
Pittsford Central School District
Pittsford, New York 14534
Kelly_Hobbins@pittsford.monroe.edu

I will be using case studies to engage my Anatomy and Living Environment students in the process of using their scientific knowledge.

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Krista Hoekstra

Dean
Nursing and Allied Health
Pine Technical College
Pine City, Minnesota 55063
hoekstrak@pinetech.edu

Case studies are the perfect example of empowering students to dive into the material and to grasp the necessary components to be able to move forward. This is why we use case studies more often than any other learning material.

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William J. Hoese

Faculty
Biological Sciences
California State University Fullerton
Fullerton, California 92834-9480
bhoese@fullerton.edu

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Victoria Hoff

High School Teacher
Science
Millbrook High School
Raleigh, North Carolina 27615
vhoff@wcpss.net

Our state is mandating that we use literacy in science and these case studies are a good resource.

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Thomas Elliott Hoffeditz

High School Teacher
Science Department
Antioch Communitty High School
Antioch, Illinois 60002
ehoffeditz@sequoits.com

I want my students to apply the information from class to new situations.

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Liz Holland

High School Teacher
Science
Episcopal High School
Baton Rouge, Lousiana 70816
hollande@ehsbr.org

I want to make my students think critically when approaching problems. I like the way these case studies work with traditionally boring subjects in a more up-to-date fashion.

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Christopher Hollister

Associate Librarian / Education Liaison
University Libraries
University at Buffalo
Buffalo, New York 14260
cvh2@buffalo.edu

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Alicia Holloway

High School Teacher
Human Anatomy and Physiology
White Station High School
Memphis, Tennessee 38117
hollowayad@mcsk12.net

In order to make my class more applicable to real life, I would like to use case studies to provide examples of real-life instances that students can analyze while using the skills that they have learned in class.

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Kathy Holohan

High School Teacher
Science
Pope John Paul II High School
Royersford, Pennsylvania 19468
kholohan@pjphs.org

Many of my students want to be nurses; I think they should have as much clinical application as possible.

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Georgina Holt

Director of Science / High School Teacher
Science
The Weald School
Billingshurst, West Sussex, England RH14 9RY
gholt@theweald.org.uk

Little experience at present but very keen to develop this as a teaching tool in the department.

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Susan Holt

Curriculum Developer
Life Sciences Learning Center
University of Rochester
Rochester, New York
sholtbmn@aol.com

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Julie Hood

Associate Professor / Program Director, Dietary Managers' Program
Science, Allied Health, and Culinary Departments
Central Oregon Community College
Bend, Oregon 97701
jhood@cocc.edu

I use cases in my A&P and nutrition courses. Students respond well to this type of approach. They especially like story lines that use the same characters from case to case throughout the term.

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Michael D. Hood

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Emily Hoover

Professor
Department of Horticultural Science
University of Minnesota
St. Paul, Minnesota 55108
hoove001@umn.edu

I use cases to enhance learning in horticulture courses, specifically plant propagation and fruit production. I also use cases to emphasize teaching practices and their impact on student learning with graduate students.

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Kristine N. Hopfensperger

Assistant Professor
Department of Biological Sciences
Northern Kentucky University
Highland Heights, Kentucky 40199
hopfenspek1@nku.edu

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Theresa Hornstein

Instructor
Biology Department
Lake Superior College
Duluth, Minnesota 55811
t.hornstein@lsc.mnscu.edu

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Brandon Horvath

Assistant Professor
Department of Plant Sciences
University of Tennessee
Knoxville, Tennessee 37996
bhorvath@utk.edu

We use case studies in our instruction to help students build knowledge that draws from a variety of coursework they've already had. This course requires higher order thinking, and problem solving skills.

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Thomas Horvath

Associate Professor
Biology Department
SUNY College at Oneonta
Oneonta, New York 13820
horvattg@oneonta.edu

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Herbert House

Emeritus Professor
Biology Department
Elon University
Elon, North Carolina 27244
househ@elon.edu

---

Arzella Howard

Associate Professor
Allied Health / Nursing
Hazard Community and Technical College
Hazard, Kentucky 41701
ahoward0104@kctcs.edu

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Christie Howard

Professor
Department of Biochemistry and Molecular Biology
University of Nevada Reno
Reno, Nevada 89509
cjhoward@cabnr.unr.edu

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David R. Howard

Professor
Department of Biology
University of Wisconsin-La Crosse
La Crosse, Wisconsin 54601
howard.davi@uwlax.edu

I teach a case-based health and wellness course that is part of the general education program at my university. I also use shorter cases to teach introductory biology and an upper-level cell biology course.

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Rebecca Howell

High School Teacher
Public Health and Advanced Medical Studies
White Knoll High School
Lexington, South Carolina 29073
rahowell@lexington1.net

We are starting a new Center for Public Health and Advanced Medical Students for high school students interested in pursuing advanced medical degrees. We want to incorporate as many case studies and other types of authentic assessment as possible.

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Sarah K. Huber

Research Assistant Professor of Biology and Marine Science
Department of Fisheries Science
The College of William & Mary
Gloucester Point, Virginia 23061-1346
skhuber@wm.edu

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Michael S. Hudecki

Research Professor Emeritus
Department of Biological Sciences
University at Buffalo
Buffalo, New York 14260
hudecki@buffalo.edu

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Debbie Huerta

Head
Cooley Science Library
Colgate University
Hamilton, New York 13346
dhuerta@mail.colgate.edu

I'm interested in collaborative teaching with science faculty. We have a program that encourages faculty to work with librarians to design innovative projects for 1st-Year Seminars. Cases are a dynamic way to introduce library research to these students.

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Angela Hunter

High School Teacher
Life Science
East Mills High School
Malvern, Iowa 51551
ahunter@malvernschools.org

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Charles Hunter

Professor
Biology Department
Southwestern College
Winfield, Kansas 67156
Charles.Hunter@sckans.edu

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Scott Husband

Assistant Professor
Psychology Department
The University of Tampa
Tampa, Florida 33606
shusband@ut.edu

I often teach biopsychology and neuroscience through the classic case studies that are very familiar (Phineas Gage, for example). I want to incorporate more unique "puzzles" in class to motivate students and have them apply their knowledge.

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Robert J. Huskey

Professor Emeritus
Biology Department
University of Virginia
Charlottesville, Virginia 22904

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Jackie Hutcherson

Adjunct Professor
Bioclinical Sciences
Ozark Technical Community College
Springfield, Missouri 65802
hutcherj@otc.edu

I would like to use case studies to help the students tie background information into practical experiences in real life.

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Jessica Hutchison

Adjunct Instructor
Biological Sciences
Alfred State University
Alfred, New York 14802
HutchiJM@alfredstate.edu

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Chikomo Innocent

High School Teacher
Life Sciences / Biology
The King's Court
Limpopo, South Africa
ichikomo@gmail.com

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Anita Intorre

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Teresa Ippolito

High School Teacher
Science Department
Freedom High School
Tampa, Florida 33647
teresa.ippolito@sdhc.k12.fl.us

I was told about these case studies at the AP Institute and would like to obtain activities to help my students gain critical thinking skills.

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Carmen Irizarry

High School Teacher
Science
Staten Island Technical High School
Staten Island, New York 10306
citech10@yahoo.com

I am looking for a different strategy for gifted 9th graders that addresses the literacy standards. Case studies involve reading and researching the background so the students would be developing skills for self learning.

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Jennifer Isom-Schmidtke

Adjunct Professor
Department of Psychology
California State University, Fresno
Fresno, California 93740
jenisom@csufresno.edu

I am excited to see the case study method for teaching scientific concepts. This method has been used effectively in other non-science disciplines, but rarely in psychology. I am thrilled to have access to collaborative, engaging and applied teaching tools.

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Christina Isong

High School Teacher
Summit High School
Spring Hill, Tennessee 37174
christinai@wcs.edu

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LeLeng To Issacs

Professor
Biological Sciences
Goucher College
Towson, Maryland 21204
leto@goucher.edu

I use cases in my medical microbiology course. Despite the difficulty they often have in solving them, students indicate that they find them interesting, stimulating, and fun.

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Moses Isyagi

Senior Lecturer
Dentistry
Kigali Health Institute
Kigali, Rwanda
isyagim@khi.ac.rw

I want to try this method for teaching and assessment of students.

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India Ivory

Instructor
School of Health Science
Stratford University
Glen Allen, Virginia 23060
iivory@stratford.edu

I would like to use the case studies to stimulate a discussion board blog for my students.

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Odianosen Iyamabo

High School Teacher
Science Department
Appleby College
Oakville, Ontario, L6K3P1 Canada
oiyamabo@appleby.on.ca

I have only just been introduced to this resource and used one case study in my grade 12 biology class. The response from the students was fantastic. I will like to use this approach in my other classes such as environmental science.

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Deana Jaber

Assistant Professor
Biology and Physical Sciences
Marymount University
Arlington, Virginia 22207
djaber@marymount.edu

I am currently teaching organic and general chemistry and would like to learn more about case studies and how they can be incorporated in chemistry classes. Thanks!

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Allison Jablonski

Associate Professor
Biology Department
Lynchburg College
Lynchburg, Virginia 24501
jablonski@lynchburg.edu

I use two to three case studies a semester in my upper-level genetics and molecular cell biology courses. They have been well received and the students appear to enjoy them.

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Michael Jabot

Professor
Science Education
SUNY Fredonia
Fredonia, New York 14063
michael.jabot@fredonia.edu

I am very interested in how case studies can be used to help pre-service teachers understand some of the issues involved in students’ acquisition of science knowledge

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V. Patrice Jack

High School Teacher
Science Department
Baldwin High School
Milledgeville, Georgia 31061
vpjack@alltel.net

I am interested in developing and using case study assessment for 9th grade physical science classes. Topics include heat and temperature, energy, work, optics, electricity/magnetism, organic chemistry, and chemical reactions.

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Matthew J. Jacobs

Forensic Science/Human Anatomy Teacher
Science Department
The Norwich Free Academy
Norwich, Connecticut 06360
jacobsm@norwichfreeacademy.com

I use cases in my human anatomy and forensic science courses. They lend themselves to students investigating topics in more detail and give them an opportunity to see the relevance of information they are learning in class.

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Nancy L. Jacobson

Assistant Professor
Biology Department
Ithaca College
Ithaca, New York 14850
jacobson@ithaca.edu

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Sherry James Barefield

High School Teacher
Biology, Anatomy, & Environmental Science
Bearden High School
Bearden, Arkansas 71720
sbarefield@beardenschools.org

I have not used case studies for teaching. I want to use case studies to teach forensic science.

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Sandra Jaramillo

Teaching Assistant
School of Biological Sciences
University of Texas at Austin
Austin, Texas 78712
sjaramillo@austin.utexas.edu

I'm a Teaching Assistant for Dr. K. Sathasivan, an introductory biology professor for UT's Course Transformation Program. We minimize lecturing and maximize in-class and discussion activities, including case studies!

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Sonya Jarrett

High School Teacher
Science
New Smyrna Beach High School
New Smyrna Beach, Florida 32168
Srjarret@volusia.k12.fl.us

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Lalitha S. Jayant

Associate Professor
Science Department
Borough of Manhattan Community College / City University of New York
New York, New York 10007
ljayant@bmcc.cuny.edu

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Michael A. Jeannot

Professor
Department of Chemistry
St. Cloud State University
St. Cloud, Minnesota 56301-4498
mjeannot@stcloudstate.edu

I am using case studies in our non-majors introductory chemistry course as a means of making the connection between science and the everyday world.

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Amanda Jefferson

Lecturer
School of Biomedical Sciences, Department of Human Biology
Curtin University
Perth, Western Australia 6845
amanda.jefferson@curtin.edu.au

I coordinate a first year Human Biology unit and I would like to view case studies that are relatively simple in order to get students to understand what basic requirements are needed to sustain life. I also coordinate a third year Neurophysiology.

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Josephine Jeganathan

High School Teacher
Science
Stockbridge High School
Stockbridge, Georgia 30281
jjeganathan@henry.k12.ga.us

As a teacher who is always open to learning every day in every way to grow into an effective science teacher, I started using the case studies which my colleague (Science chair, Ms. Toliver) shared with us in our Biology team meeting.

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Sherie Jenkins

High School Teacher
Science Department
West Shore Junior / Senior High School
Melbourne, Florida 32935
jenkins.sherie@brevardschools.org

Case studies would be ideal in bringing relevance to the anatomy curriculum.

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Jackie Jennings

High School Teacher
Science
Fort Payne High School
Fort Payne, Alabama 35967
Jjennings@ftpayk12.org

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Maren Jensen

High School Teacher
Science Department
Tampa Bay Technical High School
Tampa, Florida 33610
maren.jensen@sdhc.k12.fl.us

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Parmeet Jodhka

Associate Professor
Biology Department
Tarrant County College - NorthWest Campus
Fort Worth, Texas 76179
parmeet.jodhka@tccd.edu

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Matthew Johll

Professor of Chemistry
Illinois Valley Community College
Oglesby, Illinois 61348
matthew.johll@gmail.com

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Arlene L. Johnson

Associate Professor
Nursing
Coppin State University
Baltimore, Maryland 21216
arjohnson@coppin.edu

I have used your case studies in the past at another institution. The cases were very valuable. I am teaching a health assessment class to Nurse Practitioner students and would like to use the case studies to help them with focused assessments.

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Dan Johnson

Senior Lecturer
Biology Department
Wake Forest University
Winston-Salem, North Carolina 27106
johnsoad@wfu.edu

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Keith A. Johnson

Associate Professor
Department of Biology
Bradley University
Peoria, Illinois 61625
kajohnso@bradley.edu

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Robert Johnson

High School Teacher
Science
Valerie School
Dayton, Ohio 45405
rejohnso@dps.k12.oh.us

I learned about this site at a summer class at Wright State University. I want my kids to be critical thinkers and I think they can get a lot out of these cases.

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Tessa Johnson

High School Teacher
Science Department
Hackley School
Tarrytown, New York 10520
tjohnson@hackleyschool.org

I love learning through case studies and like using the method to teach my weaker biology students. It gets them interested in the subject.

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Robyn Johnson-Bregman

Associate Professor
Nursing
Medical Careers Institute
Virginia Beach, Virginia 23462
rjohnson-bregman@medical.edu

I am a nursing instructor teaching an array of classes from fundamentals, to psych, to pharm, to leadership. I want interactive case studies for my students. I want something more then a high tech simulation, that still lets my students think.

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Joseph A. Johnston

Professor
Counseling Psychology & Psychologist Counseling
University of Missouri
Columbia, Missouri 65211
johnstonj@missouri.edu

I run a teaching renewal program (Wakonse) designed to help good teachers become better. Exposing them to your work with case studies will be quite helpful.

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Camile Jones

High School Teacher
Science Department
Frederick Douglass High School
Atlanta, Georgia 30318
cbjones@atlanta.k12.ga.us

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Christie Jones

High School Teacher
Science
Rockdale Open Campus
Conyers, Georgia 30012
cjones3@rockdale.k12.ga.us

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Eleanor Jones

High School Teacher
Science Department
Academy of the Sacred Heart
Bloomfield Hills, Michigan 48304
ejones@ashmi.org

I want to use case studies in my biology, genetics, and molecular biology classes because I want to introduce more 21st century teaching methods into my curriculum. I think case studies are similar to PBLs and are especially good for the life sciences.

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Frederick Jones

Teaching Support Specialist
Neurobiology and Behavior
Cornell University
Ithaca, New York 14853
faj5@cornell.edu

I am interested in using this method in labs that I am developing. I have not used the method before but want to highlight a lot of participatory activities that will maintain interest even beyond the classroom.

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Janice M. Jones

Clinical Associate Professor
School of Nursing
University at Buffalo
Buffalo, New York 14214
jsylakow@buffalo.edu

I am interested in case studies, structured controversy, concept mapping, concept paths, storytelling, and questions as a method of critical thinking.

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Jeffrey Jones

Instructor
Science
Meade Middle
phreshxx@aol.com

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Rita Jones

High School Teacher
Science
Lincoln Park High School
Chicago, Illinois 60614
RTJONES@cps.edu

The use of case studies will facilitate student learning by capturing the attention and interest of high school students. I hope to use the case studies as instructional tools in my biology classes.

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Carly Jordan

Assistant Academic Professional Lecturer
Life Sciences
University of Wyoming
Laramie, Wyoming 82071
cjorda12@uwyo.edu

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Jordana Jorgensen

High School Teacher
Science Department
Wetaskiwin Composite High School
Wetaskiwin, Alberta, Canada
jorgensenj@wrps.ab.ca

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LeAnn S. Judah

Biology Instructor
Department of Math and Science
Lurleen B. Wallace Community College
Greenville, Alabama 36037
ljudah@lbwcc.edu

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Carla Jungquist

Assistant Professor
School of Nursing
University of Buffalo
Buffalo, New York 14214
CarlaJun@Buffalo.edu

I'm new to case study website and am interested in using this in my teaching.

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Mary Jurney

High School Teacher
Biology / Anatomy / Physiology
Washington Technology Magnet School
St. Paul, Minnesota 55117
mary.jurney@spps.org

I taught PBL at a medical school in Dominica for two years. I saw the amazing way this can lead students to learn things on their own, due to their curiosity and passion. I think it would be a wonderful addition to my anatomy course.

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Emily Kadhim

High School Teacher
Science Department
Quaker Valley High School
Leetsdale, Pennsylvania 15056
kadhime@qvsd.org

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Joan Kahl

High School Teacher
Health Occupations
Delphi Community High School
Delphi, Indiana 46923
kahlj@delphi.k12.in.us

I would like to use the case study method to help my students develop and use critical thinking skills in the health care arena. I have found that students learn and retain more information if they are actively seeking to solve a mystery.

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David Kaplan

High School Teacher
Science Department
Von Steuben
Chicago, Illinois 60625
dbkaplan@cps.edu

I have used case studies before to help students critically think about a particular issue. I find it important to get students to view all issues through multiple lenses before making decisions.

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Ellen Kaschuluk

High School Teacher
Science Department
Auburn High School
Auburn, Massachusetts 01527
ekaschuluk@auburn.k12.ma.us

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Maritza Kasey

High School Teacher
Science Department
Wharton High School
Tampa, Florida 33647
maritza.kasey@sdhc.k12.fl.us

I am interested in acquiring information that can be used in the biology classroom that relates to the events that take place in our everyday life.

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Colleen Kashino

Assistant Professor
Psychology
Daemen College
Amherst, New York 14226
ckashino@daemen.edu

I am always trying to improve my methods (slowly but surely). Cases seem to be a great way to engage learners as well as foster critical thinking. Also like the problem based searches. Thank you.

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Matthew S. Kaufman

Department of Biology
Washington University in St. Louis
St Louis, Missouri 63130

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Brooke Keane

High School Teacher
Science Department
Charlotte Catholic High School
Charlotte, North Carolina 28226
bspiller@charlottecatholic.com

I have used very few case studies before but am looking to add them into my classes in order to promote more inquiry based learning.

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Alaine Keebuagh

Postdoctoral Fellow / Adjunct Professor
Biology Department
Emory University School of Medicine / Georgia Gwinett College
Atlanta, Georgia 30322
accase@emory.edu

I became interested in using case studies as a graduate student Howard Hughes Teaching fellow at Emory University. The use of case studies fits into my teaching philosophy because I want my students to gain analytical thinking skills and not memorization skills.

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Lisa Keith

Assistant Professor
School of Education - Special Education Division
Fresno Pacific University
Fresno, California 93702
Lisa.Keith@fresno.edu

I am using case studies as a methodology with new teacher candidates not only as a way for them to teach to their special education students, but also as a way to use cooperative learning in my own classroom.

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Jennifer Kellar

High School Teacher
Biology
Mt. Vernon-Enola School District
Mt. Vernon, Arkansas 72111
jkellar@facutly.mve.k12.ar.us

I have just stumbled upon this wonderful classroom tool. I am always looking for new ways to engage students.I am a fairly new AP biology teacher, but some of this would be great for pre-AP and even regular biology. This is awesome!! I love it!

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David W. Kelley

Associate Professor and Chair
Department of Geography
University of St. Thomas
St. Paul, Minnesota 55105-1096
dwkelley@stthomas.edu

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Shana Kelley

High School Teacher
Science
Lindbergh Schools
Saint Louis, Missouri 63126
skelley@lindberghschools.ws

I would like to use these activities for my biology courses. I am currently at an AP Biology workshop where several colleagues have rave reviews about this type of teaching!

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Martin Kelly

Assistant Professor of Biology
Department of Mathematics & Natural Sciences
D'Youville College
Buffalo, New York 14201
martink@dyc.edu

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Suzanne Kempke

Professor
Biological Sciences
St. Johns River State College
St. Augustine, Florida 32084
suzannekempke@sjrstate.edu

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June Kendall

High School Teacher
Lakeview Academy
Chicago, Illinois 60613
JKendall86@gmail.com

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Sarah P. Kenick

Assistant Professor
Science and Technology Division
University of New Hampshire
Manchester, New Hampshire 03101
sarah.kenick@unh.edu

I attended the 2007 workshop, and plan to use the case I developed there (with Nancy Aguilar-Roca) in my upcoming biochemistry course this spring. I would like to design more case studies using real examples in green chemistry practice to use in my organic chemistry course. I also am interested in educational research in the area of student attitudes and knowledge acquisition using "green" case studies.

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Christina M. Kennedy

Senior Scientist
Development by Design Program
The Nature Conservancy
Fort Collins, Colorado
ckennedy@tnc.org

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Kathryn Kennedy

High School Teacher
Secondary Science
Prairie Seeds Academy
Brooklyn Park, Minnesota 55428
kennedy.kathrynm@gmail.com

I would like to incorporate more case studies into my curriculum, but also do more activities in which students are working together and building meaning about classroom content.

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Daniel Kermick

Division of Biological and Health Sciences
University at Pittsburgh at Bradford

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Gilmor Keshet

Teacher's Training Department
Hebrew University of Jerusalem
Israel


I use cases when I teach pharmacology in a college, biology in high school, and in gifted students programs.

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Janice Keskula

Associate Professor
Nursing
Mount Wachusett Community College
Gardner, Massachusetts 01440
j_keskula@mwcc.mass.edu

I use case studies in my lectures and in lab scenarios for my nursing students. It is a great way to start discussions and to get students to think critically.

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Selena Kim

Psychology Department
Kalamazoo College
Kalamazoo, Michigan 49006

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Angela King

Instructor
Department of Chemistry
Wake Forest University
Winston-Salem, North Carolina 27109-7486
kingag@wfu.edu

I am interested in using case studies to increase student engagement in chemistry classes.

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Brittany King

High School Teacher
Science Department
Pottsgrove High School
Pottstown, Pennslvania 19464
brra.king@yahoo.com

I would like to implement case studies in my class room as lab work.

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Jasmine King

Chemistry Department
Cuyamaca College
El Cajon, California 92019

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Laura King

Professor
Allied Health / Nursing
Horry-Georgetown Technical College
Myrtle Beach, South Carolina 29526
laura.king@hgtc.edu

I believe that utilizing case studies is the one true way of accessing students critical thinking capabilities.

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Dennis Kingery

Instructor
Biology Department
Metropolitan Community College
Omaha, Nebraska 68103
dkingery@mccneb.edu

I've used short problems for individual study and class discussion for a long time, but since the 2002 Case Studies Workshop at the University at Buffalo I have developed longer cases for group problem-solving.

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Karen Kirk

High School Teacher
Biology
Glenboro School
Glenboro, Manitoba, Canada
kkirk@prspirit.ca

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Kelly C. Kissane

Assistant Professor
Department of Biology
Blinn College
Brenham, Texas 77833
kelly.kissane@blinn.edu

I teach introduction to cell and molecular biology. I was interested in new teaching methods that would help students make connections between cells, genetics and disease. I developed a case study project involving inherited metabolic disorders that I will be using in Spring 2010.

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Jessie W. Klein

Associate Dean of Science
Department of Mathematics and Science
Middlesex Community College
Bedford, Massachusetts 01730
kleinj@middlesex.mass.edu

I use cases in my general biology and botany courses to introduce cooperative learning exercises and to make the course topics more relevant to the students.

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Paula Kleinow

High School Teacher
Science Department
Bloomington High School South
Bloomington, Indiana 47401
pkleinow@mccsc.edu

I teach biomedical sciences courses which are part of the national "Project Lead The Way" curriculum. These courses are project-based and learning is centered around problem-solving. Student-centered learning seems to work best.

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Tatyana Kliorina

Instructor
Biology Department
Trinity University
Washington, DC 20017
kliorinaT@trinitydc.edu

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Barbara Knab

Instructor
Nursing
Trident Technical College
Charleston, South Carolina 29423
rossa.knab@tridenttech.edu

I am looking for high quality case studies that can be used in backwards engineering a case study from a "concept map" in the field of nursing. I read one case study and was interested in seeing more.

