Case Teachers Directory


Limit to Case Authors




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Tracy Pace

High School Teacher
Science Department
Pembroke Academy
Pembroke, New Hampshire
tpace@sau53.org
Subject: Biology

Mary Grace Padron

High School Teacher
Science
Olive Crest Academy ECHS
Coachella, California 92236
Mary-Padron@olivecrest.org
Subject: Biology

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.

Bruce C. Palmquist

Professor
Department of Physics / Department of Science Education
Central Washington University
Ellensburg, Washington 98926
palmquis@cwu.edu
Subject: Physics

Robin Pals-Rylaarsdam

Dean
College of Arts and Sciences
Saint Xavier University
Chicago, Illinois 60655
rylaarsdam@sxu.edu
Subject: Biology/Microbiology/Genetics

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.

Darlene Panvini

Associate Professor
Biology Department
Belmont University
Nashville, Tennessee 37212
darlene.panvinid@belmont.edu
Subject: Ecology / Environment

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.

Barbara Paonessa

High School Teacher
Science Department
Mamaroneck High School
Mamaroneck, New York 10543
bpaonessa@mamkschools.org
Subject: Biology

Nathan Papendorf

High School Teacher
Agriscience & Biology
Westby Area High School
Westby, Wisconsin 54667
nathan.papendorf@westby-norse.org
Subject: Agriculture / Forestry

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.

Cathy Pappas-Maenz

Professor
Geology Department
Dawson College
Westmount, Quebec Canada H3Z 1A4
cpappas@dawsoncollege.qc.ca
Subject: Earth Sciences

Eleanor A. Pardini

Lecturer and Assistant Director of Environmental Studies
Environmental Studies
Washington University in St. Louis
St. Louis, Missouri 63130
epardini@wustl.edu

Laurie A. Parendes

Professor
Department of Geosciences
Edinboro University of Pennsylvania
Edinboro, Pennsylvania 16444
lparendes@edinboro.edu
Subject: Ecology / Environment

Mark A. Parker

Associate Professor
Biology Department
Colorado Christian University
Lakewood, Colorado 80226
maparker@ccu.edu
Subject: Anatomy / Physiology

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.

Patricia Parker

High School Teacher
Science Department
Boca Ciega High School
Gulport, Florida 33707
parkerp@pcsb.org
Subject: Chemistry

Alesa Parks

High School Teacher
Science
South Gibson County High School
Medina, Tennessee 38355
aparks@k12tn.net
Subject: Anatomy / Physiology

I teach health science courses at a high school. I would like to use these case studies to challenge my students.

Wilma V. Colon Parrilla

Associate Professor
Biological Sciences
University of Puerto Rico
San Juan, Puerto Rico 00931-3323
wvcolon@uprrp.edu
Subject: Biology

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.

Ann M. Parsons

Associate Professor
Biology Department
University of Wisconsin-Stout
Menomonie, Wisconsin 54751
parsonsa@uwstout.edu
Subject: Biology

I like short, attention-grabbing cases in which content can be discussed.

Rita Patarrao

Professor
Biochemistry
Faculty of Medical Sciences - New University of Lisbon
rita.patarrao@fcm.unl.pt
Subject: Medicine

Nemal Patel

High School Teacher
Science Department
Garinger High School
Charlotte, North Carolina 28205
nemalk.patel@cms.k12.nc.us
Subject: Earth Sciences

Malati M. Patil

Former Student
Department of Electrical Engineering
University at Buffalo
Buffalo, New York 14260

Subject: Engineering

Michelle Patrick

Instructor
Science
Bourbon County High School
Paris KY 40361
michelle.patrick@bourbon.kyschools.us
Subject: Health Professions

Courses Taught: Body Structures & Functions, Principles of Health Science, Emergency Procedures, Medical Terminology, Medical Math, Medicaid Nurse Aid

Bob Patterson

Middle School Teacher
Science Department
Chaparral Middle School
rpatterson@wvusd.k12.ca.us
Subject: Earth Sciences

Gary L. Patterson

Lecturer
Department of Biology
Utah State University--Tooele
Tooele, Utah 84074
gary.patterson@usu.edu

Kirsten Patterson

High School Teacher
Science Department
McGill-Toolen High School
Mobile, Alabama 36604
patterk@mcgill-toolen.org
Subject: Biology

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.

