Case Teachers Directory


Limit to Case Authors




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Stephanie Vail

Former Student
School of Medicine & Biomedical Sciences
University at Buffalo
Buffalo, New York 14260

Heidi Valk

High School Teacher
Science
Deerfield Academy
Deerfield, Massachusetts 01342
hvalk@deerfield.edu

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.

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.

Ashley Vaughn

Instructor
General Education
Beckfield College
Florence, Kentucky 41042
avaugn@beckfield.edu

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.

Joshua Vaught

High School Teacher
Harding Fine Arts Academy
Oklahoma City, Oklahoma 73118
Joshuavaught@yahoo.com

Geraldine S. Vaz

Attending Physician
Ambulatory Care Department
Jamaica Hospital Medical Center
Jamaica, New York 11418

Sharon A. Vaz

Genetics Education Coordinator
Department of Health
State of Oklahoma
Oklahoma City, Oklahoma 731117
sharonav@health.ok.gov

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.

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.

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.

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.

Andrew Vinal

Instructor
Biology
Wake Technical Community College
Raleigh, North Carolina 27616
acvinal@waketech.edu

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.

Daniel Vincer

High School Teacher
Science
Stranahan High School
Ft. Lauderdale, Florida 33308
daniel.vincer@browardschools.com

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!

Kerrie Viray

High School Teacher
Science
Teaneck High School
Teaneck, New Jersey 07666
kviray@teaneckschools.org

Gina R. Vogt

Program Director
Center for BioMolecular Modeling
Milwaukee School of Engineering
Milwaukee, Wisconsin 53202
vogt@msoe.edu

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.