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Maureen Knabb

Professor
Department of Biology
West Chester University of Pennsylvania
West Chester, Pennsylvania 19383
mknabb@wcupa.edu

I use cases to provide an engaging story to put content into context. Cases can effectively be incorporated at all levels, from introductory to graduate courses. Students really enjoy learning course material by solving problems using the case study approach.

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Gretchen E. Knapp

Adjunct Professor
Biology Department
Illinois State University
Normal, Illinois 61790-4120
geknapp@ilstu.edu

I became interested in case studies while a graduate student at the University at Buffalo and now use them in teaching general education courses.

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Doug Knutson

Assistant Professor
Family Medicine
The Ohio State University College of Medicine
Columbus, Ohio 43210
knutson.1@osu.edu

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Monika I. Konaklieva

Associate Professor
Department of Chemistry
American University
Washington, DC 20016-8014
mkonak@american.edu

Most students view organic chemistry as an abstract discipline. Creating scenarios where they have to propose solutions to a problem they might encounter in their lives can help engage them. I use cases in my sophomore organic lab and students enjoy them.

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Erica F. Kosal

Associate Professor
Department of Biology
North Carolina Wesleyan College
Rocky Mount, North Carolina 27804
ekosal@ncwc.edu

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Kim Kostka

Professor
Chemistry Department
University of Wisconsin-Rock County
Janesville, Wisconsin 53546
kkostka@uwc.edu

I am interested in case studies in general chemistry, non-majors chemistry, and inorganic chemistry.

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Marianne Kot

Adjunct Professor
Science Department
University of Phoenix
Las Vegas, Nevada
mkkot@email.phoenix.edu

I have been a biology, chemistry, biotechnology and environmental science teacher for 39 years. I have used case studies in all these classes and in teacher education classes when I was teaching people to become science teachers. Best strategy ever.

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Jessica Kotke

Biology Department
University of Wisconsin-Stout
Menomonie, Wisconsin 54751

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Youssef Kousa

Doctoral Candidate
Department of Biochemstry & Molecular Biology
Michigan State University
East Lansing, Michigan 48824
kousayou@msu.edu

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Mike Krabath

High School Teacher
Nathan Hale High School
West Allis, Wisconsin 53227
mk58566@teachers.wawm.k12.wi.us

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David A. Krauss

Assistant Professor
Department of Science
Borough of Manhattan Community College / City University of New York
New York, New York 10007
dkrauss@bmcc.cuny.edu

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Jacqueline Krikorian

Adjunct Professor
Science / Biology
Gateway High School at Homewood Center
Ellicott City, Maryland 21042
Jacqueline_Krikorian@hcpss.org

I emphasize real-life and real-world connections in my teaching and wish to begin modules from a case study. I teach at an alternative high school and my students do not do well with conventional strategies. I am developing a full case-study based A&P course. I also plan to use a few cases in biology.

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Rick A. Kron

High School Teacher / Department Chair
Science Department
Soldan International Studies High School
St. Louis, Missouri 63108
rick.kron@slps.org

I am brand new to the case study method. Others have told me it is a great program and really initiates critical thinking on the part of students. I am looking forward to utilizing it in my classes.

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Alison Krufka

Assistant Professor
Department of Biological Sciences
Rowan University
Glassboro, New Jersey 08028
krufka@rowan.edu

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Wirginia Krzysciak

Adjunct Professor
Department of Medical Diagnostics
Jagiellonian University Medical College
Krakow, Poland
wirginiakrzysciak@cm-uj.krakow.pl

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Andrew Kuehner

High School Teacher
Science
Colonel Zadok Magruder High School
Rockville, Maryland 20855
Andrew_W_Kuehner@mcpsmd.org

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Mark L. Kuhlmann

Associate Professor
Department of Biology
Hartwick College
Oneonta, New York 13820
kuhlmannm@hartwick.edu

I use case studies in introductory biology as well as ecology courses at several levels (non-majors to upper-division). Cases get students to think of their own scientific questions and how to answer them; give them practice in interpreting data and drawing conclusions; and motivate them to learn and apply general concepts to a specific situation, question, or problem.

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Suzanne Kunicki

Professor
Biology
Dawson College
Westmount, Quebec , Canada H3Z 1A4
skunicki@dawsoncollege.qc.ca

I am part of a group of teachers who are working towards the development of active learning in the sciences at our school. This includes developing active learning classrooms and activities that the teachers can use.

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Dan Kurkiewicz

High School Teacher
Montevideo Senior High
Montevideo, Minnesota 56265
dkurk@monte.k12.mn.us

I will use case studies to make content more relevant and captivating for students who don't always see a connection between what they learn in science and their everyday lives. I plan to both introduce topics and reinforce important content.

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Rhonda J. Kuykindoll

Associate Professor
Division of Science and Math / Dept. of Biology
Rust College
Holly Springs, Mississippi 38635
rkuykindoll@rustcollege.edu

I plan to use case studies in my genetics course to promote critical thinking and paired student learning.

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Toni Lafferty

High School Teacher
Science Department
C.H. Yoe High School
Cameron, Texas 76520
tlafferty@cameronisd.net

---

Mike Lago

High School Teacher
Science
Newtown High School
Sandy Hook, Connecticut 06482
mlago091@gmail.com

---

Christine A. Lai

Assistant Professor
Business Department
Buffalo State College
Buffalo, New York 14226
laica@buffalostate.edu

---

Summer Lail

High School Teacher
Science
East Burke High School
Connelly Springs, North Carolina 28612
sesmith@burke.k12.nc.us

I enjoy using case studies in my biology class to help students get familiar with disease and medical technology.

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Tim Lair

High School Teacher
Science Department
Lincoln County High School
Stanford, Kentucky 40484
tim.lair@lincoln.kyschools.us

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Dagmar Lambert

High School Teacher
Special Education
Piney Ridge Center
Waynesville, Missouri 65583
dlambert@waynesville.k12.mo.us

---

Jalene M. LaMontagne

Assistant Professor
Department of Biological Science
DePaul University
Chicago, Illinois 60657
jlamont1@depaul.edu

---

Rachael A. Lancor

Teaching Assistant
Department of Physics
University of Wisconsin—Madison
Madison, Wisconsin 53706
rlancor@wisc.edu

---

Theresa Landon

High School Teacher
Science
Antelope High School
Antelope, California 95843
tlandon@rjuhsd.us

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Iona Lane

High School Teacher
Science Department
Emirates International School Meadows
Dubai, United Arab Emirates
ionalane1980@gmail.com

I am currently teaching IB Environmental Systems and Societies and have a need for case studies to support the learning of the students.

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Eric Lang

High School Teacher
Science Department
Freedom High
Orlando, Florida 32837
eric.lang@ocps.net

---

Michael S. Langan

Assistant Professor
General Internal Medicine
The Ohio State University College of Medicine
Columbus, Ohio 43221
Michael.langan@osumc.edu

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David Langley

Director
Center for Teaching and Learning
University of Minnesota
Minneapolis, Minnesota 55455
langl029@umn.edu

I am providing a three-day seminar on case-based teaching at the University this summer. The attendees are from Africa and have a vet med background, hence the note above to get access to cases based on veterinary medicine.

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Blair Lanier

High School Teacher
Ecole D'Humanite
CH-6085 Hasliberg Goldern Switzerland
blair.lanier@gmail.com

Responsible teaching requires us to expose students to issues in our world and help them to develop the skills needed to understand, address, and affect those issues intellectually, tangibly, and proactively. Case studies provide the means to do so.

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Tom Lankenau

High School Teacher
Science Department
Gonzaga Preparatory School
Spokane, Washington 99207
tlankenau@gprep.com

I heard about your site at an AP En Ed conference. I am interested in using the cases for classes, especially discussion and analysis. thank you.

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Deanna Lankford

Adjunct Professor
Office of Science Outreach
University of Missouri
Columbia, Missouri 65211
lankfordd@missouri.edu

I was a high school biology teacher for 24 years. I completed a PhD in Science Education at the University of Missouri in 2010. My interest is in engaging students and teachers in inquiry-based investigations into science topics.

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Sylviane L. Lantin

College Teacher
Biology Department
Cégep de l'Outaouais / Campus Gabrielle-Roy
Québec, Canada J8Y 6M4
sylviane.lantin@cegepoutaouais.qc.ca

With my colleague, we have prepared a new course: Neurosciences, hormones et sexualité (in French, we are located in Quebec). Someone recommended strongly that we use your material. We would like to see if we can integrate it.

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Juliette Lantz

Associate Professor
Chemistry Department
Drew University
Madison, New Jersey 07940
jlantz@drew.edu

I lead a consortium of chemists developing novel Process Oriented Guided Inquiry Learning materials for analytical chemistry classes. The approach helps students develop critical thinking and data analysis, problem solving, and communication skills.

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Karen LaPorte

High School Teacher / Chemistry
Science Department
South Side High School
Rockville Centre, New York 11570
klaporte@rvcschools.org

I would like to use the case studies to develop scientific literacy in my classroom. Students have difficulty reading and comprehending publications that deal with science.

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Randolph K. Larsen, III

Assistant Professor
Department of Chemistry and Biochemistry
St. Mary’s College of Maryland
St. Mary’s City, Maryland 20686
rklarsen@smcm.edu

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Renee Larson

Honors Student
Biology Department
Canisius College
Buffalo, New York

---

Axel Larson III

High School Teacher
Science
Revere High School
Revere, Massachusetts 02151
alarson@revere.mec.edu

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Meredith Latchaw

High School Teacher
Science Department
Grandview High School
Aurora, Colorado 80016
mlatchaw@cherrycreekschools.org

I am interested in any case study in regards to environmental sciences for the APES class that I teach.

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Sandra M. Latourelle

Lecturer
Biological Sciences
SUNY Plattsburgh
Plattsburgh, New York 12901
latours@plattsburgh.edu

I find that case studies very strongly promote critical thinking, something all of us need for 21st-century living. I have been using case studies for several years, but recently have written two online courses revolving around cases from the University at Buffalo's National Center for Case Study Teaching in Science.

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Chanel Laughlin

High School Teacher
Science
Bonanza High School
Las Vegas, Nevada 89146
cllaughlin@interact.ccsd.net

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Anne Marie Lavelle

High School Teacher
Science
St. Edward High School
Lakewood, Ohio 44107
amlavelle@sehs.net

I am interested in combining the case study method with general inquiry based laboratory assignments. I am new to the case study method and think cases are an excellent way to motivate science and non-science students.

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Beth Lawrence

Assistant Professor
Environmental Science
DePaul University
Chicago, Illinois 60660
balawrence2@gmail.com

I am committed to active learning and as a new faculty member am interested in learning about different methods of improving student learning and effective teaching in the environmental sciences.

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Robert Leaf

Doctoral Candidate
Fisheries and Wildlife Sciences Department
Virginia Tech
Blacksburg, Virginia 24060
rleaf@vt.edu

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Marian Leal

Instructor
Biology Department
Sacred Heart University
Fairfield, Connecticut 06825
lealm@sacredheart.edu

I am tired of using PowerPoints and find that students are bored with them too. I am looking for ways to teach better in class and online.

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Celeste A. Leander

Instructor
Department of Biology & Zoology
The University of British Columbia
Vancouver, British Columbia, Canada V6T 1Z4
cleander@interchange.ubc.ca

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Laurie LeBlanc

Instructor
Chemistry Department
Cuyamaca College
El Cajon, California 92019
laurie.leblanc@gcccd.edu

I am interested in developing cases that integrate other disciplines into my general chemistry laboratory. I have done several of these with biology in the area of forensic science. I would be interested in collaborating with others who like this idea.

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Roger LeBlanc

High School Teacher
Science / Biology
Mountain Pointe High School
Phoenix, Arizona 85044
rleblanc@tuhsd.k12az.us

I would like to change the format of my teaching. I use a modified form of case study now in my teaching. A teacher at our school explained case study to our department.

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Charles A. Lee

High School Teacher
Science Department
Trigg County High School
Cadiz, Kentucky 42211
charles.lee@trigg.kyschools.us

I will use these case studies to apply concepts to real world experiences in AP Environmental Science, Physics, and Physical Science.

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Devon Marie Lee

High School Teacher
Science Department
Claudia Taylor Johnson High School
San Antonio, Texas 78259
dlee@neisd.net

As a high school teacher, I have always felt that students need to receive relevant and pertinent material in science (actually in any course) for the material to become meaningful. It is experiential learning.

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Karen T. Lee

Associate Professor
Department of Biology
Univeristy at Pittsburgh at Johnstown
Johnstown, Pennsylvania 15904
ktlee@pitt.edu

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Kevin Lee

Assistant Professor
Department of Biological Sciences
University of Wisconsin-Waukesha
Waukesha, Wisconsin 53186
klee@uwc.edu

I feel that case histories can be used not only to draw out students' opinions, but also to make them realize that there are other valid points of view. Students are more motivated when they are actively involved in their learning.

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Mark E. Lee

Associate Professor
Biology Department
Spelman College
Atlanta, Georgia 30314
marklee@spelman.edu

Our biology curriculum uses case studies to introduce students to evolution, ecology, and biodiversity. I would like to use cell-based studies in our cell biology class and biochemistry-related studies in our biological chemistry elective.

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Mary Anne Lee

Teaching Paraprofessional
Esko High School
Esko, Minnesota 55720
mlee@esko.k12.mn.us

I am always looking for ways to support the high school students I assist, and feel your site could be of great help to me!

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Richard E. Lee, Jr.

Distinguished Professor
Department of Zoology
Miami University
Oxford, Ohio 45056
leere@muohio.edu

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Emily Lefstad

High School Teacher
Science and Math
International School of Communications
Marysville, Washington 98270
emily_lefstad@msvl.k12.wa.us

I've never used case studies before but a fellow teacher recommended your case study on the "blue people" of Kentucky. I'd like to explore the available material on your site to see how I can integrate it into the curriculum.

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Caroline Lehman

High School Teacher
Science Department
Head Royce School
Oakland, California 94602
clehman@headroyce.org

I'm interested in developing materials for high school chemistry students. I use available POGIL (http://www.pogil.org) materials. This seems like a natural extension. Is there anyone who would like to collaborate?

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Gavin Lehr

High School Teacher
Biology
Sahuarita High School
Sahuarita, Arizona 85629
glehr@sahuarita.net

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Melissa P. Lemons

Assistant Professor
Psychology
University of Maryland University College Europe
69126 Heidelberg, Germany
mlemons@faculty.ed.umuc.edu

I teach non-traditional adult learners who prefer practical, real-world applications of scientific knowledge. Case studies allow me to introduce complex psychological concepts while helping my students to understand everyday applications and implications of scientific research.

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Paula P. Lemons

Assistant Professor
Division of Biological Sciences
University of Georgia
Athens, Georgia 30602
plemons@uga.edu

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Mary Lent

High School Teacher
Science
Cheshire High School
Cheshire, Connecticut 06410
mlent@cheshire.k12.ct.us

I am teaching junior/senior elective classes this year on catastrophic geologic events and environmental science. Case studies will add to the depth of these classes with real world applications.

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Maureen Leonard

Assistant Professor
Sciences Department
Mount Mary College
Milwaukee, Wisconsin 53222
leonardm@mtmary.edu

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Stacey Lettini

Assistant Professor
Natural and Computational Sciences
Gwynedd-Mercy College
Gwynedd Valley, Pennsylvania 19437
lettini.s@gmc.edu

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Lok C. Lew Yan Voon

Professor
Department of Physics
Wright State University
Dayton, Ohio 45435
lok.lewyanvoon@wright.edu

I am interested in developing case studies across the physics curriculum. While real-life problems and stories abound, case study teaching represents an opposite approach to conventional teaching in the hard sciences.

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Jamesia Lewis

High School Teacher
Science Department
Central High School
Tuscaloosa, Alabama 35401
jlewis@tusc.k12.al.us

I am currently teaching Pre-AP biology and I would like for my students to conduct research. My students are eager to learn and I am excited to help! Any additional resources will be excellent!

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Allison Liang

High School Teacher
Science
Oak Grove High School
San Jose, California 95123
Lianga@esuhsd.org

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Lisa Liles

High School Teacher
Science
Fountain-Fort Carson High School
Fountain, Colorado 80817
lliles@ffc8.org

We are trying to improve the ability of our students to read non-fiction and are looking for case studies and articles that will catch the interest of our students and help them to improve their reading and comprehension.

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Matthew Lim

Ph.D. Student
School of Educational Studies
University Sains Malaysia
11800 Penang, Malaysia
limkimher@yahoo.com

I am a Ph.D. student. I was trained in the Harvard Business Case approach and have been using it since the 80s. My research now is to use the case approach to teach product engineers how to make business decisions when products need to be revised.

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Kacie Lindeman

High School Teacher
Science Department
Marian High School
Omaha, Nebraska 68134
klindeman@omahamarian.org

---

Chance Linville

High School Teacher
Biology
Davis Public Schools
Davis, Oklahoma 73030
clinville@davis.k12.ok.us

---

Zhi-Jun Liu

Associate Professor
Department of Geography
University of North Carolina—Greensboro
Greensboro, North Carolina 27402
z_liu@uncg.edu

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Pauline A. Lizotte

Instructor
Mathematics, Science and Health Careers
Manchester Community College
Manchester, Connecticut 06045
plizotte@mcc.commnet.edu

My interest in case studies arose out of a desire to make biology more relevant and real to my students. They need to become critical thinkers, and cases provide an excellent method for accomplishing that task.

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Anne Llewellyn

High School Teacher
Science
American International School Cape Town
Constantia, South Africa
allewellyn2@gmail.com

I wish to use these case studies in my high school Environmental Science class.

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Jason Logsdon

High School Teacher
Science Department
Dwight D. Eisenhower High School
Shelby Township, Michigan 48316
jason.logsdon@uticak12.org

My case study experience is limited. I've used a few in AP Biology, but never felt I had the time to fully realize the potential. Our new Biology 2 class will afford the class the time for discussion, research and depth.

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Nancy London

Environmental Studies Program
Oberlin College
Oberlin, Ohio 44074

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Shane London

High School Teacher
Science Department
Glasgow High School
Glasgow, Kentucky 42141
shane.london@glasgow.kyschools.us

I will use case studies in my classroom. I feel that student engagement increases with problem based learning and the case study fits in perfectly with that.

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Olivia Long

Assistant Professor
Biology Department
Carlow University
Pittsburgh, Pennsylvania 15213
oslong@carlow.edu

I have found that by utilizing case studies I am better able to engage the non-major students in the topic. This engagement allows me to better assess their understanding of a topic and to revisit topics for clarification.

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Tamara Lookabaugh

High School Teacher
Science Department
Moore High School
Moore, Oklahoma 73160
tamaralookabaugh@mooreschools.com

Case studies are extremely important to increase depth of knowledge and understanding of abstract concepts. They will also help students to work on their writing skills in preparation for the core curriculum.

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Sarah S. Lord

High School Teacher
Science Department
Billings Senior High School
Billings, Montana 59101
ords@billingsschools.org

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Laura Y. Lorentzen

Chair
Department of Science & Technology Education
Kean University
Union, New Jersey 07083
llorentz@kean.edu

---

Panayiotis Louca

Lecturer
Preprimary Education / Science Education
Frederick University Cyprus
Cyprus
res.lp@frederick.ac.cy

---

Kettly Louis-Jacques

Instructor
Nursing
Woodbridge Developmental Center
Woodbridge, New Jersey 07001
kettlytea@gmail.com

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Jeannette M. Loutsch

Associate Professor
Biology Department
University of Science and Arts of Oklahoma
Chickasha, Oklahoma 73018
jloutsch@usao.edu

I am interested in learning to use case studies with non-majors classes incorporating clickers.

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Sherri Lovelace-Cameron

Associate Professor
Chemistry
Youngstown State University
Youngstown, Ohio 44555
srlovela@cc.ysu.edu

I am interested in using case studies in general education science classes taken by non-science majors and in a new course being developed for pre-service teachers.

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Carla Lowden

High School Teacher
Biology Department
Uniontown Area High School
Uniontown, Pennsylvania 15401
carla.lowden@gmail.com

I received an email from a biology colleague with this link and information. I am interested in learning more about case studies and how to use them in my class.

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Susan Lower

High School Teacher
Science
River Hill High School
Clarksville, Maryland 21029
slower@hcpss.org

Case studies enhance my AP Environmental Science class with real world application. I use them for argument writing and for students to have examples when answering free response questions.

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Richard Ludescher

Professor
Department of Food Science
Rutgers University
New Brunswick, New Jersey 08901
ludescher@aesop.rutgers.edu

I use cases in my upper level undergraduate course in applied physical chemistry of foods. Cases introduce students to the messy details that are summarized abstractly in the scientific laws of thermodynamics, surface science, etc.

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David R. Luginbuhl

Program Manager / Systems and Software
Mathematics, Information & Life Sciences Directorate
Air Force Office of Scientific Research
david.luginbuhl@afosr.mil

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Jennifer Lundmark

Professor
Department of Biological Sciences
California State University Sacramento
Sacramento, California 95819-6077
lundmark@csus.edu

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Mary S. Lundy

Assistant Professor
Physical Therapy Program
University of North Florida
Jacksonville, Florida 32224
mary.lundy@unf.edu

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Patrice Lussy

High School Teacher
Science Department
Boca Ciega High School
Gulfport, Florida 33707
lussyp@pcsb.org

Our school has a strong emphasis on writing, inquiry, collaboration, organization, and reading. I intend to do all of the above while using case studies to enhance rigor in my teaching with real life connections.

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Timothy M. Lutz

Associate Professor of Geology
Department of Geology and Astronomy
West Chester University of Pennsylvania
West Chester, Pennsylvania 19383
tlutz@wcupa.edu

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Linda Lyon

Assistant Professor
Department of Biology
Frostburg State University
Frostburg, Maryland 21532-1099
llyon@frostburg.edu

I would like to use case studies in all of my classes and labs. I believe in interactive learning and I believe that case studies provide me with the tools that I need for this approach to learning.

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Ronnetta Lyons

High School Teacher
Science
Millbrook High School
Raleigh, North Carolina 27615
rlyons@wcpss.net

I am interested in case studies in evolution and genetics. Our state is going to mandatory literacy in science and I will use the case studies to facilitate this mandate.

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Valeria Lyons

High School Teacher
Runcorn State High School
Runcorn, Queensland, Australia
vlyon1Qeq.edu.ai

I need to teach my students to evaluate biological issues as part of their study.

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Brenda Lyseng

STEM Project Specialist
Office of the Chancellor
Minnesota State Colleges and Universities
St Paul, Minnesota 55101
brenda.lyseng@so.mnscu.edu

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Jim Lyttle

Assistant Professor
School of Business, Public Administration and Information Sciences
Long Island University–Brooklyn Campus
Brooklyn, New York 11201
jim.lyttle@liu.edu

I got my MBA from the Richard Ivey School (University of Western Ontario) using the Harvard case method. I'm interested in adaptations of the method that "don't throw the baby out with the bathwater."

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Allison A. Macerollo

Clinical Assistant Professor
Family Medicine
The Ohio State University College of Medicine
Columbus, Ohio 43205
Allison.macerollo@osumc.edu

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Benjamin Mack

High School Teacher
Science Department
Manitou Springs High School
Manitou Springs, Colorado 80829
bmack@mssd14.org

I use case studies in my advanced biology II course. I find it especially useful at engaging my students and providing examples of real-world applications of difficult subjects like epigenetics.

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Sarah MacLaughlin

High School Teacher
Science
Cedar Cliff High School
Camphill, Pennsylvania 17011
smaclaughlin@wssd.k12.pa.us

I would like to use the case studies to emphasize how the real world relates to topics discussed in science.

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Collin MacLeod

High School Teacher
Science - Biology
Hillside High School
Durham, North Carolina 27707
macleod183@gmail.com

Case studies are good to use as an interest grabber, or also as a method of integrating ideas at the end of a unit.

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Dylan P. Macuk

Undergraduate Student
Department of Biology
Bradley University
Peoria, Illinois 61625

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Padma Maddi

Adjunct Professor
Biology
Bergen Community College
Paramus, New Jersey 07652
pmaddi@bergen.edu

I have started using case studies to teach general botany to non-majors. They absolutely love them and are better able to grasp the subject than from my just lecturing endlessly. Thanks for providing them.

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Ashley L. Madern

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Rosanne Magarelli

Faculty Developer / Adjunct Professor
Life Sciences Department
Mesa Community College
Mesa, Arizona 85202
rmagarelli@mesacc.edu

I am interested in student undergraduate research; flipped classroom discussions; case studies to support the academic and ethical curriculum; and faculty development workshops to introduce to all disciplines.

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Janet Magee

Lecturer
Pharmacy & Pharmaceutical Sciences
University of Ulster
Coleraine BT52 1SA United Kingdom
jm.magee@ulster.ac.uk

I am a lecturer in Clinical Pharmacy teaching undergraduate pharmacy students how to apply clinical and therapeutic knowledge in the care of patients. I believe that students need problem based learning to be central to their teaching and learning.