Jim Patus

Assistant Professor
Biology Department
Ivy Tech Community College
Sellersburg, Indiana 47172
jpatus@ivytech.edu
Subject: Biology

Cynthia P. Paul

Lecturer
Department of Natural Sciences
University of Michigan-Dearborn
cppaul@umich.edu
Subject: Biology

Heather Paul

Instructor
Chemistry Department
Villanova University
Villanova, Pennsylvania 19085
heather.paul@villanova.edu
Subject: Chemistry

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.

Lori Paul

Assistant Professor
Biology Department
University of Missouri - St. Louis
St. Louis, Missouri 63121
llp@umsl.edu
Subject: Anatomy / Physiology

I teach mainly classes with pre-clinical students and I find the case study method is more engaging than traditional lecture format. My teaching philosophy relies heavily on coaxing students into "owning" their own education.

Jeffrey C. Paul, Jr.

Department of Biology
Villanova University
Villanova, Pennsylvania 19085

Bob Pawlan

High School Teacher
Sciences
Petaluma High School
Petaluma, California 94952
bobrew@comcast.net
Subject: Biology

With the recent development at our school of how to address the "Core Curriculum" and with much discussion of various ways to change up homework assignments, this appears to be a wonderful addition.

Laura Paynter

High School Teacher
Science
Intrinsic Schools
Chicago, IL 60641
Lpaynter@intrinsicschools.org
Subject: Biology

Courses Taught: Biology (Honors, AP)

Orville C. Paynter

Project Manager
Catlilli Games
Warrenton, Virginia 20186

Carolyn Pearson

High School Teacher
Science Department (Physics)
Bonner Springs High School
Bonner Springs, Kansas 66012
pearsonc@usd204.k12.ks.us
Subject: Physics

Tamara K. Pease

Assistant Professor
Marine Science Institute
University of Texas at Austin
Port Aransas, Texas 78373
tamara@utmsi.utexas.edu
Subject: Marine Science / Oceanography

I am interested in case topics in oceanography, biogeochemistry, microbial ecology, geochemical cycles, marine ecology, organic geochemistry, and marine pollution.

Graham F. Peaslee

Professor
Chemistry Department
Hope College
Holland, Michigan 49423
peaslee@hope.edu
Subject: Chemistry

I’ve been very pleased with the results when I use them in classes and would love to find the time to write more.

Susana M. Peciña

Associate Professor
Department of Behavioral Sciences
University of Michigan—Dearborn
Dearborn, Michigan 48128
pesu@umich.edu

Natalie Pedisich

High School Teacher
Science
Massapequa High School
Massapequa, New York 11758
npedisich@msd.k12.ny.us
Subject: Anatomy / Physiology

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.

Briana M. Peele

Biology Instructor
Science Department
Tri-County Technical College
Pendleton, SC 29670
klocbm@g.cofc.edu
Subject: Conservation Biology; Ecology; Science Education

Biology

Barbara A. Peichel

Water Resources Program
University of Minnesota
St. Paul, Minnesota 55108

Casey A. Pennock

Graduate Research Assistant
Division of Biology
Kansas State University
Manhattan, Kansas 66502
pennock@ksu.edu

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
Subject: Pharmacy

I am interested in case studies that offer a practical approach to teaching pharmacology incorporating principles of rational pharmacotherapy.

Reinaldo Perez

Undergraduate Student
Department of Chemistry and Biochemistry
Florida International University
Miami, Florida 33199

Carmen Perez-Garcia

Professor
Pharmacology
Fac. Faramcia Universidad San Pablo CEU
Madrid, Spain
capegar@ceu.es
Subject: Pharmacy / Pharmacology

Dexter Perkins

Professor
Department of Geology and Geological Engineering
University of North Dakota
Grand Forks, North Dakota 58202
dexter_perkins@und.edu
Subject: Geology / Geological Engineering

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.

Reed M. Perkins

Associate Professor
Department of Environmental Science
Queens University of Charlotte
Charlotte, North Carolina 28274
perkinsr@queens.edu
Subject: Ecology / Environment

Jim A. Perry

Professor
Fisheries, Wildlife and Conservation Biology
University of Minnesota
St. Paul, Minnesota 55108
Jperry@umn.edu

Julianne Persson

High School Teacher
Science Department
Wando High School
Mount Pleasant, South Carolina 29466
julianne_persson@charleston.k12.sc.us
Subject: Biology

I am using case studies to help students understand the importance of learning the subject matter, and to help them to better read academic literature.

