Speakers / Workshop Presenters

 

Conference Leader


Kipp Herreid

Clyde (Kipp) Herreid

SUNY Distinguished Teaching Professor, Department of Biological Sciences, and Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, NY
herreid@buffalo.edu

Trained as a biologist and physiological ecologist with post-doctoral experience in marine biology, Clyde (Kipp) Herreid has been using case teaching methods for over 25 years. To date, he has received over $3.4 million in grants from the U.S. Department of Education, The Pew Charitable Trusts, and the National Science Foundation to further the development and dissemination of case-based teaching in science in the United States. As Director of the National Center for Case Study Teaching in Science (NCCSTS), he leads a national effort to reform undergraduate science education through the use of active learning strategies, focusing on case-based and problem-based learning.  He has conducted numerous workshops on case-based education and is the author of a regularly featured column on case studies in the Journal of College Science Teaching.  In addition, he has published three books on the case method, Start with a Story: The Case Study Method of Teaching College Science  (NSTA 2006, reprinted by the NCCSTS in 2013), Science Stories: Using Case Studies to Teach Critical Thinking (NSTA Press, 2012), and Science Stories You Can Count On: 51 Case Studies with Quantative Reasoning in Biology (NSTA Press, 2014).

Kipp received his B.A. in Zoology from Colorado College, M.S. in Ecology and Comparative Behavior from Johns Hopkins University, and Ph.D. in Zoology and Entomology from Pennsylvania State University.


Keynote Speaker



Briana Pobiner

Briana Pobiner

Paleoanthropologist and Educator, National Museum of Natural History, and Associate Research Professor, Department of Anthropology, George Washington University, Washington, DC

pobinerb@si.edu

Briana Pobiner is a paleoanthropologist and educator at the Smithsonian’s National Museum of Natural History. Her scientific research centers on the evolution of human diet (with a focus on meat-eating), but has included topics as diverse as cannibalism in the Cook Islands and chimpanzee carnivory, and she has done fieldwork in Kenya, Tanzania, South Africa, and Indonesia. Since joining the Smithsonian in 2005 as she was finishing her Ph.D. in Anthropology to help put together the Hall of Human Origins, in addition to continuing her active field, laboratory, and experimental archaeology research programs, she leads the Human Origins Program’s education and outreach efforts and manages the Human Origins Program's public programs, website content, social media, and exhibition volunteer training.

Briana is also an Associate Research Professor of Anthropology at the George Washington University, where she regularly teaches an upper-level undergraduate Anthropology class in zoo archaeology. She has more recently undertaken research on the teaching and learning of evolution, particularly human evolution, in both formal and informal learning settings.

Briana Pobiner received her B.A. in Evolutionary Studies from Bryn Mawr College, where she created her own major, and her M.A .and P.hD. in Anthropology from Rutgers University..


Workshop Leaders



Bill Cliff

Bill Cliff

Professor, Department of Biology, Niagara University, NY

bcliff@niagara.edu

Bill Cliff is a professor in the Department of Biology at Niagara University and has served as the chairperson of the Committee on College Teaching and Learning and the Taskforce on Active and Integrative Learning.  At Niagara University, he teaches courses in human anatomy and physiology, animal physiology, pharmacology, cell biology, and natural history.  He is also a visiting professor in the Department of Physiology and Biophysics at the Jacobs (University at Buffalo) School of Medicine and Biomedical Sciences.

Bill is a Carnegie Scholar at the Carnegie Academy for the Scholarship of Teaching and Learning and a member of the Faculty for the 21st Century sponsored by Project Kaleidoscope. He is an investigative member of the Physiology Education Research Consortium,  He also serves on the editorial board of Advances in Physiology Education.

Bill received his B.S. in Biological Sciences and Ph.D. in Physiology from Cornell University.


Melissa Csikari

Melissa Csikari

Program Officer, Science Education, Howard Hughes Medical Institute, Washington, DC

csikarim@hhmi.org

Melissa Csikari is a Program Officer in Science Education at the Howard Hughes Medical Institute (HHMI). Her focus at HHMI BioInteractive is outreach and content development for undergraduate introductory biology courses. Melissa currently teaches one introductory biology course per semester to keep herself anchored in the classroom. She has extensive experience in science education, including over 15 years of classroom teaching in both high school and community college settings, curriculum development in informal as well as formal educational settings, and travels nationally to provide professional development to educators. Before she began teaching, Melissa managed a research lab in the cardiology department at the University of Pittsburgh.

Melissa received her B.S. in Biology from La Roche College, her teaching credentials from the University of Pittsburgh, and has a M.S. in Chemical and Life Sciences from the University of Maryland. She is currently pursuing a degree in Program Management at Penn State.


Phil Gibson

Phil Gibson

Paul G. Risser Innovative Teaching Fellow and Associate Professor, Department of Microbiology and Plant Physiology and Department of Biology, University of Oklahoma, Norman, OK
jpgibson@ou.edu

Phil Gibson is a Paul G. Risser Innovative Teaching Fellow and Associate Director of Education at the Kessler Atmospheric and Ecological Field Station. He currently teaches large introductory biology courses for life science majors, smaller introductory courses for non-majors, and an upper division course in economic botany and field sampling techniques. All of them use case studies extensively. A devoted field botanist from an early age, his botanical research investigates the evolutionary ecology of plant reproductive systems and conservation biology. He and his students are currently focusing their efforts on the extremely rare seaside alder (Alnus maritima), which has only three populations remaining in the world. Phil’s interest in STEM education reform began with his first faculty position at Agnes Scott College, where he was one of the early members of the PKAL F21 group. He later accepted a position at the University of Oklahoma where he used his experience in active, inquiry-driven learning to help transform the introductory biology lecture and lab experience. He has written a number of case studies and developed videos for flipped cases and flipped labs. His pedagogical work is currently focusing on the development of tree-thinking activities and universal design in lab exercises. A plant diversity and phylogenetics laboratory exercise he developed was awarded the Thomas Henry Huxley Award by the Society for the Study of Evolution.