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Ed Maggart

High School Teacher
Science Department
Asheville School
Asheville, North Carolina 28806
maggarte@ashevilleschool.org

I plan to use these to help students explore issues related to chemistry. I plan to start with the ethanol/bio-diesel case study to go with our unit in organic chemistry!

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Stacey Maguire

High School Teacher
Science (Chemistry)
Franklin Academy High School
Malone, New York 12953
maguires@capital.net

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Ahmed Mahgoub

Adjunct Professor
Biology & Life Science
Metropolitan College of New York
New York, New York 10013
amahgoub@mcny.edu

I think case studies add a new dimension to learning by mixing knowledge with physical cases, and that helps students draw an emotional view of the topic in their brains which, in turn, will enhance their understanding and their long term memory of that subject.

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Erik Mahler

High School Teacher
Science Department
Lake Stevens High School
erik_mahler@lkstevens.wednet.edu

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Mohammad Mahroof-Tahir

Professor
Department of Chemistry
St. Cloud State University
Saint Cloud, Minnesota 56301-4498
mmahroof@stcloudstate.edu

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Anastasia P. Maines

Graduate Student
Ecology and Evolutionary Biology
University of Colorado at Boulder
Boulder, Colorado 80309
anastasia.maines@colorado.edu

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Glenna Malcolm

Lecturer
Department of Biology
Pennsylvania State University
University Park, Pennsylvania 16802
gmm193@psu.edu

I teach an introductory ecology course in the Biology Department at Penn State (under Dr. Carla Hass). I do a weekly activity or case study with my students during lecture so they can apply what they're learning to relevant planetary issues.

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Ellen Malka

High School Teacher
Health Science
Osbourn Park High School
Manassas, Virginia 20111
malkaem@pwcs.edu

I would like to offer this resource to challenge the students to apply what we have learned over the course of the year.

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Laura Mallett

Assistant Lecturer
Fay W. Whitney School of Nursing
University of Wyoming
Laramie, Wyoming 82072-2000
lmallett@uwyo.edu

Using cases, and several different active learning styles, students are doing well, and learning to think like nurses with this style compared to straight lecture!! Love using active learning and cases (Team Based Format).

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Laura Gray Malloy

Professor
Biology Department
Hartwick College
Oneonta, New York 13820
malloyl@hartwick.edu

Since 1991, I have been developing teaching strategies for improving the climate of the science classroom for women and minorities that enhance the learning environment for all students. These efforts have focused on teaching students to actively participate in the practice of science and on representing the human qualities of science and scientists.

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James O. Manning

Professor
Mathematics and Physics
University of the Cumberlands
Williamsburg, Kentucky 40769
james.manning@ucumberlands.edu

I use short cases in problems, but would like to incorporate longer and more involved cases in teaching physical science and introductory physics.

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Ann Marchewka

Lecturer
Nursing Department
Norwich University
Northfield, Vermont 05663-1035
amarchew@norwich.edu

My interests are in leadership, bioethics, medical, legal topics. I am teaching senior level courses in these content areas, including health policy and economics. Critical now to involve students more directly in active learning.

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Sara Marchlewicz

Adjunct Professor
Liberal Arts (Chemistry)
School of the Art Institute at Chicago
Chicago, Illinois 60603
smarch2@saic.edu

I would like to start using case studies in my courses to teach about environmental issues and how chemistry is involved within these cases.

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Cindy L. Marek

Associate Professor
Department of Oral Pathology
The University of Iowa
Iowa City, Iowa 52242
cindy-marek@uiowa.edu

I attended the Case Studies in Science Workshop in May 2004 and will be using a combination of methods to teach pharmacotherapeutics to pharmacy and dental students.

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Susan Marino

High School Teacher
Science
Chartiers Valley High School
Bridgeville, Pennsylvania 15017
smarino@cvsd.net

We are being encouraged to provide our students with a variety of project-based learning experiences. One of my colleagues has used some biology and environmental case studies from your website.

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Patrick S. Market

Associate Professor of Atmospheric Science
Department of Soil, Environment, and Atmospheric Sciences
University of Missouri–Columbia
Columbia, Missouri 65211
marketp@missouri.edu

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Dina Markowitz

Professor of Environmental Medicine
Director of Center for Science Education & Outreach
School of Medicine & Dentistry
University of Rochester
Rochester, New York 14642
dina_markowitz@urmc.rochester.edu

I use case studies and problem based learning for several of our science education outreach programs for middle and high school students.

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Linda Markowitz

Professor
Sociology Department
Southern Illinois University
Edwardsville, Illinois 62026
lmarkow@siue.edu

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Kathryn M. Marks

High School Teacher
Biology Department
Plymouth South High School
Plymouth, Massachusetts 02360
kmarks@plymouth.k12.ma.us

This website was suggested by teacher in Belmont, MA. I look forward to utilizing some of what I have already explored at this site.

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Sara Marlatt

Adjunct Professor
Biology and Environmental Science
University of New Haven
West Haven, Connecticut 06516
smarlatt@newhaven.edu

I will be teaching an introductory biology course and plan to use case studies to provide real-life examples of the topics discussed in the textbook, either as in-class examples for discussion or out-of-class assessments to evaluate critical thinking.

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Nigel Marriner

Associate Regisrar
Office of the Registrar
University at Buffalo
Buffalo, New York 14260
nmarrine@buffalo.edu

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Gail H. Marshall

Lecturer
Leadership and Applied Instruction
University of West Georgia
Carrollton, Georgia 30118
gmarshal@westga.edu

I use this approach in my teaching. Currently, I teach undergraduate and graduate science methods, work with teachers in grant, and with school systems desiring to improve teachers' instructional approaches.

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Carl E. Martikean

High School Teacher
Science
Proviso Mathematics and Science Academy
Forest Park, Illinois 60130
cmartikean@pths209.org

Medical schools, law schools, and business schools all use this method, so why not start in high school? Ten years ago I discovered the Harvard Project physics course. This is a humanistic approach to teaching science. It allows me to integrate science across the curriculum, which is how I see case studies. The approach allows students to see the application of what they are learning and that science and society are intimately enmeshed.

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Paul Martin

High School Teacher
Science Department
Auckland Girls' Grammar School
Newton, Auckland 1145 New Zealand
pawelmartin@yahoo.co.uk

I find that this approach is an excellent way to conduct group work activity.

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Rosemary Martin

Professor
School of Medicine / Biochemistry & Molecular Biology
The Australian National Univerity
Canberra ACT 0200 Australia
rosemary.martin@anu.edu.au

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G. Martinez

High School Teacher
Science Department
Foothill High School
Pleasanton, California 94588
gmartinez@pleasanton.k12.ca.us

To help students understand the relevancy of the topics studied in class.

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Thomas Martinez

High School Teacher
Science
Glenbard East High School
Lombard, Illinois 60148
Thomas_Martinez@glenbard.org

I look to case studies to help my teaching of AP biology by having students apply understandings to actual issues.

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Ellen Martinsek

High School Teacher
Science
Morgan Park High School
Chicago, Illinois 60643
esmartinsek@cps.edu

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Pamela Martyn-Nemeth

Assistant Professor
Dept. of Biobehavioral Health Science
University of Illinois
Chicago, Illinois 60612
pmartyn@uic.edu

I like to use case studies to illustrate concepts underlying physiological processes and to help the students connect and apply their knowledge to a clinical situation.

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April Maskiewicz

Associate Professor
Biology Department
Point Loma Nazarene University
San Diego, California 92106
Aprilmaskiewicz@pointloma.edu

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Nicole Masters

Lecturer
University of the Sunshine Coast
Sippy Downs, Queensland 4556, Australia
nmasters@usc.edu.au

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Lori Mathews

High School Teacher
Science
Natchitoches Central High School
Natchitoches, Louisiana 71457
lmathews@nat.k12.la.us

I'm planning to use these case studies to open class discussion and pique student interest at the beginning of each AP Biology unit. I want students to take ownership and find meaning in their biological studies.

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Julie Mathieu

High School Teacher
Health Care Technology
St Patrick Catholic High School
Thunder Bay, Ontario P7E 1T9 Canada
jmathieu@tbcdsb.on.ca

I would like to use these in my class to give students a real-life application for the information they are learning.

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Sandy Matsuda

Clinical Assistant Professor
Department of Health Psychology / School of Health Professions
University of Missouri-Columbia
Columbia, Missouri 65211
matsudas@missouri.edu

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Christopher Mattix

High School Teacher
Science Department
Westwood High School
Mesa, Arizona 85201
camattix@mpsaz.org

Case studies or mini cases are used in state testing. Students need to see and understand this type of questioning and inquiry to be successful.

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Dani Maxwell

Instructor
Science
Pines Middle School
Pembroke Pines, Florida 33024
dani.maxwell@browardschools.com

I teach gifted and advanced life science. I use case studies to provide enrichment and give my students the chance to think critically using the information they learned. Providing real world examples through case studies helps make a connection.

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Lindsey May

Biology Department
University of Wisconsin-Stout
Menomonie, Wisconsin 54751

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Jacinth Maynard

Assistant Professor of Mathematics
Division of Physical and Computational Sciences
University of Pittsburgh at Bradford
Bradford Campus, Pennsylvania 16701
jmaynard@lhup.edu

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Kimberlee Maynard

High School Teacher
Science
Niagara Falls High School
Niagara Falls, New York 14304
kmaynard@nfschools.net

Through case studies, students can explore and evaluate real scenarios and studies in the science fields. This gives meaning and relevance to the content.

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Stephanie Maynard

High School Teacher
Environmental Science
Queen Creek High School
Quenn Creek, Arizona 85242
sciencerocks@qwest.net

I want my students to be engaged in learning about science. Cases bring science to life for them by using current events they can relate to. My usual approach is to introduce a topic and have a discussion about it or to have students get into groups and argue different viewpoints.

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Robert Mazalewski

Program Coordinator
Department of Plant Sciences
University of California at Davis
Davis, California 95616
rlmazalewski@ucdavis.edu

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Kamau W. Mbuthia

Instructor
Biological Sciences
Bowling Green State University
Bowling Green, Ohio 43403
Mbuthkw@bgsu.edu

I have enjoyed using these case studies to make students appreciate how an understanding of environmental concepts are applied to formulations of solutions to familiar environmental problems.

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W. McBean

Biology/Physics High School Teacher
Science Department
Winnipeg Adult Education Centre
Winnipeg, Manitoba R3B 2N8 Canada
bmcbean@wsd1.org

I have just recently found out about this site from a colleague. I hope to incorporate some of the case studies into the topics section of my biology course to stimulate student interest.

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Jennifer McCabe Reynolds

High School Teacher
Upper School Science
The Lovett School
Atlanta, Georgia 30327
jreynolds@lovett.org

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Elizabeth R. McCain

Professor
Biology Department
Muhlenberg College
Allentown, Pennsylvania 18104
mccain@muhlenberg.edu

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Giselle A. McCallum

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada, V8B 0N8

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Meggan McCarthy

Assistant Professor
Rush University
Chicago, Illinois 60612
Meggan_McCarthy@rush.edu

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Valerie McCartney

Professor
Health Professions Nursing
Oklahoma City Community College
Oklahoma City, Oklahoma 73159
vmccartney@occc.edu

Case studies are one way to facilitate application of theory to practice that also encompasses critical thinking, clinical judgment and problem solving. Activity based learning is the focus of our classroom time.

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Linda McCausland

Clinical Associate Professor
School of Nursing
University at Buffalo
Buffalo, New York 14214
lmc@buffalo.edu

I am interested in case studies in adult health nursing and the use of critical thinking in nursing.

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Brian McClain

High School Teacher
Biology
Thomas Jefferson High School - West Jefferson Hills School District
Jefferson Hills, Pennsylvania 15025
bmcclain@wjhsd.net

I have used simple case studies in my Environmental Science course, but I will be teaching AP Biology next year and I want to incorporate the case study approach with the motivated and gifted students.

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Tangela McCorkle

High School Teacher
Science Department
Chattahoochee High School
Johns Creek, Georgia 30022
mccorklet@fultonschools.org

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James McDonald

Associate Professor of Science Education
Department of Teacher Education & Professional Development
Central Michigan University
Mt. Pleasant, Michigan 48859
mcdon1jt@cmich.edu

I want to develop cases and PBL scenarios to use in my methods course for Elementary Ed majors that discuss issues faced by the elementary science educator: adoption of curriculum materials, assessment, inquiry-based teaching, and the nature of science.

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Crystal McDowell

High School Teacher
Science
Lafayette High School
Wildwood, Missouri 63011
mcdowellcrystal@rockwood.k12.mo.us

Using case studies in anatomy will help my students connect to the material even more. I also want to design a project for which students create their own case study for a particular disease/disorder.

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Megan McGonagle

Laboratory Coordinator and Instructor
Biology Department
University of Saint Joseph
West Hartford, Connecticut 06117
mmcgonagle@usj.edu

We currently use case studies as a tool to introduce students to online research. Students present their findings and discuss the case study in oral presentation at the end of the semester.

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Terrence McGregor

Fire Training Academy
City of Richmond Fire and Emergency Services
Sandston, Virginia 23150
Terrence.McGregor@Richmondgov.com

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Sandra McKool

High School Teacher
AP Biology
Thomas Jefferson High School
Dallas, Texas 75229
smckool@dallasisd.org

I teach AP Biology and I plan to supplement my instruction with the case studies. I will use the case studies in writing exercise practice.

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Dana McLaughlin

High School Teacher
Science
East High School
dmclaughlin@eriesd.org

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Dana McLaughlin

High School Teacher
Science
East High School
Buffalo, New York 14211
dmclaughlin@eriesd.org

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Janna R. McLean

Dean
College of Arts & Sciences
Olivert Nazarene University
Bourbonnais, Illinois 60914-2345
jmclean@olivet.edu

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Bryce McMichael

Professor
Biology
Niagara County Community College
Sanborn, New York 14132
mcmichae@niagaracc.suny.edu

I am interested in cases in environmental issues and zoology.

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Laurie McMillen

High School Teacher
Science Department
Port Jefferson High School
Port Jefferson, New York 11782

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Jamie G. McMinn

Associate Professor
Psychology Department
Westminster College
New Wilmington, Pennsylvania 16172-0001
mcminnjg@westminster.edu

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Donnette McNabb

High School Teacher
Science Department
Morristown East High School
Morristown, Tennesse 37814
dmcnabb@hcboe.net

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Camille McQuillan

Adjunct Profesor
Biology
Delaware Valley College
Doylestown, Pennsylvania 18901
camille.mcquillan@delval.edu

I am designing and instructing for a 1st-time offering, a course in Bioethics in the spring 2012. I want to use case studies, traditional lecture material, as well as writing and debate to emphasize the interdisciplinary connections in this field.

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Kerrie Medeiros

High School Teacher
Science
William M. Davies Jr. Career & Technical High School
Lincoln, Rhode Island 02865
kmedeiros@daviestech.org

I have used your site for many years - the case studies help students better understand the content. Some of my favorites are: "Cancer Cure or Conservation" by Pauline Lizotte and Gretchen Knapp and the Mitosis court cases by Clyde Herreid.

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David Meek

High School Teacher
Science Department
Marble Hill School for International Studies
Bronx, New York 10463
dmeek@schools.nyc.gov

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Mehrnoosh Mehrdad

High School Teacher
Science / Chemistry
Morse High School
San Diego, California 92114-5999
mernooshm@gmail.com

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Eric Meinnert

High School Teacher
Science
Northern Ozaukee School District
Fredonia, Wisconsin 53021
emeinnert@nosd.edu

I heard about the site, as well as how to use the cases at an Advanced Placement (AP) Conference that I went to. I am pretty excited to begin using them in a couple of my classes.

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Elizabeth J. Meinz

Associate Professor
Department of Psychology
Southern Illinois University Edwardsville
Edwardsville, Illinois 62026
emeinz@siue.edu

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Sandra Menezes

High School Teacher
Science
Lincoln Park High School
Chicago, Illinois 60614
smenezes@cps.edu

I try to use a case study prior to or in the middle of every unit to facilitate students making connections to prior knowledge and knowledge concerning their current unit.

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Adrian Mercado

High School Teacher
Science
Miami Central Senior High School
Miami, Florida 33147
303831@dadeschools.net

I will use the case studies to push my students in their critical thinking skills and to enrich students in an inquiry-based learning style.

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Cindy Mercer

Executive Director
Academic Achievement
Marymount Manhattan College
New York, New York 10021
cmercer@mmm.edu

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Mark Meredith

High School Teacher
Biology
Dover High School
Dover, Arkansas 72837
mark.meredith@doverschools.net

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Kari A. Mergenhagen

Clinical Pharmacy Specialist
Infectious Disease
James J. Peters Veterans Affairs Medical Center
Bronx, New York 10468
kari.mergenhagen2@va.gov

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Jennifer Merriam

Associate Professor
Biology Department
SUNY Orange
Middletown, New York 10940
jennifer.merriam@sunyorange.edu

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Debra A. Meuler

Associate Professor
Biology Department
Cardinal Stritch University
Milwaukee, Wisconsin 53217
dameuler@stritch.edu

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Kimberly Meyer-Ramirez

Adjunct Professor
Science Division
Governors State University
University Park, Illinois 60484-0975
kmeyer-ramirez@govst.edu

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Owen A. Meyers

Adjunct Lecturer
Department of Science
Borough of Manhattan Community College / City University of New York
New York, New York 10007
omeyers@bmcc.cuny.edu

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Holly Michels

CTE Instructor
Health Careers
Wilson Tech
Dix Hills, New York 11746
hmichels@wsboces.org

I have used the "Two Peas in a Pod" as a case study activity for both a Living Environment Course as well as my Clinical Lab Assisting course. I have had great success using this module and the students really get into it.

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Angie Midthun-Hensen

High School Teacher
Science / Agriculture
Verona Area High School
Verona, Wisconsin 53593
midthuna@verona.k12.wi.us

Using case studies with students gives them a tangible example of how the science they are studying is applied in real careers and in life. I have used the HHMI evolutionary case studies and accompanying labs and have found them to be valuable.

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Sheella Mierson

President
Creative Learning Solutions, Inc.
Newark, Delaware 19711
CreativeLearning@mindspring.com

I do training and consulting in problem based learning (PBL) in both academic and business settings. Formerly, I was a faculty member at the University of Delaware, where I was part of a group that introduced PBL on that campus.

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Leslie Milby

High School Teacher
Science
Truman High School
Independence, Michigan 64055
lmilby@indep.k12.mo.us

I teach a number of different biology courses and thought I would like to try this method with some of my advanced students in microbiology, anatomy and physiology, or even botany.

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Armida Bustamante Millan

Assistant Professor
Psychology
Rosemead School of Psychology, Biola University
La Mirada, California 90639
armida.bustamante@biola.edu

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Amy Miller

High School Teacher
Science
Hawthorne High School
Hawthorne, New Jersey 07506
amym@hawthorne.k12.nj.us

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Antoinette Miller

Associate Professor
Psychology Department
Clayton State University
Morrow, Georgia 30260
antoinettemiller@clayton.edu

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Charlotte Miller

High School Teacher
Science Department
Westhill High School
Stamford, Connecticut 06902
cmiller2@ci.stamford.ct.us

My school is pushing for more literacy in science. I think your case studies would fit in perfectly.

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Gillian Miller

Adjunct Instructor
Biology
Jefferson Community & Technical College
Louisville, Kentucky 40202
highlandlass0408@yahoo.com

I teach a non-majors intro course in biology. I am always looking for ways to make the material more meaningful to students. I ran across the case on your site on the genetics of skin color and plan using it in our study of multigenic characters.

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Joseph Alexander Miller

Adjunct Professor
Science
West Creek High School
Clarksville, Tennessee 37042
joseph.miller@cmcss.net

I was introduced to the case study method in 2000 when I was a TA for Dr. Herreid in the Evolutionary Biology lab course at the University at Buffalo. Later, as I moved into education I was introduced to inquiry education through the University of Missouri.

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Roman J. Miller

Professor
Biology Department
Eastern Mennonite University
Harrisonburg, Virginia 22802
millerrj@emu.edu

I typically include case studies as part of my lecture presentation materials. Important for students to learn how to apply basic ideas (especially in physiology) to biomedicine.

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Marie Milliner

High School Teacher
Science
Randolph Early College High School
Asheboro, North Carolina 27205
mmilliner@randolph.k12.nc.us

I would like to use real data and cases to help bring biology to life and to increase my students science literacy. I intend for my students to analyze one case study each month.

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Shirlene Minge

High School Teacher
Science
Shoshoni, Wyoming 82649
sminge@fremont24.com

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Kaye Minter

High School Teacher
Biology
Magnolia High School
Magnolia, Arkansas 71753
kminter@magnoliaschools.net

I am interested in using some of your case studies to help me with inquiry activities for my AP Biology students.

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Ettore Minutillo

High School Teacher
Science Department
Gaither High School
Tampa, Florida 33618
ettore.minutillo@sdhc.k12.fl.us

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Dorene Miree

High School Teacher
Health Science
Dallas County Career Technical Center
Selma, Alabama 36701
mireed@dallask12.org

My experience with case studies is from nursing school. I have been looking for case studies to teach my health science students. I believe case studies provide students with opportunities to do critical thinking as well as reinforcing lessons.

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Jennifer Miskowski

Associate Professor
Department of Biology
University of Wisconsin-LaCrosse
La Crosse, Wisconsin 54601
miskowsk.jenn@uwlax.edu

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Tangi Mitchell

Biological Sciences
Central Connecticut State University
New Britain, Connecticut 06053

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Darlene A. Mitrano

Assistant Professor
Molecular Biology
Christopher Newport University
Newport News, Virginia 23606
darlene.mitrano@cnu.edu

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John Mizell

High School Teacher
Science Department
Freedom High School
Orlando, Florida 32837
john.mizell@ocps.net

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Ree Mobley

Librarian
Museum of International Folk Art
Santa Fe, New Mexico 87505
ree.mobley@state.nm.us

The Museum of International Folk Art relies on research in the fields of art and anthropology. We would like to be able to recommend your site to New Mexico teachers.

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Randy Mogg

Assistant Professor
Department of Biological Sciences
Columbus State Community College
Columbus, Ohio 43216
rmogg@cscc.edu

I incorporated a collection of "guided" case studies into a human physiology class. Along with the labs, they add critical thinking experiences. I find that forcing students to apply theory in a problem solving context greatly improves comprehension and retention.

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Kristen Molina

High School Teacher
Science Department
Jack E. Singley Academy
Irving, Texas 75038
kmolina@irvingisd.net

Just entering the world of PBL so I'm looking for ideas.

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Manette Monroe, MD

Assistant Professor
Pathology Department
University of Central Florida College of Medicine
Orlando, Florida 32827-7408
mamonroe@mail.ucf.edu

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Angela Montana

High School Teacher
Science Department
Newfield High School
Selden, New York 11784
amontana@mccsd.net

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Frank Monteleone

Adjunct Faculty
Anthropology and Sociology
Houston Community College Southwest
Houston, Texas 77266
frank.monteleone@hccs.edu

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Jeannie Montgomery

High School Teacher
Bridgetown Regional High School
Bridgetown, NS Canada B0S 1C0
jeannie.montgomery@staff.ednet.ns.ca

I am always looking for ways to differentiate my instruction. I like to use materials that connect the information to real problems and get away from memorization types of work.

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Colin Montpetit

Lecturer
Department of Biology
University of Ottawa
Ottawa, Ontario, K1N 6N5 Canada
colin.montpetit@uottawa.ca

I have already made changes to my curriculum to teach with cases. Not only have I enjoyed the experience, I am now planning on trying to incorporate such techniques in all my courses.

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Alexandra Moore

High School Teacher
Science Department
Farmington High School
Farmington, Connecticut 06032
moorea@fpsct.org

I would like to use case studies in my teaching to give students a real life example of when they are going to use chemistry in their lives and how it impacts daily living.

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Amy H. Moore

Assistant Professor
Biology Department
Carleton College
Northfield, Minnesota 55057
Amoore@carleton.edu

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Arthelia Moore Nelson

High School Teacher
Science Department
Adamson Middle School
Rex, Georgia 30273
arthelia.moore-nelson@clayton.k12.ga.us

I am interested in case studies because it will help me in the education arena.

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Tsafrir Mor

Associate Professor
School of Life Sciences
Arizona State University
Tempe, Arizona 85287-4501
tsafrir.mor@asu.edu

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Janet Morahan-Martin

Professor
Department of Applied Psychology
Bryant University
Smithfield, Rhode Island 02917
jmorahan@bryant.edu

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Kimberly Moreno

High School Teacher
Science Department
Union City High School
Union City, New Jersey 07087
kmoreno@union-city.k12.nj.us

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Zarina Moreno

High School Teacher
Science Department
Temecula Preparatory School
Winchester, California 92596
zmoreno@temculaprep.com

A colleague shared the site with me as a means to introduce students to a new way of learning science content. I'm currently teaching two Anatomy/Physiology classes and I was looking for a means to make them more interactive and relevant.

