2010 Speakers

Conference Leader


clyde herried
Clyde (Kipp) Herreid, Distinguished Teaching Professor, Department of Biological Sciences; Academic Director, UB's Honors College; and Director, National Center for Case Study Teaching in Science, University at Buffalo, herreid@buffalo.edu

Trained as a biologist and physiological ecologist with postdoctoral experience in marine biology, Kipp Herreid has been using case teaching methods for over 20 years. To date, he has received over $2 million in grants from the U.S. Department of Education, Pew Charitable Trusts, and the National Science Foundation to further the development and dissemination of case-based teaching in science in the U.S. and abroad.

Herreid has conducted numerous workshops on case-based and problem-based learning. He is the author of a regularly featured column on case studies in the Journal of College Science Teaching and the author of the book, Start with a Story: The Case Study Method of Teaching College Science (NSTA Press, 2006).

Herreid received his Ph.D. in zoology and entomology from the Pennsylvania State University.


Plenary Speakers


Margaret Waterman
Margaret Waterman, Professor of Biology, Southeast Missouri State University, mwaterman@semo.edu

Margaret Waterman teaches biology courses for majors and pre-service teachers as well as graduate courses in science education. Before coming to Southeast in 1996, she directed the Office of Faculty Development at the University of Pittsburgh and was a medical educator at Harvard. In these positions, she helped faculty develop useful strategies for writing cases and implementing case-based learning in many disciplines. Once at Southeast, she began a collaboration with Ethel Stanley of the BioQUEST Curriculum Consortium to see how to link scientific investigation, especially with computer based simulations and models, with student questions arising from case analysis. Their approach is a variant of medical PBL called Investigative Case Based Learning (ICBL). Their book, Biological Inquiry: A Workbook of Investigative Cases (Benjamin Cummings, 2nd ed. 2008), includes cases, exercises, and open-ended investigations for introductory college biology.

In addition to her work on ICBL, Waterman led the effort to design, fund, implement, and assess the Scholarship of Teaching and Learning Fellowship program at Southeast for faculty to develop skills in disciplinary-based educational research while assessing student learning in their own classes.

Waterman’s recent publications include chapters and articles on teaching about infectious disease ecology, matching biology teacher education to a changing discipline, faculty development, and a forthcoming book of Cases on Global Health (multiauthored, Jones and Bartlett). She has received National Science Foundation grants, including a current project to develop a Research Collaborative Network on Case Study and PBL for Undergraduate Biology Education.

Waterman’s Ph.D. in science education is from Cornell University.


Felicia Keesing
Felicia Keesing, Associate Professor of Biology, Bard College, keesing@bard.edu

An ecologist, Felicia Keesing studies the consequences of interactions among species. In Kenya, where she has been working for 15 years, she investigates how savanna communities respond to the removal of large herbivores such as elephants and zebras. In the U.S., she studies how interactions among species influence disease risk for humans, particularly for Lyme disease and the emerging diseases anaplasmosis and babesiosis.

Keesing has published over 45 research articles, and has received more than $6 million in grant support from the National Geographic Society, the National Science Foundation, the National Institutes of Health, and the Environmental Protection Agency. Her work has been published in a variety of journals, including Ecology, Ecology Letters, Science, Proceedings of the National Academy of Sciences, Conservation Biology, BioScience, Vector-Borne and Zoonotic Diseases, and Trends in Ecology and Evolution.

In 2000, she received a United States Presidential Early Career Award for Scientists and Engineers (PECASE) from President Clinton. In 2009, she served on the steering committee of the Vision and Change in Undergraduate Biology Education conference sponsored by NSF, HHMI, and AAAS.

Keesing’s Ph.D. in biology is from UC Berkeley.


Barbara Leigh Smith
Barbara Leigh Smith, Senior Scholar, The Evergreen State College, SmithB@evergreen.edu

Barbara Leigh Smith is a Member of the Faculty and Emeritus Provost and Vice President for Academic Affairs at The Evergreen State College. Barbara is now semi-retired, but currently works half-time as a Senior Scholar and co-director of the Enduring Legacies Native Cases Initiative and Reservation-Based Project funded by the National Science Foundation. This is a collaborative project between Evergreen, Grays Harbor College, Northwest Indian College, and Salish Kootenai College to serve American Indian students in tribal communities.

