Clyde (Kipp) Herreid, SUNY Distinguished Teaching Professor, Biological Sciences Department, Academic Director of the University Honors Program, and Director of the National Center for Case Study Teaching in Science, University at Buffalo firstname.lastname@example.org
Trained as a biologist and physiological ecologist with postdoctoral experience in marine biology, Kipp Herreid has been using case-based teaching methods for over 18 years. He has received grants from the U.S. Department of Education, the Pew Charitable Trusts, and the National Science Foundation to further the development and use of case studies to teach science. With colleague Nancy Schiller, he directs the National Center for Case Study Teaching in Science. The aim of the Center is to promote the use of cooperative and active learning techniques to teach undergraduate college science courses with a particular emphasis on case studies and problem-based learning.
Herreid has conducted numerous workshops around the country on case method teaching and problem-based learning. He is the author of a regularly featured column on case studies in the Journal of College Science Teaching and co-editor of the journal’s annual fall issue devoted to case studies and the case method of teaching science.
Herreid received his Ph.D. in Zoology and Entomology from the University of Pennsylvania.
Harold B. White III, Professor of Biochemistry and Director of the Howard Hughes Medical Institute Undergraduate Science Education Program, University of Delaware email@example.com
Harold White was born in New England and raised in central Pennsylvania where he graduated from Penn State University with a B.S. in Biochemistry. He joined the Department of Chemistry and Biochemistry at the University of Delaware in 1971 after a postdoctoral research fellowship in Chemistry at Harvard University and a Ph.D. in Biochemistry from Brandeis University. Between 1977 and 1981, he was the recipient of an NIH Research Career Development Award. While his research interests are in the structure, function, and evolution of vitamin-binding proteins, particularly riboflavin-binding protein from chicken eggs, he has strong interests in intermediary metabolism and biochemical evolution. He was one of the early advocates of RNA enzymes.
More recently, White’s interests have focused on undergraduate education. Between 1994 and 1998, he served as principal investigator on the first NSF/DUE grant on Problem-Based Learning (PBL) awarded to the University of Delaware and has been involved with subsequent NSF, FIPSE, and Pew Charitable Trusts grants for PBL. As a member of the Education and Professional Development Committee of the American Society for Biochemistry and Molecular Biology and the Institute for Transforming Undergraduate Education, he has conducted numerous PBL workshops in the United States. Currently he is the PBL features editor for Biochemistry and Molecular Biology Education. His recent publications relating to PBL deal with the use of the research literature for problems, preparation of peer tutor-facilitators, faculty development, and capstone courses.
Karen Maitland Schilling, Professor and Chair, Department of Psychology, Miami University firstname.lastname@example.org
Karen Maitland Schilling’s research interests include women’s personality development and socialization, interpersonal and relational models of psychotherapy, and the assessment of the effectiveness of academic programs.
In recent years, Schilling’s work has focused heavily on program development and evaluation. She completed a review of the multi-million dollar portfolio of projects related to reform of accreditation in higher education for the Pew Charitable Trusts as well as a multi-year DOE FIPSE project on increasing expectations for student academic effort. She served from 1990–1995 as Miami University’s first University Director of Liberal Education, overseeing implementation of a broad-based curriculum reform project and developing an approach to program assessment based in comprehensive student portfolios. She has consulted at dozens of universities in the U.S. and abroad on assessment and curriculum development and has served for six years as a program faculty member for the Institutes on General Education sponsored by the Association of American Colleges and Universities. She played a major role in the development of the monograph Strong Foundations for General Education and is the author of the book Proclaiming and Sustaining Excellence: Assessment as a Faculty Role.
Schilling is on the editorial boards of the Journal of General Education and Liberal Education. Her Ph.D. in Clinical Psychology is from the University of Florida.
Mary A. Lundeberg, Professor and Chair, Department of Teacher Education, College of Education, Michigan State University email@example.com
Mary Lundeberg’s research interests include case-based pedagogy in teacher education and science, multimedia learning environments, and cultural and gender influences in confidence. She is currently exploring the effects of multimedia case-based learning on student motivation, confidence and understanding of complex subject matter in biology. She is also exploring using problem-based learning as a context for professional development for science teachers.
The author of more than 50 articles and book chapters and three books, including Who Learns What From Cases and How: The Research Base for Teaching with Cases (Lawrence Erlbaum Publishers 1999), Lundeberg has extensive research experience in learning and cognition with a particular focus on what and how students learn from technology projects. She has been the principal investigator or co-principal investigator on grants totaling more than $5.1 million. With grant funding from NSF she is currently studying the effects of text and video cases on student engagement in learning and understanding science as well as the impact of case-based pedagogy in science.