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Rosemary Morgan

High School Teacher
English Department
Choctaw Central High School
Choctaw, Mississippi 39350
rosemary.morgan@bie.edu

My goal is for my students to improve their ability to synthesize information, improve non-fiction reading comprehension, and develop their critical thinking and writing skills.

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William Morgan

Professor
Department of Biology
The College of Wooster
Wooster, Ohio 44691
wmorgan@wooster.edu

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Angela Morris

High School Teacher
Science Department
Fort Collins High School
Fort Collins, Colorado 80525
morrisa@psdschools.org

I am teaching AP Environmental Science and would like to incorporate case studies into my classes. I think it is important for students to see real-life data and be able to evaluate it themselves.

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Traci E. Morris

Department of Biological Sciences
Binghamton University
Binghamton, New York 13902-6000

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Susan Morrison

High School Teacher
Science
James Island Charter High School
Charleston, South Carolina 29412
susan_morrison@charleston.k12.sc.us

We are compiling case studies, etc., to help us implement Common Core objectives into our classrooms.

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Susan Morrison

High School Teacher
Science Department
James Island Charter High School
Charleston, South Charleston 29412
susan_morrison@charleston.k12.sc.us

I use current events on a weekly basis and would like to include case studies with some of my units in marine science classes. These will supplement long term projects and programs that we are already involved in with NOAA and the South Carolina Department of Natural Resources.

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Alicia Morrissey

High School Teacher
Science Department
Ardrey Kell High School
Charlotte, North Carolina 28277
alicia1.morrissey@cms.k12.nc.us

In addition to chemistry, I also teach forensic science. Many of your cases are wonderful exercises for the forensic science students, particularly since a major focus of the course is not only to integrate many of the sciences into one course but also to provide opportunities for problem solving for students.

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Amanda Morsch

High School Teacher
Science Department
Westinghouse College Prep
Chicago, Illinois 60624
amorsch@cps.edu

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William J. Moser, Jr.

Undergraduate Student
Department of Biology
Bradley University
Peoria, Illinois 61625

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Kindra Mudd

High School Teacher
Jourdanton High School
Jourdanton, Texas 78026
kgmudd@jourdantonisd.net

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Susan Bandoni Muench

Professor
Biology Department
SUNY Geneseo
Geneseo, New York 14454
bandoni@geneseo.edu

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Mary Puterbaugh Mulcahy

Associate Professor of Biology
Division of Biological and Health Sciences
University of Pittsburgh at Bradford
Bradford Campus, Pennsylvania 16701
mnp1@exchange.upb.pitt.edu

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Lisa Murad

High School Teacher
Science Department
West Orange High School
West Orange, New Jersey 07025
lmurad@woboe.org

I am a high school biology teacher and I would like to use case studies for students in lab analysis. My students are interested in using real-life situations in conjunction with topics being discussed in class.

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Maria Murgia

Math Coach
LaSalle Prepatory School
Niagara Falls, New York 14304
mmurgia@nfschools.net

I am in charge of Professional Development for the science teachers in my building. In the upcoming months, we will be looking to create performance tasks on the topics of genetics and ecology and I thought your case study collections would be great inspiration for us!

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Brian R. Murphy

Professor
Fisheries and Wildlife Sciences
Virginia Tech
Blacksburg, Virginia 24061
murphybr@vt.edu

Cases have become the central focus of my senior-level capstone course in natural resources management. In fact, I have eliminated tests in that course in favor of students writing about the cases and several other projects. Students like the real-life aspect of cases in that course, and say that they feel better prepared to tackle issues they will face in their professional careers.

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Gini Murray

Instructor
Practical Nursing
Withlacoochee Technical Institute
Inverness, Florida 34450
murrayv@citrus.k12.fl.us

I am interested in using the case studies to reinforce anatomy and physiology concepts and critical thinking for practical nursing students.

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Robin Musselman

Assistant Professor of Psychology
Department of Social Sciences
Lehigh Carbon Community College
Schnecksville, Pennsylvania 18078
rmusselman@lccc.edu

I am interested in using cases in my courses to give students an opportunity to learn "group work." I am also interested in developing cases that can be used in both psychology and anatomy and physiology to encourage linkages between the two.

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Deborah Myers

Associate Nursing Program Director
Health Professions
Oklahoma City Community College
Oklahoma City, Oklahoma 73159
dkmyers@occc.edu

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Rik Myers

Lecturer
Department of Biochemistry and Molecular Biology
University of Miami Miller School of Medicine
Miami, Florida 33136
r.myers@miami.edu

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Rik Myers

Lecturer
Biochemistry and Molecular Biology
University of Miami Miller School of Medicine
Miami, Florida 33101-6129
r.myers@miami.edu

I teach case study modules in the PBL component of our MD/MPH program and am developing case studies for undergrad education as part of an HHMI funded multi-campus collaborative and on my own for my program.

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Lauren Myrick

High School Teacher
Science/Biology
Westwood High School
Austin, Texas 78750
lauren_myrick@roundrockisd.org

I want to use the case studies within my AP Biology curriculum, specifically bacteria and antibiotic resistance.

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Sara Narayan

Professor
Chemistry and Physical Sciences
Stevenson University
Stevenson, Maryland 21153
snarayan5@stevenson.edu

I have been using case studies for the past 4-5 years. The students really enjoy learning from case studies. This is done as a group project. This helps them to interact with each other and improves their critical thinking.

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Paul Narguizian

Associate Professor
Biological Sciences
California State University, Los Angeles
Los Angeles, California 90032-8201
pnargui@calstatela.edu

I have research and publication interests in animal behavior, the role of natural history collections in understanding evolution, evolution education, and the nature, philosophy and history of science. There is a critical need for effective evolution education. Our lab investigates some of the evidence that demonstrates that need and analyzes several aspects of the nature of science and how it can be illustrated during the course of evolution instruction, primarily at the high school and college level. Biological evolution is a critical component to understanding the biodiversity of life on earth. Teachers and students of science alike address the topic of evolution as a series of facts which tend to focus greatly on definitions and descriptions about life on earth while missing the underlying nature of science (NOS) which was and is currently being used to explain how living things have evolved over time.

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Sanjit Narwekar

Instructor
Viventium Learning
Kothrud, Pune 411038, India
sanjit.narwekar@viventium.in

I am passionate about teaching science to 10- to 14-year-olds. I am also passionate about teaching them to think. The case study method combines both and I am excited to try it with my students.

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Rhonda Nash

High School Teacher
Science Department
Salem High School
Salem, Missouri 65560
rnash@salem.k12.mo.us

The case study method is a great way to encourage my students to be active learners and to develop their critical thinking skills. Case studies allow my students to apply classroom concepts to "real world" situations.

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Troy R. Nash

Associate Professor
Department of Biology
Presbyterian College
Clinton, South Carolina 29325
tnash@presby.edu

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Susan Nava-Whitehead

Associate Professor
Sciences and Education Department
Becker College
Worcester, Massachusetts 01609
susan.whitehead@becker.edu

See the Center for Integrated Learning in Higher Education website at www.becker.edu/network/cithe. The Center is designed to be a collaborative resource for those engaging in, or interested in being involved with, integrated learning. While CITHE is not exclusively case-study directed, we have found that case study methodology lends itself well to integrated learning.

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Kathryn Naylor

High School Teacher
Science
Fuquay-Varina High School
Fuquay-Varina, North Carolina 27526
knaylor@wcpss.net

I would like to use the case study method to further challenge my students' critical thinking skills, application and writing skills. There is a need to "raise the bar," and this fits into that incentive.

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Audrey Nebzydoski

High School Teacher
Chemistry Department
Forest City Regional School
Forest CIty, Pennsylvania 18421
anebzydoski@fcrsd.org

I would like to use case studies to help my advanced chemistry students apply knowledge in class to the real world.

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Berit Elin Nedreboe

High School Teacher
Biology
St. Olav Videregaende Skole
4008 Stavanger, Norway
bnedrebo@hotmail.com

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Seth Neilsen

High School Teacher
Social Studies
New Holstein High School
New Holstein, Wisconsin 5306
sneilsen@nhsd.k12.wi.us

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Carrie Nelson

Assistant Professor
Public Health & Preventive Medicine
Oregon Health & Science University
Portland, Oregon 97239
nielsoca@ohsu.edu

I use case studies to teach ethics of epidemiologic research for graduate students. I'm interested in developing the technique to teach methodologic principles of epidemiology.

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Charisse A. Nelson

High School Teacher
Science
Academy of Business and Community Development
Brooklyn, New York 11216
abcdsci@gmail.com

I am using the case study method to help my students transfer their understanding of factual information to critical thinking, real-world situations.

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David Nelson

High School Teacher
Science Department
Antelope High School
Antelope, California 95843
dnelson@rjuhsd.us

I am interested in case studies for AP Biology and college prep biology.

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Jennifer Nelson

Former Student
School of Medicine
University at Buffalo
Buffalo, New York 14214


I was introduced to the case method in one of my undergraduate biology classes. I found that by reading an actual case, thinking it through, and answering questions related to it, I was able to retain more information in a more efficient manner.

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Julie Nelson

High School Teacher
Science Department
Pelham High School
Pelham, Alabama 35124
Jnelson@shelbyed.k12.al.us

I would like to use a case study to begin my anatomy and physiology units.

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Todd Neuharth

Chair
Athletic Training and Health Sciences
Norwich University
Northfield, Vermont 05663
tneuhart@norwich.edu

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Julian Nevins

High School Teacher
Science
Modoc High School
Alturas, California 96101
jnevin95@gmail.com

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David Newberger

Clinical Associate Professor
Department of Family Medicine
University at Buffalo
Buffalo, New York 14214
dsn@buffalo.edu

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CJ Newcomb

High School Teacher
Science
Westlake High School
cnewcomb@ccboe.com

I love the real world situations brought in by the case studies I have used for teaching specific concepts.

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Kristina Newman

High School Teacher
Biology
Fayette High School
Fayette, Ohio 43521
Knewman@fayettesch.org

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Jessica Newton

High School Teacher
Science
Crater Academy of Business, Innovation, & Science
Central Point, Oregon 97502
jessie.newton@district6.org

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Thuy N. Nguyen

Assistant Professor
Clinical Pharmacy and Pharmaceutical Economics & Policy
University of Southern California
Los Angeles, California 90033
t.nguyen@usc.edu

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Susan Nicholson-Dykstra

High School Teacher
Science
Northglenn High School
Northglenn, Colrado 80260
susan.m.nicholsondykstra@adams12.org

As a high school teacher, I am always searching for ways for my students to make connections between our classroom and the real world. Case studies provide a nice method for students to recognize the relevance and application of our work.

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Linda Niedziela

Assistant Professor
Biology Department
Elon University
Elon, North Carolina 27244
lniedziela@elon.edu

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Valerie Nieman

Assistant Professor
Department of English
North Carolina A&T State University
Greensboro, North Carolina 27411
vgnieman@ncat.edu

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Stanley J. Niemiec

High School Teacher
Science
St. Joseph High School
Westchester, Illinois 60154
sniemiec@stjoeshs.org

Case studies are used in our human biology course for honors seniors to help reinforce the content covered in each unit. The National Center for Case Study Teaching in Science's website provides plenty of great discussion and practice to understand how to apply knowledge.

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Veronica Noe

Assistant Professor
Biochemistry and Molecular Biology
School of Pharmacy - University of Barcelona
Barcelona, Spain
vnoe@ub.edu

I usually have more that 80 students in the classroom, which makes the approach of the case study method completely ineffective. I am starting a new subject with only 30 students and I want to use case studies to refresh concepts on molecular biology.

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Colleen Nolan

Dean
School of Natural Sciences & Mathematics
Shepherd University
Shepherdstown, West Virginia 25443
cnolan@shepherd.edu

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Stephen C. Nold

Professor
Biology Department
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
nolds@uwstout.edu

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Barbara Norman

High School Teacher
Science, Technology, and Engineering
Bridgewater Raynham Regional High School
Bridgewater, Massachusetts 02324
bnorman@bridge-rayn.org

I would like to use case studies to engage both my AP Biology students and my Anatomy & Physiology students by relating our topics to "real life" situations.

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Beth Norman

Student / Nursing Educator
Western Governors University
bnorma2@my.wgu.edu

Interested in teaching in the area of diabetic education.

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Julie Novak

Middle School Teacher / Adjunct Professor
Wendover Middle School / Westmoreland Community
Greensburg, Pennslyvania 15601
novakj@hasdpa.net

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Andrea Novicki

Academic Technology Consultant
Center for Instructional Technology
Duke University
Durham, North Carolina 27708
andrea.novicki@duke.edu

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Apolonia Novillo Villajos

Adjunct Professor
Biomedical Sciences
European University of Madrid
Madrid, Spain
apolonia.novillo@uem.es

Case studies are very attracting to students, and give to the teacher the opportunity to motive students.

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Lorraine Novinger

Assistant Professor
Department of Physician Assistant Studies
King's College
WIlkes-Barre, Pennsylvania 18711
lorrainenovinger@kings.edu

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Eugene Novogrodsky

Adjunct Professor
English / Health Careers Professions / Language Institute
University of Texas at Brownsville
Brownsville, Texas 78520
eugene.novogrodsky@utb.edu

I have used case studies to increase the very intense focus of often-careless students. By this I mean, with a specific reading the student begins to increase his/her understanding of the text. Some students who thought they were good students benefit!

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Stephen Nye

High School Teacher
Science
Frank H Peterson Academies of Technology
Jacksonville, Florida 32210
nyes1@duvalschools.org

I would like to use case studies to further enrich my students' knowledge on the subject matter.

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Bob Oberfoell

High School Teacher
Science
Wahlert Catholic High School
Dubuque, Iowa 52001
boberfoell@holyfamily.dbq.pvt.k12.ia.us

I have no experience with case studies, but I am interested in trying the activities on this web site. They are what I am looking for to challenge my students and myself.

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C. Jill Oblak

Instructor
Public Safety Institute
Community College of Allegheny County
Pittsburgh, Pennsylvania 15212
coblak@ccac.edu

We are trying to use more case-based scenarios for paramedic training programs to increase the application of anatomy and physiology material to actual field practice.

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Elizabeth O'Brien

High School Teacher
Science Department
Mission Vista High School
Oceanside, California 92057
elizabethobrien@vusd.k12.ca.us

I am interested in utilizing the case studies to introduce and reinforce complex concepts. I also hope to use the case studies to inspire my students to research further information related to these topics.

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Thomas E. Obst

Clinical Professor / Director Nurse Anesthesia Program
School of Nursing
University at Buffalo
Buffalo, New York 14214
tobst@buffalo.edu

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Bennett O'Connor

Adjunct Professor
Department of Science
T. Garza Early College HS at MountainView College
Dallas, Texas 75211
Oconnorbennett@gmail.com

I am planning to integrate case study methods in my anatomy and physiology classes.

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Clare O'Connor

Associate Professor
Biology Department
Boston College
Chestnut Hill, Massachusetts 02467
clare.oconnor@bc.edu

I am interested in using case studies in my genetics classes.

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Timothy O'Connor

Teaching Assistant
School of Nursing
University at Buffalo
Buffalo, New York 14214
timocrn@aol.com

I am interested in using the case study method as an active learning strategy for teaching undergraduate nursing students.

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Maureen O'Donnell

Student Teacher
South Philadelphia High School
Philadelphia, Pennsylvania 19148
mod323@yahoo.com

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Carla Oglesby

High School Teacher
Science Department
Creekside High School
Fairburn, Georgia 30213
oglesbycd@fultonschoools.org

Case studies allow my students to think, debate and design solutions to real life issues. Case studies are a form of inquiry based activities that meet the literacy standards in my class.

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Will O'Leary

High School Teacher
Science
Tabor Academy
Marion, Massachusetts 02738
woleary@taboracademy.org

I am interested in applying the case method in AP Environmental Science.

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Adam Olig

High School Teacher
Health and Physical Education
Plainview-Elgin-Millville Community Schools
Plainview, Minnesota 55964
aolig@isd2899.k12.mn.us

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Susana Oliu

High School Teacher
Science
John Muir High School
Pasadena, California 91103
oliu.susana@pusd.us

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Julia Omarzu

Associate Professor
Department of Psychology
Loras College
Dubuque, Iowa 52001
julia.omarzu@loras.edu

I am incorporating case studies into developmental, social, and introductory psychology courses.

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Amy Ondeck

High School Teacher
Science
Beaver Area High School
Beaver, Pennsylvania 15009
Ondecka@basd.k12.pa.us

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Barry O'Neill

High School Teacher
Greenbrier High School
Evans, Georgia 30809
charles.o'neill@ccboe.net

I have not used case studies this year at all but want to do so in the Fall. I am very interested in knowing if anyone is implementing case studies and also using Hole's anatomy text, 10th edition, although I would love to talk with any anatomy teacher.

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Annalisa Onnis-Hayden

Academic Specialist
Civil and Environmental Engineering
Northeastern University
Boston, Massachusetts 02115
aonnis@coe.neu.edu

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Gloria Ononye

High School Teacher
Biology
Withrow High School
Cincinnati, Ohio 45208
ononyeg@cps-k12.org

I would like alternative ways of presenting information to my students.

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Cody Onufrock

High School Teacher
Science
Long Beach High School
Long Beach, New York 11561
conufrock@lbeach.org

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Maureen Ord

High School Teacher
Science Department
Millard West High School
Omaha, Nebraska 68135
mpord@mpsomaha.org

As a student I always enjoyed using case studies to reveal more about a topic. I've used a case study with my biology students to help them understand the importance of cellular respiration and its components. I can't wait to use with my APES!

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Fernando C. Colon Osorio

Associate Research Professor
Department of Computer Science
Worcester Polytrechnic Institute
Worcester, Massachusetts 01609
fcco@cs.wpi.edu

My primary interest is to be able to teach both computer architecture and system cyber-security curriculum using case studies.

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Robyn R. Oster

Student
National Student Exchange Program
University of Maine at Presque Isle
Presque Isle, Maine 04769-2888

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Kathryn Ottolini

High School Teacher
Science
Osbourn Park High School
Manassas, Virginia 20111
ottolike@pwcs.edu

I will be teaching AP Biology for the first time this year, and I was introduced to the case study method through an AP institute I attended. I'm excited to use the Baby Pierre and Salmon case studies during my evolution unit!

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R. Deborah Overath

Assistant Professor of Biology
Department of Life Sciences
Texas A&M University – Corpus Christi
Corpus Christi, Texas 78412
deborah.overath@tamucc.edu

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Geneva Oliver Overturf

High School Teacher
Science Department
Palatka High School
Palatka, Florida 32177
goverturf@putnamschools.org

I would like to use case studies in my biology and anatomy classes to facilitate team activities and analytical thinking.

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Lillian Owen

High School Teacher
Science Department
Maryvale High School
Phoenix, Arizona 85033
lowen@phoenixunion.org

I use case studies to teach many aspects of biology. Students seem to be more motivated to read when they are presented with a case study versus a textbook. They really get into the problem solving aspect of case studies.

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David L. Ozsvath

Professor
Department of Geography/Geology
University of Wisconsin-Stevens Point
Stevens Point, Wisconsin 54481
dozsvath@uwsp.edu

I use cases in my large introductory geology class for non-science majors. My objective is to teach critical thinking in the natural sciences. I divide the class into small permanent groups of 4-5 students and assign them cases to complete outside of class on a weekly basis. We discuss the case assignment when I return them the following week.

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Mary Grace Padron

High School Teacher
Science
Olive Crest Academy ECHS
Coachella, California 92236
Mary-Padron@olivecrest.org

I am trying different methodologies in my classes. My students are well motivated and the use of the case study method will be another new thing to look forward to. I am a traditional and Montessori teacher for many years but started working in an Early College High School.

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Robin Pals-Rylaarsdam

Professor
Department of Biological Science
Benedictine University
Lisle, Illinois 60532
rrylaarsdam@ben.edu

I use team learning and case studies in a general education biology course I also use cases in introductory biology, microbiology, and genetics courses for biology majors.

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Marie T. Panec

Professor of Microbiology
Department of Biology
Moorpark College
Moorpark, California 93021
ay757@lafn.org

I use cases extensively in my non-majors introductory biology class. We do a case about every other week. I find students are more interested in the material and retain and understand the basic information better using cases because it now has some relevance. I find that a mix of lecture and case studies works well for my students and myself.

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Darlene Panvini

Associate Professor
Biology Department
Belmont University
Nashville, Tennessee 37212
darlene.panvinid@belmont.edu

I have use cases in both lower and upper division ecology courses as well as in workshops and training sessions with graduate teaching assistants. In both situations, cases help students see the practical application of concepts and engage in practice and role play. I continue to explore new ways of debriefing cases as well as strategies for using cases to assess students' knowledge, understanding, and application of the concepts.

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Barbara Paonessa

High School Teacher
Science Department
Mamaroneck High School
Mamaroneck, New York 10543
bpaonessa@mamkschools.org

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Nathan Papendorf

High School Teacher
Agriscience & Biology
Westby Area High School
Westby, Wisconsin 54667
nathan.papendorf@westby-norse.org

I was introduced to the case study method at an AP workshop. I have used some rudimentary problem-based learning activities, but the examples used from this site definitely promote higher order thinking and engage students in deeper understanding.

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Cathy Pappas-Maenz

Professor
Geology Department
Dawson College
Westmount, Quebec Canada H3Z 1A4
cpappas@dawsoncollege.qc.ca

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Laurie A. Parendes

Professor
Department of Geosciences
Edinboro University of Pennsylvania
Edinboro, Pennsylvania 16444
lparendes@edinboro.edu

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Mark A. Parker

Associate Professor
Biology Department
Colorado Christian University
Lakewood, Colorado 80226
maparker@ccu.edu

I often utilize case studies in my anatomy and physiology classes as a tool to emphasize the real-life application of the information that they are learning. Having access to a database of pre-existing case studies will be extremely helpful.

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Patricia Parker

High School Teacher
Science Department
Boca Ciega High School
Gulport, Florida 33707
parkerp@pcsb.org

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Alesa Parks

High School Teacher
Science
South Gibson County High School
Medina, Tennessee 38355
aparks@k12tn.net

I teach health science courses at a high school. I would like to use these case studies to challenge my students.

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Wilma V. Colon Parrilla

Associate Professor
Biological Sciences
University of Puerto Rico
San Juan, Puerto Rico 00931-3323
wvcolon@uprrp.edu

I use cases in my biology classes for non-majors to illustrate the relevance of science in out lives. Cases also present an excellent opportunity to discuss ethical issues related to biological concepts.

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Ann M. Parsons

Associate Professor
Biology Department
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
parsonsa@uwstout.edu

I like short, attention-grabbing cases in which content can be discussed.

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Malati M. Patil

Former Student
Department of Electrical Engineering
University at Buffalo
Buffalo, New York 14260

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Kirsten Patterson

High School Teacher
Science Department
McGill-Toolen High School
Mobile, Alabama 36604
patterk@mcgill-toolen.org

This would allow students the opportunity to see both sides of a case and formulate their own ideas. It is just another way of presenting information without lecture. Students become active learners. Also incorporates current events.

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Jim Patus

Assistant Professor
Biology Department
Ivy Tech Community College
Sellersburg, Indiana 47172
jpatus@ivytech.edu

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Cynthia P. Paul

Lecturer
Department of Natural Sciences
University of Michigan-Dearborn
cppaul@umich.edu

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Heather Paul

Instructor
Chemistry Department
Villanova University
Villanova, Pennsylvania 19085
heather.paul@villanova.edu

I have used case studies periodically in teaching chemistry for non-science majors. I also try to incorporate real-world problems into the first-year general chemistry sequence by having students work in small groups each week in recitation.

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Jeffrey C. Paul, Jr.

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Carolyn Pearson

High School Teacher
Science Department (Physics)
Bonner Springs High School
Bonner Springs, Kansas 66012
pearsonc@usd204.k12.ks.us

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Tamara K. Pease

Assistant Professor
Marine Science Institute
University of Texas at Austin
Port Aransas, Texas 78373
tamara@utmsi.utexas.edu

I am interested in case topics in oceanography, biogeochemistry, microbial ecology, geochemical cycles, marine ecology, organic geochemistry, and marine pollution.

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Graham F. Peaslee

Professor
Chemistry Department
Hope College
Holland, Michigan 49423
peaslee@hope.edu

I’ve been very pleased with the results when I use them in classes and would love to find the time to write more.

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Natalie Pedisich

High School Teacher
Science
Massapequa High School
Massapequa, New York 11758
npedisich@msd.k12.ny.us

I have no experience with the case study web site, but I have done case studies before. I am an X-ray Tech who changed careers to become a teacher while keeping my X-ray license.