Phil received his B.S. in Botany from Oklahoma State University, M.S. in Botany from the University of Georgia, and Ph.D. in Environmental, Population, and Organismic Biology from the University of Colorado.

Aditi Pai

Aditi Pai

Co-Director of Teaching Research & Resource Center and Associate Professor of Biology, Spelman College, Atlanta, GA

apai@spelman.edu

Aditi Pai is an evolutionary biologist who joined the faculty of the Biology Department at Spelman in 2006 and was promoted to Associate Professor of Biology in 2011. Her lab investigates questions on sexual selection and sexual conflict using the flour beetle as a model system. She also engages in education research on pedagogies that facilitate higher order thinking skills. Her most current project is a NSF project on using personal genomics to teach introductory biology.

Aditi was recognized for excellence in teaching in 1998 as a graduate student at SUNY Buffalo and for excellence in research at Spelman College in 2009 and 2014. In her career, she has taught learners at all levels, ranging from elementary school to graduate school. She has over 15 years of experience in conducting and designing faculty/future-faculty development workshops. She developed her first workshop in 1998 on teaching lab sections as a graduate student at SUNY Buffalo and since then has continued to conduct workshops on a wide variety of teaching and learning approaches, including case based/problem based learning, active learning methods, class room response systems (clickers), creating inclusive classrooms, and using social media in teaching and learnin. She has served in several leadership positions on her campus, including as Vice Chair of Biology (2010-2013) and Co-director of the HHMI program (2012-2016). She was appointed Co-director of Spelman’s Teaching Resources and Research Center in 2014.

Aditi earned her B.Sc. in Chemistry, Environmental Science and Zoology at St. Joseph’s College in Bangalore, India, her MS in Ecology at Pondicherry University in Pondicherry, India, and her Ph.D. in Biology at the State University of New York at Buffalo.


Annie Prudhomme Genereux

Annie Prud'homme-Genereux

Founding Professor, Life Sciences,Quest University Canada, Squamish, BC

apg@questu.ca

Annie Prud'homme-Genereux is one of the five founding faculty of Quest University Canada in Squamish, British Columbia. There, she developed dozens of interdisciplinary courses using hands-on learning on the block scheduling plan. Annie has explored problem-based learning, team-based learning, the CREATE method (which makes use of the primary scientific literature rather than textbooks to teach science), and the case study method. Using stories as a scaffold for learning, Annie’s preferred classroom approach is the case study discussion method. Annie has written dozens of case studies in the NCCSTS collection, including many co-authored with her undergraduate students. Annie was awarded the 2012 National Association of Biology Teachers (NABT) Four Year College and University Teaching Award. She is currently the Vice President, Science, at TELUS World of Science Edmonton.

Annie received her B.Sc. in Biology (specializing in neurobiology) from McGill University and her Ph.D. in Biochemistry and Molecular Biology from the University of British Columbia.


Sandra Westmoreland

Sandra Westmoreland

Associate Professor, Department of Biology, Texas Woman's University, Denton, TX

swestmoreland@twu.edu

Sandra Westmoreland teaches biology courses including Principles of Biology, Scientific Communication, Science in the Secondary Classroom, and Scanning Electron Microscopy at Texas Woman’s University. She also designs and teaches online courses for the Nursing program at The University of Texas at Arlington. Her bench research involves the use of electron microscopy to investigate effects of environmental factors on avian eggshell structure. One area of Sandra’s science education research focuses on the use of scanning electron microscopy to allow science teachers to develop inquiry skills. A major focus of her education research is the use of active engagement teaching and learning strategies, such as Team-Based Learning and personal answer devices, in large enrollment courses to foster student achievement, critical thinking, and retention. She created and directs the Active Engagement Academy at TWU to assist other faculty to develop high engagement teaching strategies for their own courses.

Sandra received her B.S. in Biology from The University of Houston, and her M.S. in Biology and Ph. D. in Quantitative Biology from The University of Texas at Arlington.


Conference Convener



Schiller

Nancy Schiller

Co-Director, National Center for Case Study Teaching in Science
Librarian, Science & Engineering Library

University at Buffalo, Buffalo, NY
schiller@buffalo.edu

Nancy Schiller is the Head of the Science & Engineering Information Team and 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. She has published cases in evolutionary biology and, with colleague Kipp Herreid, guest-edited an annual special case studies issue of the Journal of College Science Teaching for over seven years. She is co-editor of the books Science Stories: Using Case Studies to Teach Critical Thinking (NSTA Press, 2012) and and Science Stories You Can Count On: 51 Case Studies with Quantative Reasoning in Biology (NSTA Press, 2014).

Nancy 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.

She earned a B.A. in English from the University of Illinois Urbana-Champaign and an M.S. in Library Science from Columbia University.


Conference Coordinator



Wright

Carolyn Wright

Conference Coordinator / Project Director
National Center for Case Study Teaching in Science

University at Buffalo, Buffalo, NY
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, Carolyn also serves as our grants administrator and manages the case study 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.

Carolyn received her MBA from the University at Buffalo.