Aly Petaccia

High School Teacher
Science
Pascack Valley High School
Hillsdale, New Jersey 07642
apetaccia@pascack.k12.nj.us
Subject: Anatomy / Physiology

James Peters

Assistant Professor
Biology Department
Cleveland State Community College
Cleveland, Tennessee 37320
jpeters@clevelandstatecc.edu
Subject: Anatomy / Physiology

We are redesigning out A&P sequence and are adding a hour of discussion. I would like to use case studies during that time.

John S. Peters

Senior Instructor
Department of Biology
College of Charleston
Charleston, South Carolina 29424
petersj@cofc.edu

Theresa Peters

High School Teacher
Science Department
Mayfield Senior School
Pasadena, California 91105
theresa.peters@mayfieldsenior.org
Subject: Biology

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.

Amy J. Petersen

Instructor
Nursing
Idaho State University
Pocatello, Idaho 83202
peteamy4@isu.edu
Subject: Nursing

John Petersen

Associate Professor
Environmental Studies
Oberlin College
Oberlin, Ohio 44074
john.petersen@oberlin.edu
Subject: Ecology / Environment

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.

Michael Petersen

Game Design Intern
Catlilli Games
Warrenton, Virginia 20186

Karen Peterson

Director, Scientific Career Development
Human Biology Division
Fred Hutchinson Cancer Research Center
Seattle, Washington 98109
kpeterso@fhcrc.org
Subject: Biology

Laurence Peterson

Professor
Chemistry & Biochemistry
Kennesaw State University
Kennesaw, Georgia 30144
lpeterso@kennesaw.edu
Subject: Chemistry

I am interested in incorporating the case studies into the General Chemistry courses that I teach.

Alisa J. Petree

Associate Professor of Medical Laboratory Science
Medical Laboratory Technician Program
McLennan Community College
Waco, Texas 76708
apetree@mclennan.edu
Subject: Medical Laboratory Science

Carmen A. Petrick

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada, V8B 0N8
cap08@questu.ca

Amy Pettigrew

Professor
College of Nursing
University of Cincinnati
Cincinnati, Ohio 45221-0038
amy.pettigrew@uc.edu
Subject: Nursing

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.

Maria Pettinato

Adjunct Professor
Science
North Pocono High School
Covington Twp., Pennsylvania 18444
mpettinato@npsd.org
Subject: Ecology / Environment

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.

Troy Petty

High School Teacher
Science Department
Llano High School
Llano, Texas 78643
tpetty@llanoisd.org
Subject: Anatomy / Physiology

Many students today want to know why the courses they are taking are important to them and when they will use them in real life. A&P case studies would definitely help answer that question throughout the year. Looks like an awesome resource!

Andrew M. Petzold

Assistant Professor
Center for Learning Innovation
University of Minnesota Rochester
Rochester, Minnesota 55904
petzo002@umn.edu

Kathleen Pfaff

Adjunct Professor
Biology Department
Emmanuel College
Boston, Massachusetts 02115
pfaffk@emmanuel.edu
Subject: Biology

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!

Cecilia Phillips

High School Teacher
Science
Alamogordo High School
Alamogordo, New Mexico 88310
cphillips@aps4kids.org
Subject: Biology

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.

Kathryn A. Phillips

Assistant Professor
Department of Biological Sciences
Quinnipiac University
Hamden, Connecticut 06518
kate.phillips@quinnipiac.edu

Ann Phinney-Foreman

High School Teacher
Science
Waverly High School
Waverly, New York 14892
aphinney@gstboces.org
Subject: Chemistry

Alanna Piccillo

High School Teacher
Palisade High School
Palisade, Colorado 81526
alanna.piccillo@d51schools.org
Subject: Agriculture / Forestry

Laura Pickell

Professor
Biology Department
Heritage College
Gatineau, Quebec, Canada J8Y 6T3
lpickell@cegep-heritage.qc.ca
Subject: Biology / Microbiology / Pathophysiology / Anatomy & Physiology

I use case studies in all of my courses and most particularly in pathophysiology for nurses which I have based primarily on case study work.

Brandy Pickens

Adjunct Professor
Biology Department
Lincoln University
Lincoln University, Pennsylvania 19352
bpickens@lincoln.edu
Subject: Biology

I am an adjunct faculty member and would like to use case studies as a teaching tool to engage students in classroom discussion topics.

Julie C. Pilcher

Assistant Professor
Biology Department
University of Southern Indiana
Evansville, Indiana 47712
jpilcher@usi.edu
Subject: Anatomy / Physiology

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.