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Barbara A. Peichel

Water Resources Program
University of Minnesota
St. Paul, Minnesota 55108

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Lexley Pinto Pereira

Professor
Department of Para-Clinical Sciences
University of the West Indies - St. Augustine Campus
Trinidad, West Indies
lexley.pintopereira@sta.uwi.edu

I am interested in case studies that offer a practical approach to teaching pharmacology incorporating principles of rational pharmacotherapy.

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Carmen Perez-Garcia

Professor
Pharmacology
Fac. Faramcia Universidad San Pablo CEU
Madrid, Spain
capegar@ceu.es

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Dexter Perkins

Professor
Department of Geology and Geological Engineering
University of North Dakota
Grand Forks, North Dakota 58202
dexter_perkins@und.edu

I use cases in my environmental classes and find that they are key to promoting higher level learning in students. Environmental issues involve many controversies and there is always ambiguity. So, case studies are ideal teaching tools.

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Reed M. Perkins

Associate Professor
Department of Environmental Science
Queens University of Charlotte
Charlotte, North Carolina 28274
perkinsr@queens.edu

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Jim Perry

Professor
Fisheries, Wildlife and Conservation Biology
University of Minnesota
St. Paul, Minnesota 55108
Jperry@umn.edu

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Aly Petaccia

High School Teacher
Science
Pascack Valley High School
Hillsdale, New Jersey 07642
apetaccia@pascack.k12.nj.us

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James Peters

Assistant Professor
Biology Department
Cleveland State Community College
Cleveland, Tennessee 37320
jpeters@clevelandstatecc.edu

We are redesigning out A&P sequence and are adding a hour of discussion. I would like to use case studies during that time.

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Theresa Peters

High School Teacher
Science Department
Mayfield Senior School
Pasadena, California 91105
theresa.peters@mayfieldsenior.org

I have used the John Moore and Henrietta Lacks stories as well as other bioethical situations with my students, but am looking to extend the process. Having taken a recent Rigor and Relevance seminar, I am looking for further enrichment tools.

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Amy J. Petersen

Instructor
Nursing
Idaho State University
Pocatello, Idaho 83202
peteamy4@isu.edu

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John Petersen

Associate Professor
Environmental Studies
Oberlin College
Oberlin, Ohio 44074
john.petersen@oberlin.edu

Cases are integral to all my courses. In my introductory-level courses, I use situational scenarios that involve role-playing different stakeholders, and data interpretation, prediction and experimental design in the advanced courses.

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Karen Peterson

Director, Scientific Career Development
Human Biology Division
Fred Hutchinson Cancer Research Center
Seattle, Washington 98109
kpeterso@fhcrc.org

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Laurence Peterson

Professor
Chemistry & Biochemistry
Kennesaw State University
Kennesaw, Georgia 30144
lpeterso@kennesaw.edu

I am interested in incorporating the case studies into the General Chemistry courses that I teach.

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Carmen A. Petrick

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada, V8B 0N8
cap08@questu.ca

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Amy Pettigrew

Professor
College of Nursing
University of Cincinnati
Cincinnati, Ohio 45221-0038
amy.pettigrew@uc.edu

I have found that small group work on case studies is an excellent way to involve nursing students in active knowledge integration to analyze patient cases, determine outcomes, and plan appropriate interventions. Given the complexities of science and health today, students who are well grounded in critical thinking and application of content are far better prepared for lifelong learning and appreciation for integrating new knowledge into their professional lives.

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Maria Pettinato

Adjunct Professor
Science
North Pocono High School
Covington Twp., Pennsylvania 18444
mpettinato@npsd.org

I am teaching an advanced earth systems class. I plan on using case studies as a culminating activity for topics that we spend time on in class. I want students to get a real world feel for what they are studying.

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Kathleen Pfaff

Adjunct Professor
Biology Department
Emmanuel College
Boston, Massachusetts 02115
pfaffk@emmanuel.edu

I am teaching a Human Biology course this semester, with an emphasis on medical issues. I intend to use the case study approach to promote an active learning environment in my classroom. I have heard great things about this collection resource!

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Cecilia Phillips

High School Teacher
Science
Alamogordo High School
Alamogordo, New Mexico 88310
cphillips@aps4kids.org

I teach biology and zoology and I would like to use case studies to reinforce concepts taught in these introductory classes and to spark a student's interest so that they will want take more advanced courses.

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Ann Phinney-Foreman

High School Teacher
Science
Waverly High School
Waverly, New York 14892
aphinney@gstboces.org

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Alanna Piccillo

High School Teacher
Palisade High School
Palisade, Colorado 81526
alanna.piccillo@d51schools.org

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Julie C. Pilcher

Assistant Professor
Biology Department
University of Southern Indiana
Evansville, Indiana 47712
jpilcher@usi.edu

We are transitioning from a 3-credit hour to 4-credit hour Anatomy and Physiology sequence (Biol 121 and 122) at USI. We are looking into incorporating case studies and would like to include this site as a resource.

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Karen A. Pinco

Assistant Professor
Department of Biology
Westfield State College
Westfield, Massachusetts 01086-1630
kpinco@wsc.ma.edu

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Cheryl Pinto Dias

Associate Professor
Biology Department
Harold Washington College
Chicago, Illinois 60601
cdas@ccc.edu

The use of case studies has been an great way to assess learning of concepts at various level of Bloom's taxonomy.It has also been an excellent pedagogical technique allowing students the freedom to think outside the box.

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Roger Pinzon

Associate Professor
Mechanical Engineering Department
Universidad del Norte
Barranquilla, Colombia, South America
rpinzon@uninorte.edu.co

I believe that students must construct the knowledge; my classes must change the way they think, not just be a mere transfer of information.

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Terry Pitman

High School Teacher
Science
Everglades High School
Miramar, Florida 33027
terry.pitman@browardschools.com

I use the case studies as a base for my kids to learn about things outside of the classroom and as an extension beyond the classroom. It helps me to tie the class into their daily lives.

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Emily Pitts

High School Teacher
Science
Cave Spring High School
Roanoke, Virginia 24018
epitts@rcs.k12.va.us

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Nancy J. Platt

kpinco@wsc.ma.edu
Biology
Pima Community College / Northwest Campus
Tucson, Arizona 85709
nplatt@pima.edu

I used to teach extension programs to the food industry, where I adapted the material to specific situational problems in that industry. Now, I am teaching biology in a community college and am adapting case studies to nursing students’ interests.

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Terry Platt

Professor of Biochemistry and Biology
Department of Biology
University of Rochester
Rochester, New York 14627-0211
terry.platt@rochester.edu

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Dawn Poirier

Assistant Professor
Math and Science
Dean College
Franklin, Massachusetts 02038
dpoirier@dean.edu

Student interest and enthusiasm for case studies has encouraged our faculty to incorporate cases into most of our science courses.

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Robert Pomeranz

High School Teacher
Science
Flushing High School
Flushing, New York 11354
rpomeranz@schools.nyc.gov

I tell stories when I teach. I try to interest students in biology by talking about real people and real situations. I also want to make my students see that they are the next generation of scientists and storytellers.

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Sandra  Porto

High School Teacher
Science (Biology)
Middletown High School
Middletown, Delaware 19709
Sandra.Porto@appo.k12.de.us

As a biology teacher, I have two large tasks: to help my students (1) gain conceptual understanding of living systems and (2) understand the nature and methods of science. I find that I can accomplish these goals by using case studies.

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Doug M. Post

Professor
Family Medicine
The Ohio State University College of Medicine
Columbus, Ohio 43210
Doug.post@osumc.edu

The 2-year preclinical course for medical students I direct ("Patient Centered Medicine") emphasizes the incorporation of social and behavioral sciences into medical school curriculum. We use small group case-based teaching methods about 60% of the time. Cases are facilitated by a core group of primary care physicians who work with the same group of medical students over the entire academic year.

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Susan Potter

Instructor
College of Nursing
Saint Anthony College of Nursing
Rockford, Illinois 61108-2468
susanpotter@sacn.edu

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Joann B. Powell

Assistant Professor
Department of Biological Sciences
Clark Atlanta University
Atlanta, Georgia 30314
jpowell@cau.edu

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Divya Pradhan

Lecturer
Natural Sciences
Calhoun Community College
Huntsville, Alabama
dpradhan8080@calhoun.edu

I use cases to make the students better understand concepts such as osmosis, hypervolemia, acid base balance, etc.

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Sarah Prescott Kenick

Assistant Professor of Chemistry
Science and Technology Division
University of New Hampshire
Manchester, New Hampshire 03101
sarah.kenick@unh.edu

I'm interested in developing and using case-based green chemistry laboratories. I've revised the laboratory of my organic chemistry course to reflect this, and am investigating both student attitude and learning as a result.

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Luanna B. Prevost

Graduate Student
Department of Plant Biology
University of Georgia
Athens, Georgia 30602
lprevost@plantbio.uga.edu

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Alan Paul Price

Associate Professor
Department of Geography & Geology
University of Wisconsin—Washington County
West Bend, Wisconsin 53095-3699
paul.price@uwc.edu

My initial interest in case studies was as a method for getting students to apply their understanding of basic geological processes to the messy, real-world situations of environmental geology.

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Edwin H. Price

Assistant Professor
Department of Physical and Life Sciences
Nevada State College
Henderson, Nevada 89002
Edwin.price@nsc.nevada.edu

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Rebecca M. Price

Assistant Professor
Interdisciplinary Arts and Sciences
University of Washington Bothell
Bothell, Washington 98011
becca.price@uwb.edu

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Ann Priess Maclean

High School Teacher
Life Sciences
Godinez Fundamental High School
Santa Ana, California 92704
ann.priess@sausd.us

I am a teacher of A.P. Biology and Human Anatomy and Physiology. I also am newly enrolled at University California at Irvine as a master's degree student in Biological Sciences and Educational Media Design.

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Michael Prokopchak

High School Teacher
Kempsville High School
Virginia Beach, Virginia 23464
michael.prokopchak@vbschools.com

I would like to use the case studies to show the application of the subject with real world events.

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Annie Prud’homme Genereux

Founding Faculty & Coordinator
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada, V8B 0N8
apg@questu.ca

I developed an interest in case studies as a teaching tool when I became aware of the merits of active learning. I was a PBL tutor in pharmaceutical sciences for one year and saw first hand the critical thinking, communication, and research skills developed by students using this pedagogical technique. After attending your workshop, I began writing cases for my classes. Students like the case method because it allows them to work in groups, applying the knowledge they learn. I like it because it fosters content exploration and skills development.

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Dan Pryor

High School Teacher
Biology
Minnesota Math and Science Academy
Woodbury, Minnesota 55125
dpryor@mnmsa.org

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Eric Przykuta

Instructor
Science Department
Lancaster Middle School
Lancaster, New York
eprzykuta@lancaster.wnyric.org

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Petrina Puhl

High School Teacher
Science
Robert McQueen High School
Reno, Nevada 89523
pmccarty@washoeschools.net

I use crime scenes as a form of problem based learning and assessments for my students. Would love to move from lecturing to student-focused learning models. This would be especially ideal for AP Biology.

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Michelle Puig

High School Teacher
Science Department
Ball High School
Galveston, Texas 77550
michelle_puig@gisd.org

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Kevin Pyatt

Assistant Professor - Science & Technology
Department of Education
Eastern Washington University
Cheney, Washington 99004
kpyatt@ewu.edu

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Gloria Queiroz

Associate Professor of Physiology
Faculty of Pharmacy
University of Porto
4099-002 Porto Portugal
gloria@ff.up.pt

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Ramon Ariel Quesada

Instructor
Miami Dade College & New Professions Technical Institute
Miami, Florida
rquesada@mdc.edu; quesadaariel@yahoo.com

I use games, simulations, and cases to teach radiometry, statistics, and environmental protection. In 2003, I co-founded PIDEC, a Case Study Development Program in Spanish for Spanish/Latin American universities.

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Courtney E. Quinn

Instructor / Doctoral Candidate
Department of Agricultural Leadership, Education and Communication
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0709
courtney_quinn@yahoo.com

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John E. Quinn

Instructor / Doctoral Candidate
School of Natural Resources
University of Nebraska-Lincoln
Lincoln, Nebraska 68583-0962
jquinn2@unl.edu

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Sheila O’Brien Quinn

Associate Professor
Department of Psychology
Salve Regina University
Newport, Rhode Island 02840-4192
sheila.quinn@salve.edu

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Rhonda Rackley

High School Teacher
Science Department
Gwinnett School of Mathematics, Science & Technology
Lawrenceville, Georgia 30044
Rhonda_Rackley@gwinnett.k12.ga.us

I'm teaching AP Environmental Science for the first time this year (at a new school). I would like the students to be able to think critically about issues, draw conclusions and even make decisions about the best course of action using case studies.

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Vaidehi Rallapalli

High School Teacher
Science
Mill Springs Academy
Alpharetta, Georgia 30004
vrallapalli@millsprings.org

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Cheryl Ralph

High School Teacher
Riverdale High School
Riverdale, Georgia 30274
cheryl.ralph@clayton.k12.ga.us

I would like to use case studies to help reinforce how science applies to real life settings and also to teach and reinforce content.

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Prakash Ramakrishnan

Associate Professor
Agricultural Extension
Kerala Agricultural University
Kerala, India PIN 695 522
prakashr55@yahoo.co.in

I use the case method in my graduate course, "Entrepreneurship Development Programme in Agriculture" using cases of successful entrepreneurs for the students to analyze.

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Angela Ramirez

High School Teacher
Science Department
Union City High School
Union City, New Jersey 07087
aramirez@union-city.k12.nj.us

We discuss genetic disorders and usage of biotechnology and would like to apply what students are learning in class to different case studies.

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Mary Anne Ramirez

Dean
Stratford University
Glen Allen, Virginia 23060
mramirez@stratford.edu

I have used case studies in science education and nursing courses for over 15 years. With a background in cognitive science and research in conceptual change and model based reasoning, I find that case based learning provides the greatest opportunity for students to take control of their learning and to construct complex mental models of topics that are applicable to their field. While my background is in science, nursing, and instructional technology, in my position as campus dean, I teach faculty in all areas such as business, IT, health science to use cases to enrich the learning experiences in their classes.

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Brandy T. Ramos

High School Teacher
Science Department / Biology
Manor High School
Manor, Texas 78653
brandy.ramos@manorisd.net

I believe this method of teaching delivers relevant and rigorous lessons. I use them to engage my students in my AP bio and Pre-AP (PAP) bio classes.

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Roger A. Ramsammy

Associate Dean
Professor of Microbiology
Palm Beach Community College
Lake Worth, Florida 33464
ramsammr@pbcc.edu

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Shannon G. Rapp

Lab Prep Coordinator / Adjunct Professor
Biological and Physical Sciences
Fontbonne University
Clayton, Missouri 63105
srapp@fontbonne.edu

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Melanie K. Rathburn

Faculty of Teaching and Learningr
Department of General Education
Mount Royal University
Calgary, Alberta, Canada
mrathburn@mtroyal.ca

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Michele Rawls

Instructor
Business Technologies
Delaware Technical Community College
Wilmington, Delaware 19802
mrawls@dtcc.edu

I am teaching an online class in business ethics and case studies which will assist in facilitating my students' learning on this topic.

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Elizabeth Raynor

High School Teacher
Science Department
Manchester High School
Manchester, Connecticut 06040
eraynor@manchesterct.gov

I am interested in using the case studies within my classroom as a method of increasing student inquiry and higher order thinking.

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Liz Redd

High School Teacher
Special Education / Science and Math
George Washington High School
Philadelphia, Pennsylvania 19116
eredd@philasd.org

I don't have much experience in this area, but think it would be helpful for my student population.

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Mary Celeste Reese

Instructor
Department of Biological Sciences
Mississippi State University
Mississippi State, Mississippi 39762
mcr4@biology.msstate.edu

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Deirdre Reeves

High School Teacher
Science Department
Westosha Central High School
Salem, Wisconsin 53168
reeves@westosha.k12.wi.us

I am interested in any botanical or chemical case studies.

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Laura B. Regassa

Professor
Department of Biology
Georgia Southern University
Statesboro, Georgia 30460
lregassa@georgiasouthern.edu

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Jennifer Rehg

Assistant Professor
Deparrtment of Anthropology
Southern Illinois University at Edwardsville
Edwardsville, Illinois 62026
jrehg@siue.edu

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Jonathan Reichard

Lecturer
Biology
Simmons College
Boston, Massachusetts 02115
reichard@simmons.edu

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Jeremy Reichel

Middle School Teacher / High School Teacher
Science
Hopkins North Junior High School
Minnetonka, Minnesota 55305
Jeremy_reichel@hopkinsschools.org

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LuAnn M. Reif

Associate Professor
Nursing
College of St. Benedict / St. John's University
St. Joseph, Minnesota 56374
lreif@csbsju.edu

I have just begun to incorporate more case studies as a pedagogy in my nursing courses. I am interested in finding more cases with some teaching strategy support.

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Christian Reilly

High School Teacher
Science Department
The Santa Catalina School
Monterey, California 93940
christian.reilly@santacatalina.org

I'm trying to move away from a lecture based course to a more inquiry based method, and I think case studies may be a good way to supplement increasing lab work with a real focus on the thinking skills.

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Jeffrey C. Reist

Clinical Assistant Professor
College of Pharmacy
University of Iowa
Iowa City, Iowa 52242
jeffrey-reist@uiowa.edu

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Matt Reiten

Engineer
Technical Staff
GMA Industries
Annapolis, Maryland 21403
mtreiten@gmail.com

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Karol P. Rejman

Research Assistant Professor
School of Nursing
University at Buffalo
Buffalo, New York 14214
rejman@buffalo.edu

I have found that my students learn best using case studies. I am also actively involved in the education of medical students and residents and would like to help them more effectively.

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Cheri Reznicek

High School Teacher
Science Department
Heritage High School
Maryville, Tennessee 37804
cheri.reznicek@blountk12.org

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Bill Rhodes

Department of Horticulture
Clemson University
Clemson, North Carolina
brhodes@clemson.edu

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Eric Ribbens

Professor
Department of Biological Sciences
Western Illinois University
Macomb, Illinois 61455
E-Ribbens@wiu.edu

I have found that using a variety of teaching techniques enables more students to grasp the material and retain it. Case studies are especially useful for enabling students to practice analytical thinking in a context which they find relevant to their lives. I use at least eight cases a semester in my introductory biology courses.

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Laura Riboni

Professor of of Medical Chemistry, Biochemistry and Biotechnology
Faculty of Medicine and Surgery
University of Milan
Milan, Italy
laura.riboni@unimi.it

Next year I will include PBL in my course on biochemistry for medical students. It will be my first experience teaching with PBL.

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Nancy A. Rice

Associate Professor
Department of Biology
Western Kentucky University
Bowling Green, Kentucky 42101
nancy.rice@wku.edu

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Gigi Richard

Associate Professor
Physical and Environmental Sciences
Mesa State College
Grand Junction, Colorado 81501
grichard@mesastate.edu

I like to incorporate group discussion and problem solving into my lectures. A colleague just forwarded your site to me and I am very interested in trying out a case study or two in my classes this spring.

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Alison Richards

Middle School Teacher
Science
Scenic Middle School
Central Point, Oregon 97502
Alison.richards@district6.org

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Mark M. Richter

Professor
Department of Chemistry
Missouri State University
Springfield, Missouri 65897
markrichter@missouristate.edu

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Rebecca Rideout

High School Teacher
Science
McDowell High School
Marion, North Carolina 28752
rebecca.rideout@mcdowell.k12.nc.us

I have never used the case study method. I came across the collection while developing an assignment related to world biomes. I looked at several of the case studies and would like to incorporate a case study into my AP Environmental Science class.

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Melissa B. Riley

Professor
Plant Pathology
Clemson University
Clemson, South Carolina 29634
mbriley@clemson.edu

I use a PBL approach in my undergraduate plant pathology course. Most of the students are majoring in horticulture, turf management, and agricultural education and often don't see a reason for taking the course. Cases can help them see why plant pathology is important to them and how it will help them in the future.

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Sarah Rines

High School Teacher
Math and Science
San Diego Jewish Academy
San Diego, California 92130
sarah.rines@gmail.com

I have found that when teaching science giving students any real life applications to use their knowledge of a topic is extremely valuable. It prepares them for continued learning and application of new information as they grow into adulthood.

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Lauren Rismiller

High School Teacher
Science Department
Sickles High School
Tampa, Florida 33626
lauren.rismiller@sdhc.k12.fl.us

I would like to use case studies in both my honors biology and anatomy classes to challenge my students and allow them to apply their scientific knowledge to a case study.

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Kate Rittenhouse-Olson

Associate Professor
Department of Biotechnical and Clinical Laboratory Sciences
University at Buffalo
Buffalo, New York 14214
krolson@buffalo.edu

I use case studies in my immunology course and in my tumor immunology course. I feel that case studies enhance long term memory of the subject.

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Edda I. Rivera

High School Teacher
Science
John A Ferguson Senior High School
Miami, Florida 33185
Edda-Rivera@dadeschools.net

I have been using these case studies in my class for the past four years. I use them in my honors class as an opener for a chapter or as a closing activity. My students enjoy the challenge of solving the case studies.

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Julio C. Rivera, Jr.

Associate Professor and Chair
Department of Geography and Earth Science
Carthage College
Kenosha, Wisconsin 53140
julio@carthage.edu

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Donald C. Rizzo

Professor of Biology
Biology Department
Marygrove College
Detroit, Michigan 48221
drizzo@marygrove.edu

I was introduced to the case method by colleagues. I will use it as an assignment to be discussed in class as one piece of my grading in addition to my regular exams. It engages students and encourages them to think critically and interdisciplinarily.

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Gina Roberts

High School Teacher
Science / Biology
North Dallas High School
Dallas, Texas 75204
giroberts@dallasisd.org

I am interested in the case studies to expose my students to life outside of a book where they can hear cases and process them as an exercise in the nature of science, helping them to tie abstract topics together in a critical and relevant way.

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John Robinson

High School Teacher
Science Department
Coppell High School
Coppell, Texas 75019
jrobinson@coppellisd.com

I am just getting started in PBL.

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Saul Robles

High School Teacher
Science Department
Methodist High School
San Jose, Costa Rica
secundaria@metodista.ed.cr

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Elizabeth Rochon

Associate Professor
Department of Speech-Language Pathology
University of Toronto
Toronto, Ontario Canada M5G 1V7
elizabeth.rochon@utoronto.ca

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Allison Rodden

Middle School Teacher
Middle School Science
Kamehameha School Kapalama
Honolulu, Hawaii 96817
alrodden@ksbe.edu

I've tried a couple cases with high school and middle school kids and I enjoy the real world applications that case studies provide. I'm looking to modify cases for my 8th graders when possible.

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Hugo Rodriguez

Assistant Professor
Biomedical Sciences and Health Professions
The University of Texas at Brownsville and Texas Southmost College
Brownsville, Texas 78520
hugo.rodriguez@utb.edu

We are now focusing on Problem-based Learning and I believe that case studies are essential for our purposes.

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Jen Roe

High School Teacher
Science
Western School of Technology
Baltimore, Maryland 21228
jroe@bcps.org

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Keely Roen

Instructor
Department of Wildlife Technology
Penn State DuBois
Du Bois, Pennsylvania 15801
kat175@psu.edu

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William D. Rogers

Professor
Department of Biology
Ball State University
Muncie, Indiana 47306
wrogers@bsu.edu

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Mary Anne Rokitka

Clinical Associate Professor of Physiology Emeritus
School of Medicine
University at Buffalo
Buffalo, New York 14214
pgyrokit@buffalo.edu

Clinical cases provide a context for material covered in class. I use cases in a variety of way: as the central problem that we revisit periodically during a course, mini-cases as a review, and, without fail, in my final exams.

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Chris Romero

Professor
Biology
Front Range Community College/Larimer Campus
Fort Collins, Colorado 80526
chris.romero@frontrange.edu

I have been given some of these case studies by a colleague and would like to start using them in my general biology classes.

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Troy Rook

High School Teacher
Science Department (Biology)
Harrison High School
Harrison, Arkansas 72601
trook@gobs.k12.ar.us

I am a new teacher. I have never used case studies, but I am very interested in using them.

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Christian Root

High School Teacher
Science
Morgantown High School
Morgantown, West Virginia 26501
croot@access.k12.wv.us

I would like to incorporate these case studies into my Advanced Human Anatomy class as a supplement to my teaching approach. I believe they would allow students to reinforce, analyze, and evaluate the material already covered in the course.

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Astrid Rosario

Associate Professor
Division of Natural Sciences and Engineering
University of South Carolina Upstate
Spartanburg, South Carolina 29306
arosario@uscupstate.edu

I have no experience with case studies but am very interested in this method. I am currently teaching Chemistry and Society and I think this would be a wonderful addition to the course.

