2019 Speakers will be announced in the Spring of 2019

 

2018 Keynote Speaker / Session Presenters

 

Conference Leader


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



Mary Pat Wenderoth

Principal Lecturer, Department of Biology, University of Washington, Seattle, WA, mpw@uw.edu

Mary Pat Wenderoth is a Principal Lecturer in the Biology Department at the University of Washington (UW) where she teaches animal physiology courses and conducts education research on how students learn biology. Her main research interests focus on assessing implementation of cognitive science principles in the classroom, particularly those associated with conceptual change, the use of first principles in constructing conceptual frameworks in physiology, and student metacognition. She received the UW Distinguished Teaching Award in 2001 and has served as the co-director of the UW Teaching Academy. Mary Pat is a co-founder of the UW Biology Education Research Group (UW BERG) and the national Society for the Advancement of Biology Education Research (SABER). She served as a facilitator at the HHMI Summer Institute for Undergraduate Biology Education from 2007-2011. 

Mary Pat earned her B.S. in Biology from the Catholic University of America in Washington DC, a M.S. in Women’s Studies from George Washington University, a M.S. in Exercise Physiology from Purdue University, and her Ph.D. in Physiology from Rush University in Chicago.


Session Presenters



Katayoun Chamany

Mohn Family Professor of Natural Sciences and Mathematics / Associate Professor of Biology, Eugene Lang College of Liberal Arts, The New School, New York, NY
chamany@newschool.edu

Katayoun Chamany is the founder of the Interdisciplinary Science program of Eugene Lang College of Liberal Arts, an undergraduate science program that empowers students with the knowledge, values, and methods of science to address pressing planetary health challenges facing our democracy. Katayoun uses infographic thinking, social justice frameworks, and the case study method to develop curriculum spanning infectious diseases, cell biology, and genetics and its associated technologies. She frequently hosts faculty development workshops on classroom management, social justice curricula, and authentic assessment.  She serves as a reviewer for the Life Sciences Education journal and for the National Center for Case Study Teaching in Science. As a Leadership Fellow for Science for New Civic Engagements and Social Responsibilities (SENCER), Katayoun has designed the open access Stem Cells Across the Curriculum, which employs STREAMD (STEM + Arts, Design and Responsibility) perspectives. She is the recipient of The New School Distinguished University Teaching Award, the John A. Moore Award by the Society of Integrative and Comparative Biology, and the William E. Bennett Award from SENCER for Extraordinary Achievements in Citizen Science.

Katayoun received her B.A. in Biology from the University of Iowa and her Ph.D. in Molecular and Cell Biology from the University of California Berkeley.

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.



Patrick Field

Associate Professor, School of Natural Sciences/Biological Sciences, Kean University,
Union, NJ
pfield@kean.edu

Patrick Field teaches health sciences courses to both graduate students and undergraduates: human gross anatomy and neuroscience in the M.S. Occupational Therapy program, basic gross anatomy in the B.A. Athletic Training program, and senior seminar to biology majors. He is the advisor to students seeking all levels of Teacher Certification in Biology and majors with the Pre-Physician Assistant option. He has published numerous case studies published by the National Center for Case Study Teaching in Science (NCCSTS) and is a frequent reviewer for NCCSTS and the Journal of College Science Teaching (JCST). His research centers on the use of case studies in the classroom; most recently, he studied the effect of case study practice in the didactic classroom on clinical reasoning in the clinical environment.

Patrick received his B.A. in Biology from the University of Richmond, B.S. in Biology Education from Virginia Commonwealth University, and his Ph.D. in Anatomical Sciences and Neuroscience from the University of Maryland, Baltimore.