Smith founded and for many years directed the Washington Center for Improving the Quality of Undergraduate Education, a state-supported consortium of 48 of Washington’s colleges and universities, which has disseminated learning community work throughout the nation. Smith has numerous publications on learning communities and reform and experimentation in higher education, including Against the Current: Reform and Experimentation in Higher Education (with Richard Jones); Re-Inventing Ourselves (with John McCann), and Learning Communities: Reforming Undergraduate Education (with Jean MacGregor, Roberta Matthews and Faith Gabelnick). In 2003, Smith (and Jean MacGregor) won the Virginia B. Smith Leadership for outstanding leadership in higher education.

Smith’s Ph.D. in political science is from the University of Oregon.


Workshop Leaders


Douglas Allchin
Douglas Allchin, Editor, SHiPS Resource Center; Fellow, Minnesota Center for the Philosophy of Science; Instructor, History of Science and Technology, University of Minnesota, allch001@umn.edu

Douglas Allchin taught high school biology from 1981 to 1985, when he began intuitively to introduce historical cases into his teaching. Now, as a historian and philosopher of science, he studies error and disagreement in science. He also works to bridge the two worlds of science studies and science education. As Editor of the SHiPS Resource Center (http://ships.umn.edu), he helps guide teachers in developing historical problem-based case studies that help to illuminate the nature of science. His own cases include several large-scale historical simulations: “Debating Galileo’s Dialog: The 1633 Trial” (http://galileotrial.net) and “Debating Rachel Carson’s Silent Spring: The President’s Committee on Pesticides, 1963” (http://pesticides1963.net).

Allchin is co-author of Doing Biology (HarperCollins College Publishers, 1996), a set of 17 historical case studies. He also enjoys writing the Sacred Bovines column for American Biology Teacher. A sampling of his work is available at: http://www.tc.umn.edu/~allch001/papers/.

Allchin’s M.S. in evolutionary biology and Ph.D. in history and philosophy of science are both from the University of Chicago.


Kathy Hoppe
Kathy Hoppe, Monroe 2-Orleans BOCES K-12 Science Support, Director at Large for Biology Science Teachers Association of NYS, Biology-Chemistry Professional Development Network, khoppe@monroe2boces.org

Kathy Hoppe is a Science Support teacher for the Department of Exceptional Children at the Monroe 2-Orleans BOCES in Spencerport, New York. Hoppe has been teaching for 26 years and taught Intermediate Level Science, Regents Biology, and AP Biology at Kendall Central School for 17 years. After attending a Biology-Chemistry Professional Development training at which Kipp Herreid presented a session on Case Based Learning in 2003, she became captivated by the approach and began to implement cases into her teaching at all grade levels. She continued her training through participation in two separate grant programs at the University of Rochester involving a problem based learning approach using prescribed cases. She has found that this approach leads to deeper thinking and engagement for all students, and that it is especially effective with behavior management classes.

In addition to practicing case based learning, Hoppe has also attended the Illinois Math and Science Academy’s advanced PBL training. Many of the strategies used in the PBL model are adapted and used in the cases presented to the students at the Monroe 2-Orleans BOCES.


Donna Horn
Donna Horn, Director of Science and Health, Rush-Henrietta Central School, Henrietta, NY, dmhorn@rhnet.org

Donna Horn is the Director of Science and Health in the Rush-Henrietta School District near Rochester, NY. Horn received her teaching certificates through SUNY Geneseo, a Masters of Education through Nazareth College, and has since pursued additional coursework in school leadership, resulting in additional School Administration certification.

In her years as a 7–12 science educator, Horn has taught Intermediate Level Science, Regents Biology, and Regents Chemistry. She has worked with the New York State Education Department in test item writing and development, and has served as the Intermediate Level Science liaison in the Monroe County area. Previously, Horn worked for the Elementary Science Program at Monroe 2-Orleans BOCES, which is where she was first introduced to problem-based learning, and integrated this methodology into the curriculum resources developed there.

