2019 Keynote Speaker / Session Presenters
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
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 30 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 Quantitative Reasoning in Biology (NSTA Press, 2014).
Kipp received his BA in Zoology from Colorado College, MS in Ecology and Comparative Behavior from Johns Hopkins University, and PhD in Zoology and Entomology from Pennsylvania State University.
Associate Professor in Psychology, Neuroscience and Behavior, McMaster University, Hamilton, Ontario, email@example.com, follow him on Twitter @ProfJoeKim
Joe is actively involved in the scholarship of teaching and learning, Joseph (Joe) Kim coordinates the innovative McMaster Introductory Psychology (macintropsych.com) program, which combines traditional lectures with interactive online resources and small group tutorials. The program has been prominently featured in Maclean’s, Globe and Mail, Toronto Star, and numerous education media outlets. In addition, he directs the Education & Cognition Lab, which aims to understand how cognitive principles such as attention, memory, and learning can be applied to develop evidence-based interventions in education and training, and organizes the annual McMaster Symposium on Education & Cognition (edcog.ca), which brings together cognitive scientists, educators, and policy makers to explore how cognitive science can be applied to educational policy and instructional design.
With an active interest in curriculum and education, Joe is regularly invited to deliver keynotes and workshops on blended learning, applied cognition in teaching practice, presentation design, and productivity. He also regularly consults on curriculum development for universities and several policy groups including the Council of Ontario Universities Online Workgroup and the Innovation and Productivity Roundtable for the Ontario Ministry of Training, Colleges, and Universities.
Recent honors include: D2L Innovation in Teaching and Learning Award, Society for Teaching and Learning in Higher Education (2017), Residence Life Campus Partner of the Year (2012), Innovator of the Year Award (McMaster VPR, 2010), and the President’s Award for Excellence in Course and Resource Design (2010).
Joe earned his BS in Biology and Psychology and his PhD in Experimental Psychology from McMaster University.
Professor, Department of Biology, Niagara University, Niagara Falls, NY, firstname.lastname@example.org
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 School of Medicine and Biomedical Sciences. Cliff 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 BS in Biological Sciences and PhD in Biology from Cornell University.
Scientific Educational Development Lead, RCSB Protein Data Bank / Research Assistant Professor, Institute for Quantitative Biomedicine, Rutgers, The State University of New Jersey, New Brunswick, NJ, email@example.com
Shuchismita (Shuchi) Dutta is the Scientific Educational Development Lead at the Research Collaboratory for Structural Bioinformatics Protein Data Bank (RCSB PDB). She is a trained crystallographer and is committed to promoting a molecular view of biology to a broad range of audiences. Shuchi teaches an undergraduate honors seminar at Rutgers University where students learn the molecular structural bases of global health topics. She also teaches molecular visualization in graduate-level courses at Rutgers and Georgetown University. She has collaborated with New Jersey high school educators to develop curricular materials for introducing students to biomolecular structure and functions. These materials are available from RCSB PDB’s educational portal, PDB-101, and accessed by students and educators worldwide. She continues to work on a number of national outreach and educational projects to promote molecular structural literacy, e.g., Protein Modeling at the Science Olympiad, RCSB PDB video challenge, and development of the PDB-101 Global Health pages. Recently, Shuchi has assembled a group of undergraduate educators from around the nation to form Molecular CaseNet for the purposes of collaboratively developing and testing molecular case studies.
Shuchi earned her BS in Human Biology with a specialization in Biophysics and her MS in Biotechnology from All India Institute of Medical Sciences, New Delhi, India. She completed her PhD in Biophysics at Boston University‘s School of Medicine and did a postdoctoral fellowship at Harvard Medical School.
HHMI BioInteractive Ambassador, Professor, Department of Microbiology and Plant Biology
Department of Biology, The University of Oklahoma, Norman, OK firstname.lastname@example.org
Phil Gibson is a Professor 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. He uses case studies extensively in all of these courses. A devoted field botanist from an early age, his botanical research investigates the evolutionary ecology of plant reproductive systems and conservation biology.
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 has recently focused on development of botanical modules, tree-thinking activities, data literacy activities, and universal design features in lab exercises. He was named a Paul G. Risser Innovative Teaching Fellow and received the Longmire Prize for Teaching from the University of Oklahoma. He has also received the Thomas Henry Huxley Award from the Society for the Study of Evolution, and the Bessey Award and Postlethwait Award from the Botanical Society of America for his work in botany and evolution education.
Phil received his BS in Botany from Oklahoma State University, MS in Botany from the University of Georgia, and his PhD in Environmental, Population, and Organismic Biology from the University of Colorado.