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Scott Rosecrans

High School Teacher
Science Department
Earl of March Secondary School
Kanata, Ontario K2K 2B6, Canada
scott.rosecrans@ocdsb.ca

I am interested in inquiry based and project based learning. I have yet to use case studies for my students, but I wish to explore how case studies are used to incite and deepen learning.

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Martina Rosenberg

Assistant Professor
Department of Biochemistry and Molecular Biology
University of New Mexico
Albuquerque, New Mexico 87131
mrosenberg@salud.unm.edu

I have used mini case studies in a neurobiology class for pre-med undergrads. Currently I am redesigning an intro biochemistry course, modeled after the flipped classroom approach. I believe that application is the key!

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Frank Rosenthal

Associate Professor
School of Health Sciences
Purdue University
West Lafayette, Indiana 47907
frank@purdue.edu

I am interested in case studies for use in teaching undergraduate and graduate courses in environmental health, occupational health public health, and epidemiology -- especially those involving complex ethical and societal problems.

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Cate Rosier

High School Teacher
ACT Dept of Education, Australia
Narrabundah College
Narabundah, ACT, 2604 Australia
cate.rosier@ed.act.edu.au

I am interested in using the case studies as a teaching tool as they allow students to analyze and interpret data, make informed decisions, and own their work.

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Katie Rosner

High School Teacher
Science
Emil Holt High School
Wentzville, Missouri 63385
katierosner@wentzville.k12.mo.us

We are supposed to be incorporating more "science reading" into our curriculum. Using case studies seems like a natural, logical and real-world way to do it.

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Kathryn L. Rowberg

Associate Professor of Chemistry
Department of Chemistry and Physics
Purdue University - Calumet
Hammond, Indiana 46323
rowberg@calumet.purdue.edu

I use cases in both my major and non-majors environmental chemistry courses. They often incorporate societal issues (cost-benefit analysis, risk analysis, economic considerations, environmental racism, etc.) along with scientific data. The non-majors' cases are short cases that are completed in class. The majors' cases probe deeper into issues and science concepts, and require students to search for appropriate data and information.

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Matthew P. Rowe

Professor
Department of Biological Sciences
Sam Houston State University
Huntsville, Texas 77341
rowe@shsu.edu

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Pritha G. Roy

Middle School Teacher
Chemistry
Merryhill School
Milpitas, California 95035
pritha.roy@nlcinc.com

I am interested in using the Avogadro Goes to Court case by Frank Dinan to teach the students. I like to teach the students in an interactive way. I am planning on celebrating the Mole Day this year.

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Lisa Marie Rubin

Clinical Pharmacist
Formulary Management
VA Western New York Healthcare System
Buffalo, New York 14215
Lexpress1982@yahoo.com; Lisa.Rubin@va.gov

I was introduced to the case method in an honors seminar taught by Dr. Herreid. The approach sustains students' attention much better than the lecture method. An important way of learning is listening to and interacting with others. Cases allow for this.

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Lynne Ruetz

Elementary School Teacher
Science
Immaculate Conception Catholic School
Port Perry, Ontario, Canada
lynne.ruetz@dcdsb.ca

I learned about this at a workshop.

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Nancu Ruggeri

Doctoral Candidate, Department of Curriculum & Instruction
Research Assistant, Department of Geoscience
University of Wisconsin-Madison
Madison, Wisconsin 53706
nruggeri@wisc.edu

I am interested in using case studies in both the lab and discussion settings of a large introductory biology course. Despite this challenge, I have found it to be effective in engaging students in difficult course material.

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Christopher Rump

Associate Professor
Department of Applied Statistics and Operations Research
Bowling Green State University
Bowling Green, Ohio 43403
cmrump@bgsu.edu

I am interested in cases in mathematics, management science, operations research, industrial engineering, and statistics.

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Hannah L. Rusch

Fisheries, Wildlife and Conservation Biology
University of Minnesota
St. Paul, Minnesota 55108
rusch051@umn.edu

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Allison Russo

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Lynne B. Ruth

High School Teacher
Science Department
Shelby-Rising City Public Schools
Shelby, Nebraska 68662
lruth@esu7.org

I teach a senior high level anatomy/physiology class and would like to enrich the experience for the students in the class.

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Brian Rybarczyk

Director of Academic & Professional Development
Graduate School
University of North Carolina at Chapel Hill
Chapel Hill, North Carolina 27599-3280
brybar@unc.edu

I have successfully used case studies in a general biology course for majors and non-majors. For an upper-level course on the molecular basis of disease, I am developing cases that will focus on how diseases are manifested at a genetic and cellular level.

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Angela Ryter

High School Teacher
Science
South Saint Paul High School
South St. Paul, Minnesota 55075
aryter@sspps.org

My colleague introduced me to this site and I'm finding the use of case studies enhances the discussion my students have in class.

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Neil Sabine

Associate Professor
Natural Sciences and Mathematics
Indiana University East
Richmond, Indiana 47374
nsabine@iue.edu

I use case studies to deepen student understanding of course concepts and the characteristics of scientific inquiry. I also use them in evaluation and to support a "no lecture" format in introductory and upper level biology courses.

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Gregory S. Saenz

High School Teacher
Science
Oak Hills High School
Oak Hills, California 92344
greg.saenz@hesperiausd.org

I am teaching advanced placement environmental science. I would like to incorporate the case study method to supplement and drive the environmental science curriculum. I would use it to present a problem and get the students to develop their critical thinking and writing.

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Lauren Sahl

Professor
Corning School of Ocean Studies
Maine Maritime Academy
Castine, Maine 04420
lauren.sahl@mma.edu

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Suellen Saller

High School Teacher
Science
Bradley Bourbonnais Community High School
Bradley, Illinois 60915
ssaller@bbchs.org

This will be used with 9th grade biology students and 12th grade ecology students. They will be introductory or summary activities.

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Victoria Salo

High School Teacher
Life and Physical Sciences
Biddeford High School
Biddeford, Maine 04005
vsalo@biddschools.org

I haven't used many case studies in the classroom but feel that it would help students with understanding data in graphs, tables, etc., and learning to use this information to formulate ideas and conclusions. I just took a class on statistical design.

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Ivan Sammut

Senior Lecturer
Pharmacology
University of Otago
Dunedin 9054, New Zealand
ivan.sammut@otago.ac.nz

I use case-based teaching to deliver applied pharmacological training to medical students. I find case-based learning helps to deliver information within an applied context.

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Thomas Samuel

Professor
Biology
Austin Community College
Cedar Park, Texas 78613
tsamuel@austincc.edu

I use a small number of case studies for my Human Physiology course. I am planning to use them more for my upcoming online course.

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Alfonso Vargas Sanchez

Professor
Business Administration and Marketing
Faculty of Management
Universidad de Huelva
E21002-Huelva, Spain
vargas@uhu.es

Member of the Academy for Creative Teaching & World Association for Case Method Research & Application and Editorial Board of the Int'l Journal of Case Method Research & Application with special interest in cases related to business strategy.

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Otto Sanchez

Associate Professor
Faculty of Health Sciences
University of Ontario Institute of Technology
Oshawa, Ontario, Canada L1H 7K4
otto.sanchez@uoit.ca

I am currently working on developing cases for large classroom settings supported by a rich computer-based network that enhance student interest, interactivity, participation, and clinical application of knowledge.

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Sandra Jennina Sanchez

Assistant Professor
Business Administration
Universidad Javeriana
Bogota, D.C. Colombia
ssanchezp@javeriana.edu.co

I am interested in writing about the benefits of using the case study method in teaching business administration. I am a professor of strategy and I believe this method is a wonderful way to develop critical thinking among students.

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Michelle Sanders

High School Teacher
Biology Program
Harmony Science Academy High School
Houston, Texas 77099
Msanders@harmonytx.org

My school is a T-STEM academy, which means that we are required to teach in a Problem Based Learning Method. I like to use the case studies on this site for ideas of cases to present to the students or for ideas to develop my own PBLs.

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Luke Sandro

High School Teacher
Science (Biology)
Springboro High School
Springboro, Ohio 45066
lsandro@springboro.org

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Cathy R. Santanello

Associate Professor
Department of Pharmaceutical Sciences
Southern Illinois University
Edwardsville, Illinois 62026-2000
csantan@siue.edu

I became interested in cases after attending Pace University’s Center for Case Studies in Education 9th Annual Conference in Vancouver. It’s exciting to see the effect cases have on student learning outcomes, particularly when it is a case you have written!

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Jorge A. Santiago-Blay

Resident Research Associate
Department of Paleobiology
National Museum of Natural History / Smithsonian Institution
Washington, DC 20013-7012
blayj@si.edu

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Lynne Sapp

Middle School Teacher
Science
Madison County Central School
Madison, Florida 32340
sappl@madison.k12.fl.us

My 7th and 8th graders are part of Florida State's Rural Outreach Program, SSTRIDE, which stands for Science Students Together Reaching Instructional Diversity and Excellence.

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Christian P. Sarason

Adjunct Instructor of Oceanography
Science and Math Department
Seattle Central Community College
Seattle, Washington 98122
cpsarason@oceaninquiry.org

After attending the case study workshop at SUNY Buffalo in June of 2002, I have become quite energized to include case studies in my teaching.

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Nancy Sather

Adjunct Professor
Natural Sciences
Metropolitan State University
St. Paul, Minnesota 55106-5000
nancy.sather@metrostate.edu

I have been using two to three case studies in my general natural history class for non-science majors for several years. Those I use most commonly are "The Wolf, The Moose, and the Fir Tree" and "Improving on Nature?"

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Elizabeth Savage

High School Teacher
Science
Health Sciences and Human Services High School
Seattle, Washington 98146
elizabeth.savage@highlineschools.org

I am interested in using case studies in teaching AP Environmental Science.

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Leena Sawant

Professor
Life Sciences
Houston Community College
Stafford, Texas 77477
leena.sawant@hccs.edu

I would like to incorporate case study method to involve critical thinking and active learning.

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Suzanne Sawyer

Instructor
General Studies
Western Technical College
La Crosse, Wisconsin 54601
sawyers@westerntc.edu

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Christina Sax

Assistant Dean
Social, Behavioral, Natural, and Mathematical Sciences
University of Maryland - University College
Adelphi, Maryland 20783
csax@umuc.edu

I hope to enhance student learning through the use of tangible, relevant, real-life cases students can relate to in my general biology, cell biology and genetics, cancer biology, introductory biotechnology, and biotechnology commercialization courses.

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Frank A. Scannapieco

Professor
Department of Oral Biology
University at Buffalo
Buffalo, New York 14214
fas1@buffalo.edu

I am interested in using active learning strategies including team learning and case studies to improve understanding for dental undergraduate and graduate students.

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Misa Scepanovic

Department of Electrical Engineering
Oklahoma State University

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Elaine M. Schamber

Agronomy Department
Purdue University
West Lafayette, Indiana 47907

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Elizabeth Scharf

Assistant Professor
Department of Anthropology
University of North Dakota
Grand Forks, North Dakota 58202-8374
elizabeth.scharf@und.nodak.edu

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Steve C. Schenk

Associate Professor
Biology Department
College of Central Florida, Citrus County Campus
Lecanto, Florida 34461
schenks@cf.edu

I find that case-based education facilitates the development of dynamic, interactive science classrooms. Much of my focus has been (1) on utilizing mini-case activities to minimize classroom lecture and (2) on integrating artwork and student story-telling into case activities for science classes.

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Katherine Schenkelberg

High School Teacher
Science Department
West High School
Torrance, California 90503
kschenkelberg@etusd.org

I have been teaching science for 15 years, anatomy for 8. I have started to use case studies in my teaching and found it extremely valuable for students. I'd love to have more resources to expand my project based learning experiences.

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Dean Scherer

Associate Professor / Lead Instructor of Anatomy & Physiology
Science Department
Oklahoma State University
Oklahoma City, Oklahoma 73107
deanjs@osuokc.edu

I am looking into the case studies as an introduction to each new unit or section of physiology.

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Bethany Schiller

High School Teacher
STEM
Harwich High School
Harwich, Massachusetts 02645
bschiller@harwich.edu

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Nancy A. Schiller

Librarian / Co-Director
University Libraries / National Center for Case Study Teaching in Science
University at Buffalo
Buffalo, New York 14260
schiller@buffalo.edu

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Keith K. Schillo

Assistant Professor
Biology Department
SUNY College at Oneonta
Oneonta, New York 13820
schillkk@oneonta.edu

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Oliver Schinkten

High School Teacher
Science
Communities School at Oshkosh
Oshkosh, Wisconsin 5490
oliver.schinkten@oshkosh.k12.wi.us

We are doing a project-based unit on diseases and medical scenarios and would love to have students use critical thinking skills by working through case studies.

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Whitney M. Schlegel

Associate Professor
Human Biology
Indiana University
Bloomington, Indiana 47405
wreilly@indiana.edu

I use cases to support student learning in my human physiology and human biology courses. They serve as the foundational pedagogy for learning course content and help students think critically.

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Dan Schneider

High School Teacher
Science Department
Buffalo High School
Buffalo, Minnesota 55313
dschneid@bhmschools.org

I am interested in using the case study of the Australian redback spider in my Advanced Biology course. I would like to provide my students with an opportunity to view real world cases and help tie behavior to evolution.

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Patricia Schneider

Professor
Biological Sciences and Geology
Queensborough Community College / City University of New York
Bayside, New York 11364-1497
pschneider@qcc.cuny.edu

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Chad Scholes

Assistant Professor
Biology Department
Rockhurst University
Kansas City, Missouri 64110
chad.scholes@rockhurst.edu

I plan to use cases to give my students some context for the ecological principles we discuss. I am especially excited about using cases that have local relevancy for my students.

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Stephanie Scholl

High School Teacher
Life Science
Springfield High School
Springfield, Ohio 45503
whalensp@spr.k12.oh.us

One of my colleagues introduced me to the website and I'm fascinated with many of the case studies available. I can't wait to share this site with other teachers!

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Danielle Schoolcraft

High School Teacher
Science
South County High School
Lorton, Virginia 22079
dlschoolcraf@fcps.edu

I would like to use the case studies to have a more student centered progressive curriculum and less teacher-centered/traditional.

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Anna V. Schreiber

High School Teacher
Science
Hudson Catholic Regional High School
Jersey City, New Jersey 07306
aschreiber@hudsoncatholic.org

I am interested in using some case studies for my environmental science class. I feel that these studies help the students become self learners and improve their critical thinking skills. It makes the student responsible for their learning.

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Malcolm Schug

Associate Professor
Biology Department
UNC Greensboro
Greensboro, North Carolina 27402
mdschug@uncg.edu

I am interested in integrating case study and PBL methods into lectures and labs for non-majors and majors biology and a core course in genetics. I have developed an online non-majors biology course making use of case studies and am now designing the lab.

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Kathleen Schulman

Assistant Professor
Clinical Laboratory Science
East Carolina University
Greenville, North Carolina 27858-4353
schulmank@ecu.edu

I would like to use the case studies to discuss the use of clinical laboratory tests within an appropriate context. These stories can arouse student interest and help them understand and retain information about the clinical relevance of lab tests.

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Suzanne Schultz

Instructor
Psychology
Umpqua Community College
Roseburg, Oregon 97470
suzanne.schultz@umpqua.edu

I use lots of experiential exercises to teach and assess. The critical thinking element of cases is a boost to meeting my goals in presenting new information as well as the broader goal of being able to analyze it.

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Teresa M. Schulz

Professor
Science Department
Lansing Community College
Lansing, Michigan 48901-7210
schulzt@lcc.edu

The variety and flexibility of case study formats enlivens learning activities. I am enjoying creating new "stories" to accompany course-related content and students are enjoying the personal connection in the application of the material.

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Bri Schumacher

High School Teacher
Wabasha-Kellogg High School
Wabasha, Minnesota 55981
bschumacaher@wabasha-kellogg.k12.mn.us

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J. Nathan Scott

Postdoctoral Teaching Fellow
Chemistry Department
Saint Francis University
Loretto, Pennsylvania 15940
scottjn@chemistry.montana.edu

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Brian Scully

High School Teacher
Science
Starpoint Central School
Lockport, New York 14094
bscully@starpointcsd.org

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Wayne Seames

Associate Professor
Chemical Engineering
University of North Dakota
Grand Forks, North Dakota 58202-7101
wayneseames@mail.und.edu

I use the case study method as one of a number of teaching techniques in a number of courses. I like to write short, 20- to 30-minute cases to go over the main concepts in some of my engineering classes. In other classes, I use a case study as a starting point for in-class, problem-based learning sessions. I attended the May 2001 Case Studies in Science workshop in Buffalo to see if I could apply the technique to core engineering topics. You can, and the students love it!

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Miriam Segura-Totten

Associate Professor and Harry B. Forester Chair
Department of Biology
North Georgia College & State University
Dahlonega, Georgia 30597
mstotten@northgeorgia.edu

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David Seidorf

High School Teacher
Franklin High School
Somerset, New Jersey 08873
dseidorf@franklinboe.org

I enjoy bringing real life application of scientific material to the classroom. My students are hands-on learners and would benefit from learning about case studies.

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Darlene Seifert

High School Teacher
Science
New Palestine High School
New Palestine, Indiana 46163
dseifert@newpal.k12.in.us

Currently working in a biology modeling workshop and we are investigating the case studies.

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Scott Seiple

High School Teacher
Science
American International School of Guangzhou
Guangzhou, PR China, 510663
sseiple@aisgz.org

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Heather Seitz

Associate Professor
Science Division
Johnson County Community College
Overland Park, Kansas 66210
hseitz@jccc.edu

I utilize case studies as part of the team-based method of learning in my introductory microbiology course. I teach primarily pre-nursing students and case based learning is most appropriate to their future career path.

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Ericka Senegar-Mitchell

Adjunct Professor
Science / Science Education
Junipero Serra High School
San Diego, California 92124
ebellmitchell@yahoo.com

I am aware that not all students enrolled in my courses will choose science as a career BUT I am certain that these very students will be the most important future consumers of science. Science must be more than facts; case studies are the answer!

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Md Rumi Shammin

Assistant Professor
Environmental Studies
Oberlin College
Oberlin, Ohio 44074
rumi.shammin@oberlin.edu

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Caren D. Shapiro

Professor of Biology
Department of Mathematics & Natural Sciences
D’Youville College
Buffalo, New York 14201
shapiroc@dyc.edu

I want to engage students more actively in the learning process. I use cases in the infectious disease unit in the clinical medicine course of our physician assistant program as a way for students to review previous lecture material to determine the cause of a patient's disease.

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Joan Sharp

Senior Lecturer
Department of Biological Sciences
Simon Fraser University
Burnaby, British Columbia V5A 1S6 Canada
jsharp@sfu.ca

I am impressed with the potential of the case study approach for actively engaging student in thinking about science and making sense of the information they encounter in class and in the world.

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Alex Shatalov

High School Teacher
Oakstone Academy
Westerville, Ohio 43081
ashatalov@webmail.ccde.org

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Joyce A. Shaw

Associate Professor of Biology
School of Arts and Sciences
Endicott College
Beverly, Massachusetts 01915
jshaw@endicott.edu

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Stephen J. Shawl

Professor
Department of Physics and Astronomy
University of Kansas
Lawrence, Kansas 66045-7582
shawl@ku.edu

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Melanie Shearer

Assistant Professor
Health Careers and Sciences
Cuyahoga Community College
Cleveland, Ohio 44115
melanie.shearer@tri-c.edu

I am always looking for alternate methods for teaching content area.

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Anna Sheffield

High School Teacher
Science Department
North Ft Myers High Schools
N. Ft Myers, Florida 33903
annamsh@leeschools.net

I would like to use the case studies in my Anatomy and Physiology class. Students learn well from real world and real life applications of the material we are studying. I am a Registered Nurse and we used case studies frequently in nursing school.

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Lorie Sheinwald

High School Teacher
Science
Farmingdale High School
Farmingdale, New York 11804
Lsheinwa@fpsmail.k12.ny.us

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Chad Shelly

High School Teacher
Colonel Richardson High School
Federalsburg, Maryland 21632
chad_shelly@mail.cl.k12.md.us

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Maura Shelton

PhD Student
School of Environment and Forest Sciences
University of Washington
Seattle, Washington 98100
mauras@uw.edu

I am interested in using case studies to develop high school climate change and environmental science curriculum.

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Wayne Shew

Professor
Department of Biology
Birmingham-Southern College
Birmingham, Alabama 35254
wshew@bsc.edu

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Patricia A. Shields

Lecturer
Department of Cell Biology & Molecular Genetics
University of Maryland
College Park, Maryland 20742
pshields@umd.edu

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Melissa Short

High School Teacher
Midpark High School
Cleveland, Ohio 44130
mshortmorris@gmail.com

I think case studies interest students and get them to become more involved in the science classroom and understand better how scientists work in the "real world."

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Laura Shoun

Adjunct Professor
College Professional Studies
Indiana Institute of Technology
Fort Wayne, Indiana 46803
LJShoun01@indianatech.edu

I know that case studies provide relevant critical thinking opportunities. I want to learn to use them more effectively in the classroom.

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Michèle I. Shuster

Associate Professor
Department of Biology
New Mexico State University
Las Cruces, New Mexico 88003-8001
mshuster@nmsu.edu

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Cathy Silver Key

Assistant Professor
Department of Biology
North Carolina Central University
Durham, North Carolina 27707
ckey@nccu.edu

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Dee Silverthorn

Senior Lecturer
School of Biological Sciences
University of Texas at Austin
Austin, Texas 78795
silverthorn@mail.utexas.edu

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Steve Simmons

Professor Emeritus
Department of Agronomy and Plant Genetics
University of Minnesota
St. Paul, Minnesota 55108
ssimmons@umn.edu

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Michael Sinclair

High School Teacher
Science Department
St. Raymond's Cathedral
mitch2231@gmail.com

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Susan R. Singer

Lawrence McKinley Gould Professor of the Natural Sciences
Department of Biology
Carleton College
Northfield, Minnesota 55057
ssinger@carleton.edu

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Monica Sircar

High School Teacher
Everest Public High School
Redwood City, California 94063
monigeek@gmail.com

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Matthew Sisak

Instructor
Biology Department
Pennsylvania Highlands Community College
Johnstown, Pennsylvania 15904
msisak@pennhighlands.edu

The students in my classes are future health care providers, (nurses, assistants, support staff). The application of anatomy and physiology principles is vital to their understanding of the importance of the material covered in lecture.

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Tracey Skiles

Professor
Allied Medical
Cape May County Technical School District
Cape May Court House, New Jersey 08210
tskiles@capemaytech.com

I will be utilizing the case studies by infusing them into the Anatomy and Physiology curriculum.

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Mary Skipper

High School Teacher
Science
Prattville High School
Prattville, Alabama 36067
mary.skipper@acboe.net

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Kate Slabosky

High School Teacher
Science Department
Indiana University
kslabosk@umail.iu.edu

I am going to be student teaching at a New Tech High School in January. I would like to use these case studies as starting points for projects.

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Dana Slaughter

High School Teacher
Science
The Hotchkiss School
Lakeville, Connecticut 06039-2141
dslaughter@hotchkiss.org

I have used your case studies in the past and am looking for updated cases.

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Judy Slegh

High School Teacher
Life Science
PACT Charter School
Ramsey, Minnesota 55303
judy.slegh@gmail.com

I am interested in relating scientific information to my students in a way that allows critical thinking. I also like the investigative manner that some of these case studies are presented. These case studies relate to the new science standards.

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Robert Small

Adjunct Professor
Biology Department
Community College of Denver
Denver, Colorado 80204
robert.small@ccd.edu

Using the case studies to show how material is relevant. A great example is the case on myasthenia gravis ("The Tired Swimmer"). Really works well when teaching muscle physiology.

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Susanne Small

Associate Director of Education / Instructor
THS/MSU Program of Anesthesia
Murray State University
Madisonville, Kentucky 42431
ssmall@trover.org

I am looking at using case studies in class to incorporate principles instead of power point lectures. Actively involving the students in case studies may help facilitate learning of cardiovascular physiology.

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Julie Smcuzynski

Middle School Teacher
Life Sciences
Pine Ridge Middle School
Naples, Florida 34109
smuczyju@collier.k12.fl.us

I like the idea of providing real-life case studies to make studying the middle school-required content more meaningful. I'm not sure how difficult the case studies will be for my students (regular & advanced) to comprehend, so I'll see!

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Brad Smit

High School Teacher
Biology - Anatomy - Environmental Science
Saugatuck Middle/High School
Holland, Michigan 49453
bsmit@saugatuckps.com

I would like to use the case study approach with Anatomy, Advanced Biology, and Environmental Science students. I became interested in case studies after having read about them in the NSTA journal and have always promoted this type of pedagogy.

