Case Teachers Directory


Limit to Case Authors




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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.

Alison Callaghan

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

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.

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.

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.

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.

Lindsay Camm

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

Terry Campbell

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

Sara Cann

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

Ronald L. Carnell

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

Linda Carozza

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

Lorri M. Carris

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

Margaret A. Carroll

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

Alexander Cartwright

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

Antonio Caruz

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

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.

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.

Anne M. Casper

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

Christine M. Catney

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

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.

Katie Cave

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

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.

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.

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.

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.

Susan B. Chaplin

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

Elaine S. Chapman

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

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.

Naowarat (Ann) Cheeptham

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

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.

Kuei-Chiu Chen

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

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

Xiaojia Chen

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

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.

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.

Barry Chess

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

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.

Mary Beth Cheversia

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

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.

Amina Chghtai

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

Betty Jo Chitester

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

Jeanne Ting Chowning

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

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.

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.

Sergio Cifuentes

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

Elizabeth Clark

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

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.

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!

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.

Paula Cobos

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

Ashley Coffelt

Department of Chemistry
Missouri State University
Springfield, Missouri 65897

Jeffrey Scott Coker

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

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.

Jeanette Collette

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

Parks Collins

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

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.

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.

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.

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.

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.

Patricia Conner

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

Jane Marantz Connor

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

Juanita Constible

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

Stephen Contakes

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

David Contreras

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

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.

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.

Jonathan Cook

Chemistry Department
Cuyamaca College
El Cajon, California 92019

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.

Jacqueline Coomes

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

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.

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.

Kathleen A. Cornely

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

Misti Coronel

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

Necmi Coskun

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

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.

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.

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.

Caitlin Courtright

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

Richard Cowlishaw

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

Jason Coy

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

Cassy L. Cozine

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

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.

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

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.

Stephen R. Cronin

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

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.

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.

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.

Casey Crumpton

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

Flavia Cruz

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

Dawn Cummings

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

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.

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.