James Hewlett

Professor, Sciences and Technology Department, Finger Lakes Community College, Canandaigua, NY
james.hewlett@flcc.edu

Jim Hewlett currently serves as Professor of Biology and the Director of Biotechnology and Biomanufacturing at Finger Lakes Community College in Canandaigua, NY.  In addition to teaching, he serves as the Executive Director of the Community College Undergraduate Research Initiative (CCURI), a national 5.9-million-dollar NSF funded program under the Transforming Undergraduate Education in STEM (TUES) program.  He is the New York Hub Director of the Northeast Biomanufacturing Center and Collaborative (NBC2) and is President and CEO of STEMsolutions, LLC, a New York-based consulting firm specialized in developing customized higher education solutions to STEM curriculum reform efforts. Jim serves on the Editorial Board of the American Society of Cell Biology’s CBE Life Sciences Education journal. He recently served as lead editor and author for Pearson Education's Mastering A&P Case Study portfolio. He led the production of 14 novel teaching cases for use on the Mastering A&P platform. The team included Pearson acquisitions and project management, five SME authors, and two textbook authors.  He is the recipient of the 2005 State University of New York Chancellor’s Award for Excellence in Teaching, and the 2016 State University of New York Chancellor’s Award for Excellence in Scholarship and Creative Activities.

Jim received his B.S. from Bucknell University and an M.S. in Marine Science from the University of Connecticut. He also received a doctoral training fellowship in pharmacology and physiology at the University of Rochester.


Annie Prud'homme-Genereux

Vice-President, Science, TELUS World of Science – Edmonton, Edmonton, Alberta, Canada anniepg@gmail.com

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.


Ashley Rhodes

Teaching Associate Professor, Division of Biology, Kansas State University, Manhattan, KS
aek6613@k-state.edu

As a multidisciplinarian, Ashley teaches both introductory and senior level biology and physiology courses at Kansas State University while simultaneously investigating the impacts different curricular methods have on learning and retention within these STEM subjects. Her research specifically focuses on methods to improve course experiences for low prior knowledge learners as well as students who are less likely to pursue and remain in STEM degree fields. In addition, Ashley works with other educators in a variety of settings to help them improve their pedagogical approaches in ways that are most effective for their students. In 2017, Kansas State University named Ashley a winner of the Presidential Award for Excellence in Undergraduate Teaching.

Ashley received bachelor’s and master’s degrees in Vertebrate Physiology from Kansas State University and her Ph.D. in Curriculum & Instruction from Kansas State University.



Troy Wood

Associate Professor, Department of Chemistry, University at Buffalo, Buffalo, NY twood@buffalo.edu

Troy Wood is an Associate Professor in the Department of Chemistry at the University at Buffalo, where he also serves as Chair of the Pre-Health Committee. He is an analytical chemist who most frequently teaches analytical and general chemistry courses. He is trained as a mass spectrometrist whose laboratory work centers on discovering biomarkers of disease and in development of novel mass spectrometry imaging techniques.  In education, his research focuses on delivering effective short-term (intensive) courses in general chemistry and the use of classroom response questions; he recently authored the interactive e-text Analytical Chemistry with TopHat (Toronto), which includes several adaptable case studies. Troy also has co-authored 90 publications and two U.S. patents.  Troy believes that case studies are a valuable component in the training of budding analytical chemists and has implemented them at both undergraduate and graduate levels.

Troy earned his B.S. in Chemistry (with Honors) from Indiana University and his Ph.D. in Chemistry from the Ohio State University.


Conference Convener



Nancy Schiller

Co-Director, National Center for Case Study Teaching in Science
Librarian Emeritus

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

Nancy Schiller is Co-Director of the National Center for Case Study Teaching in Science, where she oversees the development of the Center’s website and participates in outreach activities and grant writing. 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. She is co-editor of the books Science Stories: Using Case Studies to Teach Critical Thinking (NSTA Press, 2012) and Science Stories You Can Count On: 51 Case Studies with Quantitative Reasoning in Biology (NSTA Press, 2014).  She has served as Co-PI on a number of science education grants related to the case method funded by the National Science Foundation (NSF).  In 1997, she received the SUNY Chancellor’s Award
for Excellence in Librarianship.

Nancy 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



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.