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Andri L. Smith

Associate Professor
Chemistry Department
Quinnipiac University
Hamden, Connecticut 06518
andri.smith@quinnipiac.edu

Most of my students see chemistry courses as something to be endured, not enjoyed. I want to use cases to help my students see the relevance of chemistry to their lives and future careers and to develop the tools needed to evaluate new situations.

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Ann C. Smith

Instructor
Department of Cell Biology & Molecular Genetics
University of Maryland
College Park, Maryland 20742
asmith@umd.edu

Working with a teaching team of other faculty and undergraduate teaching assistants, I have investigated the use of case study discussion as a tool for student motivation and as a method to introduce the relevancy and currency of course content. Our greatest challenge is using case study discussions in large lecture classes.

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Barbara Leigh Smith

Professor
The Evergreen State College
Olympia, Washington 98505
smithb@evergreen.edu

I co-direct a large project to develop case studies on issues relevant to Native American communities. We have written 70+ interdisciplinary cases suitable for many areas. Visit http://www.evergreen.edu/tribal/cases.

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Bradford Smith

High School Teacher
Mathematics
Westlake High School
Austin, Texas 78746
bsmith@eanesisd.net

I am interested in data sets that could be used in a statistics class.

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Christine Smith

Associate Professor
Nursing
North Park University
Chicago, Illinois 60625
casmith@northpark.edu

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Crystal Smith

High School Teacher
Science Department
Alameda International High School
Lakewood, Colorado 80232
ccantor@jeffco.k12.co.us

I would like to use the case studies to help high school students develop critical thinking skills. I am hopeful that the case studies will engage students and promote learning in a new and fun way.

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Deborah A. Smith

High School Teacher
AP Biology, Honors Biology
Springfield Township High School
Erdenheim, Pennsylvania 19038
d_smith@sdst.org

I begin the school year with a case study on "Why Study Science?" and follow that with appropriate case studies for each new unit. I believe this approach places the responsibility on the learner and results in a deeper and firmer grasp of the material.

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Delinda Smith

High School Teacher
Science / Vocational
wynne High School
Wynne, Arkansas 72396
dbowen@wynneschools.org

I would like to use the case studies to approach the Common Core State Standards (CCSS) and hope this will spark interest for my students.

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Harriet Smith

High School Teacher
Science
Schurz High School
Chicago, Illinois 60641


I think stories would engage my kids in science more. It seems like case studies start with a story and a person the kids might care about. I have not used case studies in my teaching.

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Richard Harold Smith

High School Teacher
Science Department - AP Biology
James E. Taylor High School
Katy, Texas 77450
richardhsmith@katyisd.org

I prefer case histories appropriate for instruction in AP Biology, especially biochemistry / biomedical topics.

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Stephen Smith

Assistant Professor
Biology
Olive Harvey College
Chicago, Illinois 60628
ssmith355@ccc.edu

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Steven Smith

High School Teacher
Science Department
Pittsford Mendon High School
Pittsford, New York 14534
steven_smith@pittsford.monroe.edu

Having the kids practice their conceptual knowledge on real world scenarios is invaluable. The open ended format drives them crazy, but it's such a valuable scientific and life skill.

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Tracy Smith

Medical / Surgical Nurse Educator
St. Mary's Good Samaritan
Mt. Vernon, Illinois 62864
tracy_l_smith@ssmhc.com

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Vicki Smith

High School Teacher
Science
Western High School
Auburn, Michigan 48611
smithv@bcschools.net

I have used the book Taking Sides: Environmental Issues. It seemed to spark some discussions that we wouldn't normally have due to the biases in the classroom and community. The book provides a more balanced approach to global climate change.

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Christina Smolen

High School Teacher
Science
Capuchino High School
San Bruno, California 94066
krysia.smolen@gmail.com

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Karen Smoyer

High School Teacher
Biology
Eastwood High School
Pemberville, Ohio 43450
ksmoyer@eastwoodschools.org

Our department would like to use case studies to enhance our lessons and promote critical thinking and problem solving.

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William Snyder

Instructor
Breckinridge School of Nursing
ITT Technical Institute
South Bend, Indiana 46635
wsnyderjr@itt-tech.edu

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Kathleen Sobolewski

Adjunct Professor
Biology Department
Berkshire Community College
Pittsfield, Massachusetts 01201
ksobolew@berkshirecc.edu

I would like to use case studies to make certain abstract topics (cellular respiration, for example) more understandable and show practical applications of the topics.

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Sohum Sohoni

Assistant Professor
Department of Electrical and Computer Engineering
Oklahoma State University
Stillwater, Oklahoma 74078
sohum.sohoni@okstate.edu

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Constance M. Soja

Professor
Department of Geology
Colgate University
Hamilton, New York 13346
csoja@mail.colgate.edu

I co-developed a case for students to debate whether dinosaurs should be "cloned" from ancient DNA. The primary purpose was to give students in my large moderately large introductory evolution course a chance to work closely with each other (and me) on research so that they can engage in a lively discourse about a contemporary issue in society. This approach has made it easier to get to know students better and has helped to inspire interest in and understanding of the scientific process.

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Marsha Sokoloski

High School Teacher
Science
Tourtellotte Memorial High School
North Grosvenordale, Connecticut 06255
mbean-sokoloski@thompsonpublicschools.org

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Cassia Sonderleiter

High School Teacher
Science
The Archer School for Girls
Los Angeles, California 90049
csonderleiter@archer.org

I would like to integrate the case method into my chemistry classes and encourage other members of my department to use it to provide additional real life science applications.

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Aaron Sonnichsen

High School Teacher
Science Department
Prosser High School
Prosser, Washington 99350
aaron.sonnichsen@prosserschools.org

I have never used a case study before but have read good reviews on the AP Biology listserv. I am looking forward to trying them in my classroom.

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Jacqueline Soraire

High School Teacher
Science
Massapequa High School
Massapequa, New York 11758
jsoraire@msd.k12.ny.us

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Alice Sorensen

Graduate Assistant
College of Charleston
Charleston, South Carolina 29424
sorensenaa@g.cofc.edu

I am getting my MEd in Science & Mathematics at the College of Charleston in South Carolina. I'm a graduate assistant for Dr. Peters, a biology professor and the director of the program. I'm helping him update his web page, which has resources for teachers, including case studies.

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Sergi Soriano

Assistant Professor
Physiology
University of Alicante
Alicante, Spain
sergi.soriano@ua.es

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Adra Sparkman

High School Teacher
Tupelo High School
Tupelo, Mississippi 38801
ansparkman@tupeloschools.com

I would like to enhance my students 'understanding of anatomy and physiology. I would like to use case studies to provide additional opportunities for my students to learn in cooperative groups.

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David K. Spierer

Assistant Professor of Sports Sciences
School of Health Professions
Long Island University–Brooklyn Campus
Brooklyn, New York 11201
david.spierer@liu.edu

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Patrick Springer

High School Teacher
Science Department
Corunna High School
Corunna, Michigan 48817
pspringer@corunna.k12.mi.us

I am interested in using case studies with AP Biology students.

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Shakila Srikumar

Department of Biochemistry / Faculty of Medicine
Quest International University
Ipoh Perak, Malaysia
dr.shakila@gmail.com

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Denise C. St. Clair

High School Teacher
Science / Medical
Boca Ciega High School
Gulfport, Florida 33707
stclaird@pcsb.org

I would like to incorporate more problem-based learning in my anatomy classes. I already do some small-scale activities, but need more. Many of our students like the CSI television shows, but they need something they have to think more in depth with.

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Thomas R. Stabler

Laboratory Director
Department of Chemistry and Biochemistry
Canisius College
Buffalo, New York 14208
stabler@canisius.edu

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Bill Staddon

Associate Professor
Department of Biological Sciences
Eastern Kentucky University
Richmond, Kentucky 40475-3124
bill.staddon@eku.edu

It is my hope that the use of case studies will allow diversification of evaluation and prepare students for high-order questions during tests and examinations.

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Sissy Stallings

High School Teacher
Science
Nogales High School
La Puente, California 91744
sstallings@rowland.k12.ca.us

I use case studies in IB Biology and Honors Biology to involve the students in research and group presentations and/or discussions.

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Debra L. Stamper

Instructor of Orthopedic Surgery
Harvard Medical School
Brigham & Women’s Hospital
Boston, Massachusetts 02115
dstamper@partners.org

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Janet Standeven

High School Teacher
Science
Riverwatch Middle School
Suwanee, Georgia 30024
jstandeven@forsyth.k12.ga.us

I would like to use case studies as a way of engaging students and making science class real-world application.

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Alice M. Stanford

Associate Professor
Division of Science and Mathematics
University of the Virgin Islands
St. Thomas, Virgin Islands 00802
astanfo@uvi.edu

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Kathrin F. Stanger-Hall

Assistant Professor
Department of Plant Biology
University of Georgia
Athens, Georgia 30602
ksh@uga.edu

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John Nathan Stark

Nurse Educator
Classic Lifeguard Aeromedical
Western Governors University
john.stark@hsc.utah.edu

I am a nurse educator for an aeromedical flight company. I create monthly modules of education, pertinent to trauma and flight nursing for flight nurses and paramedics. I'm interested in using your wonderful database.

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Annice F. Steadman

High School Teacher
Biology
Pulaski Academy
Little Rock, Arkansas 72212
annice.steadman@att.net

I will be teaching Human Anatomy and Physiology this year and would like to include a case studies/problem-based learning experience with each unit.

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Tammy Steeves

Senior Lecturer
School of Biological Sciences
University of Canterbury
Christchurch, New Zealand 8140
tammy.steeves@canterbury.ac.nz

I am new to the case study method but a colleague uses one in a related course. I am starting to incorporate team based learning strategies in my teaching and think including one or more case study activities would be a good idea.

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Jeffrey A. Steinmetz

Assistant Professor
Department of Biology
Francis Marion University
Florence, South Carolina 29502
jsteinmetz@fmarion.edu

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Philip J. Stephens

Professor
Department of Biology
Villanova University
Villanova, Pennsylvania 19085
phil.stephens@villanova.edu

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Marc Stephenson

High School Teacher
Science Department
Saugus High School
Saugus, California 91350
mstephenson@hartdistrict.org

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Elizabeth Stern

High School Teacher
Science
Community High School
Ann Arbor, Michigan 48104
Stern@aaps.k12.mi.us

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Richard C. Stewart

Associate Professor
Department of Cell Biology & Molecular Genetics
University of Maryland
College Park, Maryland 20742
alec@umd.edu

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Anthony C. Steyermark

Assistant Professor
Department of Biology
University of St. Thomas
St. Paul, Minnesota 55105
acsteyermark@stthomas.edu

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Kristen Stiff

Instructor
Sparta Elementary School
stiffkl@alleghany.k12.nc.us

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Sarah G. Stonefoot

Visiting Assistant Professor of Photography & New Media
Department of Art & Art History
Beloit College
Beloit, Wisconsin 53511
stonefos@beloit.edu

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Sherri Story

High School Teacher
AP and IB Biology
Kings Fork High School
Suffolk, Virginia 23434
Sherristory@spsk12.net

I want case studies to become part of my transition to inquiry based, student centered learning.

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Stephanie Stout

High School Teacher
Science Department
Hagerstown Junior / Senior High School
Hagerstown, Indiana 47346
sstout@nettlecreek.k12.in.us

I am very interested in using more case studies that are appropriate for high school level A&P. I am also very interested in finding case studies and labs/lesson plans which correlate with the Common Core Standards.

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Aimee Strang

Associate Professor
Pharmacy Practice
Albany College of Pharmacy
Albany, New York 12208
aimee.stranga@acphs.edu

I am interested in using team learning to teach pharmacy therapeutic topics.

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Sharon Strange

High School Teacher
Biology Department
Centennial High School
Franklin, Tennessee 37067
sharon5009@att.net

I will be conducting a once-a-week, outside-of-class look at case studies and how they apply to the subjects we are studying.

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Frank Strangio

High School Teacher
LaSalle Prepatory School
Niagara Falls, New York 14304
fstrangio@nfschools.net

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M. Elizabeth Strasser

Professor
Department of Anthropology
Sacramento State
Sacramento, California 95819-6106
strasser@saclink.csus.edu

Many of my students are liberal arts majors who plan to go into K-12 science teaching. I think that by incorporating cases into my classes, I can provide these students with a model for teaching science to their students.

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Nathan Strong

Professor
Biological Sciences / Chemistry Department
New Hampshire Technical Institute
Concord, New Hampshire 03301-7412
nstrong@ccsnh.edu

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Phoebe R. Stubblefield

Director of Forensic Science Program
Department of Anthropology
University of North Dakota
Grand Forks, North Dakota 58202-8374
phoebe.stubblefield@und.edu

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Katie Stumpf

Assistant Professor
Biology Department
Northland College
Ashland, Wisconsin 54806
kstumpf@northland.edu

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Pamela Sturgis

High School Teacher
Anatomy & Physiology
LaSalle Academy
Providence, Rhode Island 02809
psturgis@lasalle-academy.org

I have used case studies for many years. It's a great supplement.

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Margaret Suhanovsky

Teaching Assistant
Department of Molecular and Cell Biology
University of Connecticut
Storrs, Connecticut 06269
margaret.suhanovsky@uconn.edu

I came across this website in a course for teaching at the undergraduate level, specifically in the book we are using, "Teaching at Its Best." I am currently in the process of designing course portfolios for future courses that I hope to teach.

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Melissa Sullivan

High School Teacher
Pacific Ridge School
Carlsbad, California 92009
msullivan@pacificridge.org

We would love to start using case studies more in our 9th grade introductory biology course and in AP Environmental Science and AP Biology. Case studies are a great way to engage students in the learning process.

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Fengjie Sun

Assistant Profesor
School of Science and Technology
Georgia Gwinnett College
Lawrenceville, Georgia 30043
fsun@ggc.edu

I would love to try some of the case studies in my teaching activities because I emphasize the applications of biological knowledge in real world.

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Jordan F. Suter

Assistant Professor
Economics & Environmental Studies
Oberlin College
Oberlin, Ohio 44074
jordan.suter@oberlin.edu

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Kelly Suto

High School Teacher
Science
Poudre High School
Fort Collins, Colorado 80521
kasuto@psdschools.org

Using case studies helps students develop critical thinking skills.

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Serrena Tahvildari

High School Teacher
Science
Alliance Health Services Academy
Los Angeles, California 90047
stahvildari@laalliance.org

I am teaching Medical Science and I would love to use the case studies in my class. I think these case studies are a great resource because they help students with English comprehension and they bring relevance into the class.

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Weslene T. Tallmadge

Associate Professor
Chemistry Department
Gannon University
Erie, Pennsylvania 16541
tallmadge@gannon.edu

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Richard Tallman

Professor
Clinical Sciences
Rush University
Chicago, Illinois
richard_tallman@rush.edu

I am just getting started with the case study method.

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Antoine Taly

Professor
Licence Frontieres du Vivant
75014 Paris, France
taly@ibpc.fr

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Siu-Lu  Tan

Psychology Department
Kalamazoo College
Kalamazoo, Michigan 49006

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Brian Tande

Assistant Professor
Department of Chemical Engineering
University of North Dakota
Grand Forks, North Dakota 58202
briantande@mail.und.edu

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Mike Tang

High School Teacher
Science
Southlands Christian Schools
Mtang@southlandscs.com

I would like to use more inquiry in my classroom.

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Arne Tarnvik

Professor
Department of Infectious Diseases
Umea University
SE-90187, Umea, Sweden
arne.tarnvik@infdis.umu.se

I am interested in learning to construct and conduct longer directed cases for basic courses as well as for students in medical education.

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Diana Tarpley

High School Teacher
Science
Fuquay-Varina High School
Fuquay-Varina, North Carolina 27526
dtarpley@gmail.com

I am working to increase rigor in my classroom and feel that adding case studies to my program is one way of doing so.

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Emily Tatarniuk

Student Teacher
University of Saskatchewan
Saskatoon, Saskatchewan, Canada
emt380@mail.usask.ca

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Patti Tate

High School Teacher
Science Department
Stephen Lewis Secondary School
Mississauga, Ontario, Canada
patti.tate@yrdsb.edu.on.ca

I have never used case studies in my teaching, but I would like to try. I think it's an excellent way of relating content to issues that affect society. I believe that students will be better able to relate to the material.

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Shoaib Tauheed

Professor
Physiology Department
Dow Medical College
Karachi, Pakistan
shaheens@cyber.net.pk

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Vanamali Tay

High School Teacher
Science Department
Francis Polytechnic Senior High
Sun Valley, California 91352
vbt4298@lausd.net

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Ann T.S. Taylor

Associate Professor
Department of Chemistry
Wabash College
Crawfordsville, Indiana 47933
taylora@wabash.edu

I use cases in my biochemistry course. They give a "real world" context for our experiments, help fill the "dead time" of biochemistry techniques, and integrate real world examples, primary literature sources, and active learning into the classroom.

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Christine M. Taylor

High School Teacher
Science
Our Lady of Lourdes Academy
Miami, Florida 33143
ctaylor@olla.org

I am interested in incorporating more case studies in my AP Environmental Science course. Students seem to understand and relate environmental concepts to real world situations easier than just memorizing the material.

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Cornelia Taylor

Adjunct Professor
Biology Department
Tidewater Community College, Portsmouth Campus
Portsmouth, Virginia 23701
cztaylor@tcc.edu

I would like to engage students in thinking of practical ways to apply the information they are learning.

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Gary Taylor

High School Teacher
Science Department
Francis Howell High School
St. Charles, Missouri 63304
gary.taylor@fhsdschools.org

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Randy Taylor

High School Teacher
Science
McEachern High School
Powder Springs, Georgia 30127
RANDY.TAYLOR@COBBK12.ORG

Allowing my students to work outside the normal curriculum.

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Robert Taylor

High School Teacher
Science Department
Fleming Island High School
Fleming Island, Florida 32003
rbtaylor@mail.clay.k12.fl.us

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Jeremy Alden Teissere

Associate Professor
Biology and Neuroscience
Muhlenberg College
Allentown, Pennsylvania 18104
teissere@muhlenberg.edu

I am interested in developing alternative pedagogy for my introductory neuroscience course, including case studies. More generally, I’d like to use cases to increase my students’ critical interpretation of data and catalyze interdisciplinary discussion among the supplementary fields of neuroscience (biology, psychology, philosophy, etc.)

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Steven L. Telleen

Professor
Biology Department
San Joaquin Delta College
Stockton, California 95207
stelleen@deltacollege.edu

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Michael Tessmer

Associate Professor
Chemistry Department
Southwestern College
Winfield, Kansas 67156
mtessmer@sckans.edu

I like to use cases to encourage students to work in groups and to let them see how the material that they are learning is applied in the real world. If students see the relevance of the course material, they are more likely to want to learn more.

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Joyce Theriot

High School Teacher
Science Department
Bayard Rustin High School
West Chester, Pennsylvania 19382
jtheriot@wcasd.net

I am looking for interesting cases for my seniors to investigate.

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Pierre-Jean Thibault

Professor
Biology and Geology
Cégep de l'Outaouais
Gatineau, Quebec, Canada J8Y 6M4
PierreJ.Thibault@cegepoutaouais.qc.ca

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Cheryl Thomas

High School Teacher
Biology Department
Maris Stella School
Overport 4067 KZN South Africa
cthomas@marisstella.co.za

I originally heard about this site at a Teachers Conference this weekend. I find the use of case studies very appealing to pupils, who tend to show an interest in the subject when they have something to mull over. Case studies have also been introduced, for the first time, as an option, for assessment at the matric level.

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Janice Thomas

High School Teacher
Rosati-Kain High School
St.. Louis, Missouri 63108
jthomas@rosati-kain.org

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Jessica Thomas

Assistant Professor
Biology
Utica College
Utica, New York 13502
jhthomas@utica.edu

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Alex Thrash

High School Teacher
Science
Butler High School
Augusta, Georgia 30906
NAThrash@aol.com

I teach high school chemistry in an urban school. I introduced PBL into my courses last year, and had varying degrees of success. If you have cases you think would be appropriate for 10–12th grade chemistry students, I would really like to take a look at them.

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Diane Tice

Associate Professor
Biology
Morrisville State College
Morrisville, New York 13408
ticedg@morrisville.edu

I use cases to increase comprehension of difficult concepts in anatomy and physiology. I also use cases in my basic immunology and cancer biology courses to combine clinical relevance with the basic science of those subjects.

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Linda L. Tichenor

Associate Professor
Biology Department
University of Arkansas at Fort Smith
Fort Smith, Arkansas 72913-3649
lticheno@uafortsmith.edu

I was writing cases even before attending your workshop, which was one of the best workshops I have ever attended. My book, Using Case Studies From the Living World, is an ancillary to G. Johnson’s text, The Living World (http://www.mhhe.com/biosci/genbio/casestudies/).

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Jone Tiffany

Associate Professor
Nursing
Bethel University
St. Paul, Minnesota 55112
tifjon@bethel.edu

I am looking for case studies for ethics in medicine and nursing.

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Elethia W. Tillman

Lecturer
Department of Biology
Spelman College
Atlanta, Georgia 30331
etillman@spelman.edu

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Benjamin F. Timson

Professor
Department of Biomedical Sciences
Missouri State University
Springfield, Missouri 65897
bentimson@missouristate.edu

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Karen Tino

Middle School Teacher
Morrow Middle School
Morrow, Georgia 30260
karen.tino@clayton.k12.ga.us

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Marcia Tinone

Adjunct Professor
Chemistry Department
University of Hartford
West Hartford, Connecticut 06117
Tinone@hartford.edu

I am interested in applying case studies to a non-science majors chemistry course.

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Monica L. Tischler

Professor
Department of Biological Science
Bendectine University
Lisle, Illinois 60532
mtischler@ben.edu

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Albert Titus

Associate Professor
Department of Electrical Engineering
University at Buffalo
Buffalo, New York 14260
ahtitus@buffalo.edu

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Shoshana Tobias

Former Student
Department of Biological Sciences
University at Buffalo
Buffalo, New York 14260

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Sybil Tobierre

High School Teacher
Science
Herbert H. Lehman High School
Bronx, New York 10461
sstobierre@hotmail.com

I plan to use case studies as part of a weekly group-work lesson format.

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Kaleigh A. Tockes

Undergraduate Student
Department of Biology
Bradley University
Peoria, Illinois 61625

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Conrad Toepfer

Assistant Professor of Biology
Department of Mathematics & Natural Sciences
Brescia University
Owensboro, Kentucky 42301
conrad.toepfer@brescia.edu

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Jane Tofel

High School Teacher
Science Department
Cold Spring Harbor High School
Cold Spring Harbor, New York 11724
jtofel@csh.k12.ny.us

I have only used case studies included in my textbook. I would love to enhance my AP Environmental curriculum with your resources.

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Peter Tonsoline

Adjunct Professor
Science Department
Iroquois central High School/Canisius College/Medaille College
Elma, New York 14059
tonsoline@yahoo.com

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Debra Topham

Associate Professor
Minnesota State University - Mankato
debra.topham@mnsu.edu

I've used case studies in the past and am looking for case studies for my pathophysiology class.

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Leah Torisky

High School Teacher
Science Department
Red Bay High School
Red Bay, Alabama 35582
leahtorisky@franklin.k12.al.us

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Rafael Tosado

Associate Professor
Natural Sciences
Inter American University of Puerto Rico
San Juan, Puerto Rico 0919-1293
ratosado@intermetro.edu

I use investigative case-based learning experiences together with computer simulations aimed to develop quantitative and analytical thinking. I teach undergraduate courses in the areas of molecular biology, biochemistry, microbiology, and immunology.

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Tonya Laakko Train

Assistant Professor
Biology Department
Elon University
Elon, North Carolina 27244
ttrain@elon.edu

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Allison Trento, ACNP-BC

Professor
Nursing
St. Anselm's College
Bedford, New Hampshire 03110
mikeandalliet@comcast.net

Case studies encourage students to research the disease, etc., outside their textbooks and are useful in pulling it all together.

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Gil Trevino

High School Teacher
Science Department
Overland High School
Aurora, Colorado 80012
gtrevino@cherrycreekschools.org

My experience with case studies is limited, but I am very interested in incorporating them into my curriculum.

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Jordan Trull

High School Teacher
Science
Millbrook High School
Raleigh, North Carolina 27617
jtrull2@wcpss.net

I teach all levels of biology (i.e., Academic Biology, Honors Biology, AP Biology, IB Biology). I learned about this site at a workshop that I attended on the Common Core National Standards. Case studies seem to be a great way to make connections!

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Cindy Trussell

Assistant Professor
Natural Sciences
Kodiak College / University of Alaska Anchorage
Kodiak, Alaska 99615
ctrussell@kodiak.alaska.edu

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Adriana Turrubiartes

High School Teacher
Escuela Maria Morelos Y Pavon
Mexico, San Luis Potosi
adrisrt@hotmail.com

I am very excited about using many of these interesting cases with my students. I am pretty sure they will be amazed with something like this! I would like to resolve them in teams and make them as a project so everyone would participate and learn more.