Karen A. Pinco

Assistant Professor
Department of Biology
Westfield State College
Westfield, Massachusetts 01086-1630
kpinco@wsc.ma.edu
Subject: Biology

Cheryl Pinto Dias

Associate Professor
Biology Department
Harold Washington College
Chicago, Illinois 60601
cdas@ccc.edu
Subject: Microbiology

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.

Roger Pinzon

Associate Professor
Mechanical Engineering Department
Universidad del Norte
Barranquilla, Colombia, South America
rpinzon@uninorte.edu.co
Subject: Engineering

I believe that students must construct the knowledge; my classes must change the way they think, not just be a mere transfer of information.

Terry Pitman

High School Teacher
Science
Everglades High School
Miramar, Florida 33027
terry.pitman@browardschools.com
Subject: Ecology / Environment / Environmental Science / Marine Science

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.

Emily Pitts

High School Teacher
Science
Cave Spring High School
Roanoke, Virginia 24018
epitts@rcs.k12.va.us
Subject: Biology

Allison Plata

High School Teacher
Science
Columbia High School
Columbia Station, Ohio 44028
plataa@columbia.k12.oh.us
Subject: Anatomy / Physiology

I will be teaching Anatomy and Physiology this fall and want to teach the course with case studies to push my students. Through this website it will add value to the learning environment that I alone could not add by providing real-world examples.

Nancy J. Platt

kpinco@wsc.ma.edu
Biology
Pima Community College / Northwest Campus
Tucson, Arizona 85709
nplatt@pima.edu
Subject: Biology

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.

Terry Platt

Professor of Biochemistry and Biology
Department of Biology
University of Rochester
Rochester, New York 14627-0211
terry.platt@rochester.edu
Subject: Biology / Biochemistry

Dawn Poirier

Assistant Professor
Math and Science
Dean College
Franklin, Massachusetts 02038
dpoirier@dean.edu
Subject: Anatomy / Physiology

Student interest and enthusiasm for case studies has encouraged our faculty to incorporate cases into most of our science courses.

Carol Pollock

Emeritus Professor of Teaching
Department of Zoology
University of British Columbia
Burnaby, British Columbia, Canada, V5A 1S6
pollock@zoology.ubc.ca

Robert Pomeranz

High School Teacher
Science
Flushing High School
Flushing, New York 11354
rpomeranz@schools.nyc.gov
Subject: Biology

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.

Rene Ponsaa

High School Teacher
Allied Health
East Ascension High School
Gonzales, Louisiana 70737
Rene.Ponsaa@apsb.org
Subject: Physical Education / Athletic Training

A. Marie  Pool

Adjunct Professor
Clinton High School and Southwestern Oklahoma State University
Clinton, OK 73601
marie.pool@clintonokschools.org
Subject: Chemistry

Courses Taught: High School:Chemistry and Physics, University: Secondary Methods of Teaching Science

Rachel A. Poon

Undergraduate Student
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada

Sandy Pope

High School Teacher
Science Department
Crystal River Middle School
Crystal River , Florida 34428
popes@citrus.k12.fl.us
Subject: Science Education

I presently teach 7th grade science at Crystal River Middle School. As part of the curriculum, we teach genetics. I am interested in the "Wolf Man" case study in your case collection as well as any other similar case studies.

Sandra  Porto

High School Teacher
Science (Biology)
Middletown High School
Middletown, Delaware 19709
Sandra.Porto@appo.k12.de.us
Subject: Biology

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.

Doug M. Post

Professor
Family Medicine
The Ohio State University College of Medicine
Columbus, Ohio 43210
Doug.post@osumc.edu
Subject: Medicine

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.

Susan Potter

Instructor
College of Nursing
Saint Anthony College of Nursing
Rockford, Illinois 61108-2468
susanpotter@sacn.edu
Subject: Nursing

Joann B. Powell

Assistant Professor
Department of Biological Sciences
Clark Atlanta University
Atlanta, Georgia 30314
jpowell@cau.edu
Subject: Biology / Anatomy / Physiology

Sarah E. Powers

Assistant Professor
Biology Department
Lewis University
powerssa@lewisu.edu
Subject: Biology

I am interested applying case studies in three broad settings: in drawing real-world applications when teaching non-biology majors; in reinforcing microbiological concepts with nursing students; and in drawing connections with the immune system for biology majors.

Divya Pradhan

Lecturer
Natural Sciences
Calhoun Community College
Huntsville, Alabama
dpradhan8080@calhoun.edu
Subject: Anatomy / Physiology

I use cases to make the students better understand concepts such as osmosis, hypervolemia, acid base balance, etc.