As the Director of Science at Rush-Henrietta, Horn continues her focus on providing science instruction that is accessible to more students, is engaging, interesting and inquiry-based, and results in students who are creative thinkers and skilled problem-solvers.


Phil Stephens
Phil Stephens, Professor, Department of Biology, Villanova University, phil.stephens@villanova.edu

Phil Stephens uses cooperative learning techniques in his physiology courses to encourage students to think and learn, rather than simply memorize. He has developed several interrupted case studies of his own and with students, and uses them to help individuals make connections between physiological systems. These team-based activities have led to the development of a course in Alien Physiology, in which students are presented with a novel environment and spend the semester (theoretically) constructing a dominant alien life form. Several techniques like jig-saws and town hall meetings have been integrated into this course.

Stephens uses computer technology to encourage students to customize their learning experience, so that visual, auditory, read-write, and kinesthetic learners can benefit from their interactions. He has been a consultant for several Data Acquisition Unit companies, and has developed a series of lab simulations that he uses before, during, and after his teaching labs. Much of the technology has been integrated into online handouts so that students see a common thread throughout the course.

Stephens received his BSc from London and his PhD from Aberdeen. He was a post-doctoral research fellow in neurobiology at the University of Virginia and Toronto before he came to Villanova. He is actively involved with Villanova’s Institute for Teaching And Learning and has served as a VITAL fellow. He was the recipient of the Lindback Distinguished Teaching Award in 2008.


Bonnie Wood
Bonnie Wood, Professor of Biology, University of Maine at Presque Isle, bonnie.s.wood@umpi.edu

Although she earned her a doctoral degree at a medical school and did postdoctoral research at the California Primate Research Center, Bonnie Wood discovered her true passion in reform of undergraduate science pedagogy. Among other changes she erased the arbitrary boundary between "lecture" and laboratory. She currently teaches all of her courses using "lecture-free teaching," a term she coined to describe her classroom style. To facilitate this, she uses case studies in all of her courses, which include general biology for majors and non-majors, human nutrition, genetics, and a science seminar based entirely on writing and presenting case studies. At the University of Maine at Presque Isle, she also serves as Premedical Advisor and Coordinator of Learning Communities.

Over the years, Wood has published articles in the Journal of College Science Teaching and The American Biology Teacher as well as chapters in several NSTA Press books. Her 2009 NSTA Press book titled Lecture-Free Teaching: A Learning Partnership Between Science Educators and Their Students organizes her thoughts about science education reform between two covers. She regularly presents workshops on Lecture-Free Teaching at conferences and at colleges and universities both nationally and internationally.

Wood received her Ph.D. in neurobiology and behavior from the Cornell University Medical College in New York City.


Conference Convener


Nancy Schiller
Nancy A. Schiller, Co-Director, National Center for Case Study Teaching in Science, and Engineering Librarian, Science & Engineering Library, University at Buffalo, schiller@buffalo.edu

Nancy Schiller is the Engineering Librarian at the University at Buffalo and Co-Director of the National Center for Case Study Teaching in Science. She oversees the development and maintenance of the Center’s website and is Head of the Editorial Board for the Center’s case collection. She has published cases in evolutionary biology and, with colleague Clyde (Kipp) Herreid, guest-edited an annual special case studies issue of the Journal of College Science Teaching for over seven years.

Schiller has served as Co-PI on a number of science education grants funded by the National Science Foundation and the Pew Charitable Trusts as well as PI on an Educational Technology Initiative grant awarded by the State University of New York’s Office of Educational Technology. In 1997, she received the SUNY Chancellor’s Award for Excellence in Librarianship.

Her Master’s in Library Science is from Columbia University.


Conference Coordinator


Carolyn Wright
Carolyn Wright, Conference Coordinator / Project Director, National Center for Case Study Teaching in Science, University at Buffalo, cwright2@buffalo.edu

Carolyn Wright coordinates the activities of the National Center for Case Study Teaching in Science, including the Center’s annual summer workshop and fall conference. In addition to being the central point of contact for the Center and managing its day-to-day and financial operations, Wright also serves as our grants administrator and manages the case submittal process, working with case authors and other Center staff to track case manuscripts as they move through the stages of review, revision, and publication on our website.

Wright received her MBA from the University at Buffalo.