STEM Education Consultant, STEMisED, Alexandria, VA, email@example.com
Kathy Hoppe is currently an Education Consultant at STEMisED and a former Education Associate at the United States Patent and Trademark Office (USPTO) in the Office of Education and Outreach. Kathy has over 30 years of teaching experience and was a STEM/Science Instructional Specialist and Director for the Elementary Science Program at Monroe 2-Orleans BOCES in Spencerport, New York. She also taught AP Biology, Regents Biology and Intermediate Level Science at Kendall Junior Senior High School and served as a Regional Biology Mentor and STANYS Director at Large for Biology and Professional Development. Kathy is a former Albert Einstein Distinguished Educator (2013-15) who was placed at the National Science Foundation in the Directorate of Engineering, Division of Engineering Education and Centers. In addition to practicing case-based learning, Kathy has been trained as a facilitator at the Illinois Math and Science Academy's advanced PBL, Buck Institutes PBL (Level 1, 2, coaching) and has been a National Flipped Learning presenter. Many of the strategies used in the PBL model are adapted and used in cases presented to the students at the Monroe 2-Orleans BOCES and through Invention Education with the USPTO.
Kathy received her BS and MS in Biology and Exercise Physiology from Auburn University.
Director, Continuing Studies and Executive Education, Capilano University, North Vancouver, British Columbia, Canada, firstname.lastname@example.org
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, her 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. She was awarded the 2012 National Association of Biology Teachers (NABT) Four Year College and University Teaching Award. She has worked in science communication as Vice President, Science, at TELUS World of Science Edmonton. Currently she is working at the intersection of formal and informal learning as Director of Continuing Studies and Executive Education at Capilano University.
Annie received her BS in Biology (specializing in neurobiology) from McGill University and her PhD in Biochemistry and Molecular Biology from the University of British Columbia. She is currently completing a Master of Science Writing at Johns Hopkins University and a Master of Distance Education at Athabasca University.
Professor of Biology, The University of Oklahoma, Norman, OK, email@example.com
Matt Rowe’s two main research interests are in behavioral ecology and science pedagogy. His research in behavioral ecology deals primarily with coevolution between predators and prey. In collaboration with his wife, Dr. Ashlee Rowe, he investigates the interactions between grasshopper mice (Onychomys spp.) and their biochemically protected prey, including bark scorpions (Centruroides spp.) and pinacate beetles (Eleodes spp.). Matt’s interest in science pedagogy is driven by H.G. Wells’ warning that “civilization is a race between education and catastrophe.” We now find ourselves in a “post-truth” world of our own making. Reason, logic, and evidentiary thinking (i.e., the underpinnings of science) no longer matter—reality is whatever one believes it to be. Vaccines cause autism, global warming is a hoax, the moon landings were faked. Denialism, unfortunately, seldom solves problems, and tips the scales towards catastrophe. Thus, his passion is effective science instruction for everyone, including students not majoring in the sciences. He is actively involved in efforts to find better approaches for enhancing scientific literacy, for teaching critical thinking, and for empowering students to use logic and evidence when making important decisions in their daily lives.
Matt has a BS in Psychology and both an MS and PhD in Ecology, all from the University of California at Davis.
Associate Professor of Biology, New Mexico State University, Las Cruces, NM, firstname.lastname@example.org
Michèle Shuster is a faculty member in the Biology Department at New Mexico State University in Las Cruces. She teaches introductory biology in a TEAL (active learning) classroom, which facilitates the use of (partially) flipped case studies. She also teaches an introductory course in scientific thinking modeled on a CREATE Cornerstone approach (in which students learn to read and think more critically using both popular press and more scientific sources). Her upper division courses include an introduction to cancer course and a medical microbiology course. She uses case- and story-based approaches in all of her classes, as well as in Biology for a Changing World, an introductory textbook for non-science majors that she has written with two colleagues.
Michele received her BSc in Biology from Queen’s University and her PhD in Molecular Microbiology from the Sackler School of Graduate Biomedical Studies at Tufts University
Associate Professor of Biology at Texas Woman’s University (retired) and Clinical Assistant Professor in the College of Nursing and Health Innovations at The University of Texas at Arlington, Arlington, TX, email@example.com
Sandra Westmoreland has 25 years of experience in teaching science both as an Associate Professor of Biology at Texas Woman’s University and as a Clinical Assistant Professor in the College of Nursing and Health Innovation at The University of Texas at Arlington. A major focus of her education research is on 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 the Active Engagement Academy at Texas Woman’s University to help other faculty develop high engagement teaching strategies for their own courses. Sandra is a certified Team-Based Learning Trainer and Consultant and has led many workshops at local, state, and national U.S. venues on using high engagement teaching and learning methods, including Team-Based Learning, for university faculty as well as high school and middle school faculty.
Sandra received her BS in Biology from The University of Houston, and her MS in Biology and PhD in Quantitative Biology from The University of Texas at Arlington
Conference Coordinator / Project Director
National Center for Case Study Teaching in Science
University at Buffalo, Buffalo, NY
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 BS and MBA from the University at Buffalo.