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Gerald Urquhart

Assistant Professor
Lyman Briggs School of Science
Michigan State University
East Lansing, Michigan 48824-1316
urquhar5@msu.edu

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Stephanie Vail

Former Student
School of Medicine & Biomedical Sciences
University at Buffalo
Buffalo, New York 14260

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Heidi Valk

High School Teacher
Science
Deerfield Academy
Deerfield, Massachusetts 01342
hvalk@deerfield.edu

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Abram van der Fluit

High School Teacher
Science
South Gate High School
South Gate, California 90280
avanderf@lausd.net

I teach biology and AP Biology and want to try using the case study method.

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Jessica Vanderlelie

Lecturer
School of Medical Science
Griffith University
Southport, Queensland, Australia 4222
j.vanderlelie@griffith.edu.au

I would like to use case studies in the teaching of biochemistry to demonstrate enduring clinical relevance in my class.

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Ashley Vaughn

Instructor
General Education
Beckfield College
Florence, Kentucky 41042
avaugn@beckfield.edu

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Leslie Vaughn

High School Teacher
Science
Maine West High School
Des Plaines, Illinois 60018
lvaughn@maine207.org

I was at an AP Biology Conference and someone suggested this as a great way for students to experience real research.

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Joshua Vaught

High School Teacher
Harding Fine Arts Academy
Oklahoma City, Oklahoma 73118
Joshuavaught@yahoo.com

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Geraldine S. Vaz

Attending Physician
Ambulatory Care Department
Jamaica Hospital Medical Center
Jamaica, New York 11418

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Sharon A. Vaz

Genetics Education Coordinator
Department of Health
State of Oklahoma
Oklahoma City, Oklahoma 731117
sharonav@health.ok.gov

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Jeanine Velez

Researcher / General Biology Coordinator
Biology Department
University of Puerto Rico
Mayaguez, Puerto Rico 00681
jeanine.velez@upr.edu

I design class and lab modules for general biology (majors) and give seminars to high school teachers. Having case studies will enhance the learning experience for students and could help teachers develop activities for their students.

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Teresa K. Vencil

High School Teacher
Science Department
Castlewood High School
Castlewood, Virginia 24224
tvencil@russell.k12.va.us

I am interested in using the case study method with my chemistry, physics, and environmental science classes.

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Filippos Ververidis

Professor
Laboratory of Plant Biochemistry & Biotechnology
Department of Plant Sciences
Technological Educational Institute Crete
Heraklion, Crete, GR710 04, Greece
ververidis@teicrete.gr

I want to apply the case method to my 1st-year "Basic Chemistry" course in order to engage students. I'm specifically interested in cases related to genetically modified organisms, bioactive substances, and basic agricultural chemistry.

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Kristin B. Vessey

Faculty Emeritus
Department of Biological Sciences
Bowling Green State University
Bowling Green, Ohio 43403


A former faculty member in the Biology Department and the Center for Environmental Programs at Bowling Green State University (BGSU), I’m now retired from teaching, but remain a case-studies fan.

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Andrew Vinal

Instructor
Biology
Wake Technical Community College
Raleigh, North Carolina 27616
acvinal@waketech.edu

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Todd Vince

High School Teacher
Life Science Department
Stoney Creek High School
Rochester, Michigan 48306
tvince@rochester.k1.mi.us

Opening lectures on a new topic or subject is enhanced by case study work, which challenges students to think in many levels and directions. Student collaboration is encouraged while solving/discussing case studies.

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Daniel Vincer

High School Teacher
Science
Stranahan High School
Ft. Lauderdale, Florida 33308
daniel.vincer@browardschools.com

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Melanie Vinion

High School Teacher
Biology
Wooster High School
Wooster, Ohio 44691
wstr_mvinion@wooostercityschools.org

I have done case studies before but would like to receive your case studies. Thanks!

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Kerrie Viray

High School Teacher
Science
Teaneck High School
Teaneck, New Jersey 07666
kviray@teaneckschools.org

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Gina R. Vogt

Program Director
Center for BioMolecular Modeling
Milwaukee School of Engineering
Milwaukee, Wisconsin 53202
vogt@msoe.edu

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Sarah Vordtriede

Assistant Professor
Biology
St. Ambrose University
Davenport, Iowa 52803
VordtriedeSarah@ambrose.sau.edu

Cases help students relate to course material and draw connections and conclusions on their own. Students gain confidence and remember what they learn. Class discussion of case studies allows even the quieter students to find their voice.

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Al Wachutka

High School Teacher
Science Department
St. Louis Park High School
St. Louis Park, Minnesota 55426
wachutka.al@slpschools.org

I am a teacher of AP Environmental Science and would like to use your site. I have previously registered.

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Raechel Waddy

Middle School Teacher
Morrow Middle School
Morrow, Georgia 30260
raechel.waddy@clayton.k12.ga.us

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Andrea C. Wade

Dean of Health Sciences
Health Sciences Division / Distance Learning
Broome Community College
Binghamton, New York 13902
wade_a@sunybroome.edu

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Thorsten Wagener

Associate Professor
Department of Civil & Environmental Engineering
Pennsylvania State University
University Park, Pennsylvania 16802
thorsten@engr.psu.edu

I teach hydrology/water resources in graduate and undergraduate level engineering classes. Currently, I am particularly interested in using case studies in large undergraduate classes (>50)

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Jeremiah Wagner

Instructor
Biology / Science
Mid Michigan Community College
Harrison, Michigan 48625
jrwagner@midmich.edu

I would like to introduce more inquiry learning into my intro biology classes. I am trying to move away from traditional lecture and get my students more engaged in the topics we cover in Biology 101.

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Peggy Wagner

Assistant Professor
College of Nursing
Saint Anthony College of Nursing
Rockford, Illinois 61108
peggywagner@sacn.edu

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Robert Wahler

Clinical Assistant Professor
Department of Pharmacy Practice
University at Buffalo
Buffalo, New York 14260-1200
rgwahler@buffalo.edu

Since attending your workshop, I've completely changed the way I teach geriatric pharmacotherapy to our PharmD students. My classes are now case-based, with the case up front with some active learning techniques. I then use the second half of class to give a lecture, but I only highlight the points that didn't come out during the case discussion. I find it satisfying, and the students say they really like it.

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Kristen Walburn

High School Teacher
Science Department
Hampshire High School
Romney, West Virginia 26757
kswalburn@access.k12.wv.us

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Mary Walczak

Professor
Chemistry Department
St. Olaf College
Northfield, Minnesota 55057
walczak@stolaf.edu

I use and have written cases for my chemistry classes. Most of my efforts have been directed at introductory level courses, but most of the cases I have co-authored are flexible and can be used in both upper and lower level courses.

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Mary H. Walmsley

High School Teacher
Science Department
Livingston High School
Livingston, New Jersey 07039
Mwalmsley@livingston.org

The physiology teacher at my high school uses case studies in her class. The students seem very engaged with them. I would like to use them in my forensic science classroom to help differentiate instruction. This also allows for application.

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Debby Walser-Kuntz

Associate Professor
Department of Biology
Carleton College
Northfield, Minnesota 55057
dwalser@carleton.edu

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Linda Walsh

Associate Professor
Psychology Department
University of Northern Iowa
Cedar Falls, Iowa 50614-0505
walsh@uni.edu

I am constantly seeking new ways to involve the students in all of my classes in an active learning process.

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Kathryn Walters

High School Teacher
Science Department
Our Lady Academy
Bay St. Louis, Mississippi 39520
kathryn.walters@ourladyacademy.com

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Kristen L.W. Walton

Assistant Professor
Department of Biology
Missouri Western State University
St. Joseph, Missouri 64507
kwalton1@missouriwestern.edu

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Diane R. Wang

Lab Technician
Biology, Plant Breeding and Genetics
Cornell University
Ithaca, New York 14853
drw44@cornell.edu

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Grace A. Wang

Associate Professor
Department of Environmental Studies
Huxley College of the Environment
Western Washington University
Bellingham, Washington 98225

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Paula Wang

High School Teacher
Science
Sidwell Friends School
Washington, DC 20016
wangp@sidwell.edu

I am interested in the case study approach to teaching science. This gives a more student-centered environment to the classroom. It allows students to "discover" material and facilitate long term memory.

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Jacqueline Washington

Associate Professor of Biology / Chair
Department of Biology and Chemistry
Nyack College
Nyack, New York 10960
jacqueline.washington@nyack.edu

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Kennan Wasinger

High School Teacher
Science Department
Bishop Moore Catholic High School
Orlando, Florida 32804
wasingerk@bishopmoore.org

Case studies, especially the clicker cases, allow me to actively engage my students in real-world problem solving. They also make my curriculum more relevant to the students, which hopefully allows them to retain the information.

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Cheryl L. Watson

Professor
Biological Sciences
Central Connecticut State University
New Britain, Connecticut 06053
watsonc@ccsu.edu

I use short cases as applications of principles introduced in lecture. I find that manipulating the concepts helps students integrate and retain knowledge.

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Dennis Watts

Instructor
English and Humanities
Robeson Community College
Lumberton, North Carolina 28360
dwatts@robeson.edu

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Jeff Webb

High School Teacher
Science Department
Westside High School
Houston, Texas 77071
jwebb1@houstonisd.org

I am trying to transition to this style of teaching rather than teacher-driven instruction.

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Fran Weber

High School Teacher
Science Department
Pueblo West High School
Pueblo West, Colorado 81007
fweber@district70.org

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Susan Weidkamp

High School Teacher
Science Department
Glencoe High School
Hillsboro, Oregon 97124
weidkams@hsd.k12.or.us

I am interested in using case studies to differentiate biology curriculum in my diverse high school classroom. I believe case studies are interesting for students, and can be adapted for use with diverse backgrounds and skill levels.

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Fred K. Weigel

Assistant Professor
Army-Baylor Graduate Program in Health and Business Administration
Baylor University
Fort Sam Houston, TX 78234-6051
fred_weigel@baylor.edu

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Sally Welch

Associate Professor of Chemistry
Coordinator of the Environmental Science Program
Marygrove College
Detroit, Michigan 48221
swelch@marygrove.edu

I have used cases in some of my non-science majors courses. After attending the 2002 Annual Conference on Case Study Teaching in Science in Buffalo, I have used a few case studies in my upper-level chemistry and environmental courses. They allow me to bring real-world problems into class, and let me teach chemistry in a new way.

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Paul Welsh

Instructor
Science Department
Singapore American School
Singapore 738547
pwelsh@sas.edu.sg

Case studies are a staple teaching technique I use with my students to allow them to see the importance of using the knowledge they are gaining. Students don’t forget the cases we use in class. Months later, I only need to mention the title of a case to bring them all back to the "moral of the story." Cases stimulate the kind of learning we all continue to do throughout life.

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Samuel Weprin

Instructor
Office of Admissions
Yeshiva University
New York, New York 10033
weprin@yu.edu

I teach medical ethics in many different settings and to a large variety of students ranging for high school to graduate school. As such, the case study method is one that I use, and I am very fond of.

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Robert J. Werner

Professor
Geography Department
University of St. Thomas
St. Paul, Minnesota 55105-1096
rjwerner@stthomas.edu

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Danielle Werts

High School Teacher
Science
Golden Valley High School
Santa Clarita, California 91350
dwerts@hartdistrict.org

I am teaching AP Environmental Science. Hoping to add more case studies this year (my textbook is 10 years old). I want students to have more access to what's happening in their world with real studies.

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Steve Westerside

Middle School Teacher
Science
Odle Middle School
Bellevue, Washington 98007
westersides@bsd405.org

I teach gifted students at the middle school level and am very interested in using case studies to stimulate students to look beyond ordinary learning and to grapple with harder, more personal issues. Case studies will give me this opportunity.

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Abigail Wetzel

High School Teacher
Biology
Youth Institute of Science and Technology
Agogo, Ghana, Africa
apwetzel@gmail.com

My most influential teachers and professors throughout my high school and undergraduate years used case studies to teach. When I met with my high school science teacher to work on teaching skills for a new position, he referred me to this website.

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Heidi Wheeler

High School Teacher
Science Department
Hopkinsville High School
Hopkinsville, Kentucky 42240
heidi.semrau@christian.kyschools.us

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Rebecca Wheeler

High School Teacher
Pace Academy
Atlanta, Georgia 30327
bwheeler@paceacademy.org

We used PBL in nursing school and I found it much more helpful for developing critical thinking skills and teamwork than lectures and labs. I think it helps students prepare for the real world instead of just stuffing their heads with facts.

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Gretchen Whelan

High School Teacher
Science
Lafayette High School
Wildwood, Missouri 63011
whelangretchen@rockwood.k12.mo.us

I use case studies as an enrichment to my lecture and activities. They provide an opportunity for students to think critically and work together to solve issues. They can learn about issues around the world and also apply it to their everyday lives.

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Nicole Whitaker

High School Teacher
Science Department
Clark County School District
Las Vegas, Nevada 89147
npwhitaker@interact.ccsd.net

As a teacher who participates in the AVID program at my school, I do my best to use inquiry as often as possible. Case studies are a great way to improve student engagement while stimulating their natural curiosities.

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Taylor White

High School Teacher
Science Department
Hurlingham and Chelsea School
London SW6 3ED, United Kingdom
info@hurlchel.lbhf.sch.uk

I enjoy teaching the subject with bright students at the school, it really gets them thinking about details about the subject and gets them involved in active learning. Biology is a very interesting subject to both learn and teach.

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Monica Wiliams

High School Teacher
Bowie High School
Bowie, Maryland 20716
Monica2.Williams@pgcps.org

I am interested in exposing my students to real science application and inquiry. I find that many students do not see the connections between the real world and the science that is taught in class.I have had experience as a student with cases.

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Angela Williams

High School Teacher
Science Department
Wakulla High School
Crawfordville, Florida 32327
angela.williams@wcsb.us

I teach an Advanced Placement Environmental Science course. I am always looking for case studies that provide the integration of disciplines, relevance, and engaging story that makes learning memorable.

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Cheryl Williams

High School Teacher
Science
La Salle Academy
Providence, Rhode Island 02908
cwilliams@lasalle-academy.org

Case studies give real life applications that are interesting to students. They also involve critical thinking by students. In addition, the case method encourages students to collaborate and solve problems together, as well as independently.

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Cheylena Williams

Undergraduate Student
School of Natural Sciences / Biological Sciences
Kean University
Union, New Jersey 07083

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Felecia Williams

High School Teacher
Science
Morrow High School
Morrow, Georgia 30260
felecia.williams@clayton.k12.ga.us

Next year, I will be teaching a new subject - chemistry. I am looking forward to the new experience and believe that adding case studies to my lesson plans will really help with the retention of this typically difficult material for my students.

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Sandra Williams

Instructor
Community/Mental Health Nursing
College of Nursing
University of South Alabama–Springhill Campus
Mobile, Alabama 36604

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Pamela Williams, JD, PhD

Assistant Profesor
College of Nursing
Medical University of South Carolina
Charleston, South Carolina 29425
wilpame@musc.edu

I experienced a form of case study method during law school. I want to become better acquainted with the Socratic method and how to integrate case methods with nursing content.

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Tonya Willingham

Watts School of Nursing
Duke University
Durham, North Carolina 27705
tonya.willingham@duke.edu

Case studies are very useful in helping nursing students to apply knowledge and to think through the concepts. I also like to use cases in team-based learning activities so that all of the students are working to solve the same problem at the same time.

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Lauren Wilmoth

High School Teacher
Science
Jefferson County High School
Dandridge, Tennessee 37725
lwilmoth@k12tn.net

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Chester Wilson

Laboratory Coordinator and Instructor
Department of Biology
University of St. Thomas
St. Paul, Minnesota 55105
c9wilson@stthomas.edu

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Kristy J. Wilson

Visiting Assistant Professor
Department of Biology
Morehouse College
Atlanta, Georgia 30314
dr.wilson27@gmail.com

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Paul Wilson

High School Teacher
Biology / Chemistry / Physics
Tom Bean High School
Tom Bean, Texas 75489
paul.wilson@tombean-isd.org

A colleague is currently using cases in her biology classes, and suggested it to me. I'm curious to use it in my high school physics class this year, and see whether it will foster greater subject-specific curiosity and scientific literacy.

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Sharon Wilson

High School Teacher
Science
Mundy's Mill High School
Clayton, Georgia
sharon.wilson@clayton.k12.ga.us

I plan to use the case study method after I learn more about the method in a workshop this week.

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Susan Wilson

High School Teacher
Science Department
Salisbury High School
Allentown, Pennsylvania 1803
swilson@stsd.org

I have used case studies in my AP biology class as well as anatomy and physiology. I would like to keep up with current and news-making info so my students can use real-world examples.

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Erin Windsor

Instructor
Life Sciences
Mohave Community College
Bullhead City, Arizona 86442
ewhite@mohave.edu

I want to get the students more involved during lecture. We just ordered the clicker system. I think introducing the case studies are important because they show the students real world examples of things they're learning in the classroom and text.

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Kevin Wise

Assistant Professor
Liberal Arts
Trocaire College
Buffalo, New York 14220
wisek@trocaire.edu

I have used some case studies in the past and would like access to a greater bank to choose from.

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Angela Wisniewski

Assistant Professor
Department of Family Medicine and Pharmacy Practice
University at Buffalo
Amherst, New York 14260
amw25@buffalo.edu

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Charla Wistos

High School Teacher
Chemistry
Monterey Trail High School
Elk Grove, California 95624
cwistos@egusd.net

The AP Chemistry curriculum is shifting to an "inquiry-based" approach for the 2013-2014 school year. Other teachers have suggested that the case study approach is a great way to introduce inquiry to my students.

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John C. Withey

Assistant Professor
Department of Biological Sciences
Florida International University
Miami, Florida 33143
jwithey@fiu.edu

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J. Clair Witwer

High School Teacher
Agriculture Science & Technology
Pequea Valley High School
Kinzers, Pennsylvania 17535
clair_witwer@pequeavalley.org

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Jessica Wojcik

High School Teacher
Science
Resurrection High School
Chicago, Illinois 60631
jwojci1@gmail.com

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Sarah A. Wojiski

Assistant Professor of Biology
School of Arts and Sciences
Massachusetts College of Pharmacy and Health Sciences
Boston, Massachusetts 02115
sarah.wojiski@mcphs.edu

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Ashley Wong

High School Teacher
Science
North Garland High School
Garland, Texas 75042
akwong@garlandisd.net

I want to use some of your case studies for my AP Biology course.

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Elizabeth Wong

High School Teacher
Health Sciences
Bollman Technical Education Center
Thornton, Colorado, 80229
elizabeth.d.wong@adams12.org

I am interested in enhancing the learning experiences of my students by integrating case studies for both anatomy and physiology as well as pathophysiology. Case studies will give students the opportunity to apply what they have learned.

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Bonnie S. Wood

Professor Emerita of Biology
Department of Math and Science
University of Maine at Presque Isle
Presque Isle, Maine 04769
bonnie.s.wood@umpi.edu

I have designed "lecture-free" teaching methods for all of the courses I teach (both general education core and upper-level biology). I use case studies as well as many other active learning methods to accomplish this.

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Troy D. Wood

Associate Professor
Department of Chemistry
University at Buffalo
Buffalo, New York 14260-3000
twood@buffalo.edu

I have used cases in a general education course "Great Discoveries in Science" for non-majors at the junior/senior level to develop students' analytical reasoning skills and understanding of the scientific method, and raise their awareness of scientific controversies.

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Caitlyn Woods

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

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Leslie G. Wooten-Blanks

Assistant Professor
Biology Department
Claflin University
Orangeburg, South Carolina 29115
lwooten-blanks@claflin.edu

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Ann W. Wright

Professor
Department of Biology
Canisius College
Buffalo, New York 14208
wrighta@canisius.edu

I am interested in human anatomy and physiology cases, especially for physical education and athletic trainees.

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Deborah D. Wygal

Professor
Biology Department
St. Catherine University
St. Paul, Minnesota 55105
ddwygal@stkate.edu

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Lauren E. Yaich

Associate Professor / Chair
Division of Biological and Health Sciences
University of Pittsburgh at Bradford
Bradford, Pennsylvania 16701
yaich@pitt.edu

I am concerned that students not only learn the facts (which can at times seem rather dry to them), but also develop a deep appreciation for how scientific fields impact their lives and the society around them.

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Li-hsuan Yang

Assistant Professor of Science Education
Department of Education
University of Michigan—Flint
Flint, MIichigan 48502
lihsuan@umflint.edu

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Gordon T. Yee

Associate Professor
Department of Chemistry
Virginia Polytechnic Institute and State University
Blacksburg, Virginia 24061
gyee@vt.edu

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Dianne W. York

Lecturer
Biology Department
Lincoln University of Pennsylvania
Lincoln University, Pennsylvania 19352
dyork@lincoln.edu

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Marlena Yost

Assistant Professor
Health and Life Sciences
Piedmont Virginia Community College
Charlottesville, Virginia 22902
myost@pvcc.edu

I am teaching anatomy and physiology courses as well as microbiology. I am interested in using case studies for classroom discussions.

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Brenda L. Young

Associate Professor
Department of Natural Sciences
Daemen College
Amherst, New York 14226
byoung@daemen.edu

I am using case studies in my upper-level courses in Conservation Biology and Ecology. I would like to develop cases for use in our biostatistics course.

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Janice Young

High School Teacher
Science
St. Charles North High School
St. Charles, Illinois 60175
janice.young@d303.org

I plan to have my AP Biology students use the case studies to further their knowledge and critical thinking.

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Mallory Young

High School Teacher
Science
Olympia High School
Orlando, Florida 32835
mallory.young@ocps.net

I have not used case studies in my classroom yet. I have been told by my colleagues how important they are to science education. I am teaching biology and marine biology this year and I would love to incorporate case studies into my classes.

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Sandra Young

Instructor
Continuing Education, Nursing Assistant Program
Durham Technical Community College
Durham , North Carolina 27701
youngs@durhamtech.edu

I am interested in cCase studies to assist nursing assistant students to learn critcal thinking and apply the what they learn.

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Stephanie Young

Assistant Professor
Department of Biology
West Virginia University
Morgantown, West Virginia 26506
syoung6@mail.wvu.edu

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Susan Young

High School Teacher
Health Science
Southeast Career Technical Academy
Las Vegas, Nevada 89120
smyoung@interact.ccsd.net

I am teaching a new class in human diseases, and want to use the case study methodology to analyze the students' comprehension of the concepts.

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Charlotte R. Zales

Associate Professor
Education Department
Moravian College
Bethlehem, Pennsylvania 18018
crzales@moravian.edu

I use cases in "Teaching Science in the Elementary School" for prospective K-8 teachers to incorporate inquiry based techniques that increase student interest and curiosity about science.

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Erik Zavrel

MS/PhD Candidate
Department of Biomedical Engineering
Cornell University
Ithaca, New York 14853
eaz29@cornell.edu

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Anne Zayaitz

Associate Professor
Department of Biology
Kutztown University
Kutztown, Pennsylvania 19530
zayaitz@kutztown.edu

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Caralyn B. Zehnder

Assistant Professor
Department of Biological & Environmental Sciences
Georgia College & State University
Milledgeville, Georgia 31061
caralyn.zehnder@gcsu.edu

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Bei Zhang

Associate Professor
Biology
Thomas University
Thomasville, Georgia 31792
bzhang@thomasu.edu

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Jianli Zhou

Graduate Research Assistant
Department of Plant Biology
University of Georgia
Athens, Georgia 30602
zhjianli@uga.edu

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David J. Zimmer

Associate Professor
Department of Natural Sciences
Trocaire College
Buffalo, New York 14220
zimmerd@trocaire.edu

I am primarily interested in using anatomy and physiology cases with my pre-health students.

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Scott D. Zimmerman

Assistant Professor
Department of Biomedical Sciences
Missouri State University
Springfield, Missouri 65897
scottzimmerman@missouristate.edu

I use cases in all of my courses. My general education students benefit from issue-based cases on human health and healthcare. My majors in A&P learn content and the interrelatedness of systems.

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Dragoslava Zivadinovic

Adjunct Professor
Biology
Galveston College
Galveston, Texas 77550
dzivadin@gc.edu

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Kathy Zoghby

Director of Molecular Biological Laboratories
Department of Biology
University of Richmond
University of Richmond, Virginia 23173
kzoghby@richmond.edu

I have been using the case study method in my classroom since attending the University at Buffalo Case Study Workshop in 2009. I use the cases in my non-majors Human Genetics classroom. Case studies fit well in the team-based learning classroom.

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Junaid Ahmed Zubairi

Associate Professor
Department of Math and Computer Science
SUNY Fredonia
Fredonia, New York 14063
zubairi@cs.fredonia.edu

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