Henry D. Prange

Associate Professor Emeritus
Medical Sciences Program
Indiana University Bloomington
Bloomington, Indiana 47408

Jonathan F. Prather

Assistant Professor
Department of Zoology and Physiology
University of Wyoming
Laramie, Wyoming 82071
Jonathan.Prather@uwyo.edu
Subject: Neuroscience / Neurobiology / Biology / Physiology

Renee Prenitzer

Academic Program Director
Biological Sciences
Greenville Technical College
Greenville, SC
renee.prentizer@gvltec.edu
Subject: Anatomy/Physiology

Courses Taught: Anatomy and Physiology

Sarah Prescott Kenick

Assistant Professor of Chemistry
Science and Technology Division
University of New Hampshire
Manchester, New Hampshire 03101
sarah.kenick@unh.edu
Subject: Chemistry

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.

Luanna B. Prevost

Graduate Student
Department of Plant Biology
University of Georgia
Athens, Georgia 30602
lprevost@plantbio.uga.edu
Subject: Biology

Christine Priano

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

Alan Paul Price

Associate Professor
Department of Geography & Geology
University of Wisconsin—Washington County
West Bend, Wisconsin 53095-3699
paul.price@uwc.edu
Subject: Geography / Geology

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.

David T. Price

Professor
Pediatrics
East Carolina University Brody School of Medicine
Greenville, North Carolina 27834
pricedav@ecu.edu
Subject: Medicine

I am a pediatric hospitalist who has developed an Internet application to allow authors to publish medical cases and allow learners to use non-linear navigation to work through the case. See: www.clinicalgestalt.org. I am learning to write web-based cases.

Edwin H. Price

Assistant Professor
Department of Physical and Life Sciences
Nevada State College
Henderson, Nevada 89002
Edwin.price@nsc.nevada.edu

Rebecca M. Price

Assistant Professor
Interdisciplinary Arts and Sciences
University of Washington Bothell
Bothell, Washington 98011
becca.price@uwb.edu

Narcisa G. Pricope

Assistant Professor
Geography and Geology
University of North Carolina at Wilmington
Wilmington, North Carolina 28403
pricopen@uncw.edu
Subject: Geography / Geology

Ann Priess Maclean

High School Teacher
Life Sciences
Godinez Fundamental High School
Santa Ana, California 92704
ann.priess@sausd.us
Subject: Biology

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.

Janet Pritchard

Professor
Humber College
Toronto, Ontario, Canada
janet.pritchard@humber.ca
Subject: Anatomy / Physiology

I am familiar with problem based learning and would like to have access to different cases to use in my PBL classes.

Michael Prokopchak

High School Teacher
Kempsville High School
Virginia Beach, Virginia 23464
michael.prokopchak@vbschools.com
Subject: Biology

I would like to use the case studies to show the application of the subject with real world events.

Annie Prud’homme-Genereux

Founding Professor
Life Sciences
Quest University Canada
Squamish, British Columbia, Canada, V8B 0N8
apg@questu.ca
Subject: Biology

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.

Justin A. Pruneski

Assistant Professor
Biological and Environmental Sciences
Heidelberg University
Tiffin, OH
jprunesk@heidelberg.edu
Subject: Biology

Courses Taught: Introductory Biology, Non-Majors Biology, Genetics, and Microbiology

Justin A. Pruneski

Assistant Professor
Department of Biological and Environmental Sciences
Heidelberg University
Tiffin, Ohio 44883
jprunesk@heidelberg.edu
Subject: Biology

Dan Pryor

High School Teacher
Biology
Minnesota Math and Science Academy
Woodbury, Minnesota 55125
dpryor@mnmsa.org
Subject: Biology

Eric Przykuta

Instructor
Science Department
Lancaster Middle School
Lancaster, New York
eprzykuta@lancaster.wnyric.org
Subject: Regents Biology

Petrina Puhl

High School Teacher
Science
Robert McQueen High School
Reno, Nevada 89523
pmccarty@washoeschools.net
Subject: Forensic Science / AP Biology

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.

Michelle Puig

High School Teacher
Science Department
Ball High School
Galveston, Texas 77550
michelle_puig@gisd.org
Subject: Biology / Ecology / Environment / Biomedical Science

Kevin Pyatt

Associate Professor
College of Computer & Information Sciences
Regis University
Denver, Colorado 80221-1099
kpyatt@regis.edu

Michelle C. Pyatt

Research Analyst
Scientific Creations
Cheney, Washington 99004
michelle_pyatt@hotmail.com