Dr. Lundeberg, former Associate Editor of the Journal of Educational Psychology, has won awards from the International Reading Association, the Wisconsin Department of Public Instruction, the College of Education at the University of Wisconsin-River Falls, and the American Association of Colleges of Teacher Education.
Lundeberg received her Ph.D. in Educational Psychology from the University of Minnesota in 1985.
Frank J. Dinan, Professor, Department of Chemistry and Biochemistry, Canisius College firstname.lastname@example.org
Frank Dinan has been using cooperative learning methods to teach chemistry courses for over a decade. He has developed an innovative way of integrating case method teaching with team learning for use in information-intensive subjects such as introductory-level science courses. Called problem based team learning (PBTL), the method makes frequent use of case studies to allow important issues to be raised that would otherwise be difficult to consider in a science course at the introductory level.
Dinan has developed a variety of cases for general chemistry, organic chemistry, and instrumental chemistry as well as for an honors course dealing with science and technology and their applications to society. Recently, he developed and taught a one-semester chemistry course for non-science majors called "Chemistry by the Case." The course integrates case teaching with team learning and uses cases to engage, instruct, and challenge the students.
Dinan received his Ph.D. in Organic Chemistry from the University at Buffalo.
S. Deborah Lucy, Associate Professor and Professional Program Chair, School of Physical Therapy, The University of Western Ontario, London, Canada email@example.com
Deborah Lucy is a faculty member in the physical therapy program at the University of Western Ontario. The physical therapy program includes 14 full-time faculty, 10 physical therapy clinicians who teach part-time, 20 clinicians who teach sections of courses, and about 350 clinicians who supervise students during clinical placements. The program prepares students for professional roles as clinicians, educators, consultants, and researchers in a variety of practice settings.
In the Fall of 2002, the School of Physical Therapy changed its program to a Professional Master’s entry level program. At the same time, a decision was made to also change the educational approach for delivering the entire curriculum from the traditional didactic approach to a discussion-based/case method approach. Lucy is a member of the task force that is evaluating the new MPT program and the use of case teaching. Most recently, with colleagues Dr. Doreen Bartlett and Professor Leslie Bisbee, Lucy has established a professional education research stream entitled “Professionalism, Knowledge Translation and Continuing Competency” within the school’s thesis-based (MSc) program designed to supervise graduate students doing research in the field of education research.
Lucy’s Ph.D. in Physiology is from the University of Western Ontario.
Peggy Brickman, Assistant Professor of Plant Biology, Division of Biological Sciences, University of Georgia firstname.lastname@example.org
Participation in the 2002 SUNY Buffalo Case Studies in Science Workshop motivated Peggy Brickman to adapt cases for teaching to her huge 300-student sections of introductory biology for non-scientists. She uses electronic content delivery and classroom response systems to manage the students without the aid of teaching assistants. Her research focuses on assessing the effectiveness of this and other electronic media in the classroom. Brickman has published a collection of these activities to accompany Biology: A Guide to the Natural World by David Krogh.
Brickman has received a number of teaching awards including the 2000 Sandy Beaver Excellence Award for Undergraduate Teaching from the College of Arts and Sciences from University of Georgia and 2004 National Academies Education Fellow in the Life Sciences following her participation in the first National Academies Summer Institute in Biology Education. She is the Co-PI on an NSF Course Curriculum Laboratory & Instructional (CCLI) grant to create inquiry-based laboratory activities that incorporate her approach to teaching biology as real world problem-solving skills.
Brickman received her Ph.D. in Genetics from UC Berkeley.
Ann W. Wright, Associate Professor of Biology, Biology Department, Canisius College email@example.com
Ann Wright became an Associate Professor of Biology at Canisius College in 2002. Her master research was in endocrinology and she was also involved in research in exercise science. Her Doctor of Philosophy research was in the area of science education. Specifically, she studied high school biology performance (hands-on) assessments.
Wright participated in the 1995 SUNY Buffalo Case Studies in Science Workshop and soon after began helping a colleague write directed case studies for a human anatomy and physiology course. She has been using various types of case studies in all her classes, which include Biology of Women, Comparative Anatomy, and Human Anatomy and Physiology.
Wright has been in charge of two educational programs funded through Howard Hughes Medical Institute grants, which she helped write. The programs support undergraduate mentoring in local urban high schools. She is also involved with fourth, sixth, and seventh grade urban school teachers in developing a scope and sequence for environmental studies.