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To view case study teachers by subject, please visit the subject-specialty version of this directory.
If you would like to be added to the directory, please fill out this form.
| Ed Acheson, Associate Professor Department of Chemistry Millikin University 1184 W. Main St. Decatur, IL 62522 E-mail: eacheson@mail.millikin.edu Telephone: 217-424-6242 |
For the past five years I have been looking at problem-based learning (PBL) as an alternative to lecturing. I have begun to incorporate some PBL into my classes and students have responded positively to the approach. Ed is the author of the case study Filthy Lucre: A Case Study Involving the Chemical Detection of Cocaine-Contaminated Currency and its teaching notes. |
| Jimmie D. Agnew, Associate Professor Campus Box 2625 Physics Department Elon University Elon, NC 27244 E-mail: agnewj@elon.edu Telephone: 336-278-6281 Fax: 336-278-6258 |
Jimmie is a co-author of The Story of Dinosaur Evolution. |
| Karen M. Aguirre, Assistant Professor SCI 221A Biology Department Coastal Carolina University Conway, SC 29528-6054 E-mail: kmaguirr@coastal.edu Telephone: 843-349-4159 Fax: 843-349-2201 |
Karen is the author of The Unfortunate Nurse: A Case Study of Dengue Fever and Social Policy and its teaching notes. |
| Les Albin, Professor of Biology Biology Department Austin Community College Cypress Creek Campus 1555 Cypress Creek Road Cedar Park, TX 78613-4490, USA E-mail: lesalbin@austincc.edu Telephone: 512-223-2066 Fax: 512-223-2061 |
I have been using case studies to varying degrees in teaching microbiology classes for several years. However, I had not been inclined to use them as a major part of the course until I read about the workshop, and I was intrigued by the idea of using case studies as a means of teaching an entire course and getting away from relying so heavily on lectures for the course. I plan to begin using this method of teaching in a section of microbiology this fall semester. |
| Bruce C. Allen, Student Physics University at Buffalo Buffalo, NY 14260 E-mail: bcallen@buffalo.edu |
Bruce is a co-author of Life on Mars: A Dilemma Case Study in Planetary Geology and its teaching notes and The Petition: A Global Warming Case Study and its teaching notes. |
| Deborah Allen, Associate Professor Department of Biological Sciences Wolf Hall University of Delaware Newark, DE 19716 E-mail: deallen@udel.edu Telephone: 302-831-8958 |
I currently teach a 2-semester introductory biology course using problem-based learning strategies, and use case studies in a teaching methods course I offer for undergraduates who serve as problem-based learning group facilitators in my course and others at UD. Deborah Allen is co-author of the book Thinking Toward Solutions: Problem-Based Learning Activities for General Biology. Deborah is also a member of the Center’s Editorial Board. |
| Mary Allen, Assistant Professor Department of Biology Hartwick College Oneonta, NY 13820 E-mail: allenm1@hartwick.edu Telephone: 607-431-4743 Fax: 607-431-4374 |
I have been working to integrate problem based learning strategies into my teaching and case studies seem like a perfect fit for microbiology. I am also interested in using case studies to teach ecology to non-science majors. I want to present a more complete picture of science to the students. Using case studies students will learn not only “the facts” but also learn about the people involved and what their work entails. This puts a human face on science. The process will also produce better consumers of science, because students who learn from case studies will be better able to evaluate scientific issues that they will face later in their lives as part of the voting public. See Mary’s case on our website entitled Search for the Missing Sea Otters: An Ecological Detective Story and its teaching notes. |
| Swamy Anantheswaran, Professor Food Science Pennsylvania State Unviersity 111 Borland Lab Unviersity Park, PA 16802 E-mail: rca3@psu.edu Telephone: 814-865-3004 Fax: 814-863-6132 |
I use case studies in all of my presentations. The length and the depth of the case varies with the audience and the time avialable. In a typical undergraudtae lecture, I use a case study at the end of some of the modules to integrate the material to assess student learning. See Swamy’s case on our website entitled Irradiation: Is It Consumer-Friendly? and its teaching notes. |
| Gretchen Anderson Department of Chemistry Indiana University South Bend 1700 Mishawaka Ave. South Bend, IN 46634-7111 E-mail: ganderso@iusb.edu Telephone: 219-237-4820 |
Whether students are petrified of chemistry (and other sciences), or bound for medical school, I want to spark their interest and actively involve them in the thrill of learning and studying in the sciences. The case study approach seems like an approach that could be adapted to virtually all our science courses to engage students in life-long learning. I am also interested in the case study approach for upper level biochemistry students. Often, upper level undergraduates are focused on graduation, but lose sight of how concepts and problem solving skills are used in the industrial setting. The case study approach appears to be a tool to address this. |
| Kathleen Archer, Associate Professor Biology Department Trinity College 300 Summit Street Hartford, CT 06106-3100 E-mail: kathleen.archer@trincoll.edu Telephone: 860-297-2226 Fax: 860-297-2538 |
Kathleen is a co-author of The Dead Zone: Ecology and Oceanography in the Gulf of Mexico and its teaching notes. |
| Norris Armstrong Biology Department University of Georgia Rm. 403 Biological Sciences Bldg. Athens, GA 30602-2601 E-mail: narmstro@uga.edu |
I am interested in case studies as an alternative way to present material to students in my class with the aim of increasing their retention of the material but also as a way of making the classes more interesting and fun. I am hoping that case studies and problem based learning can get the students more involved in the course and provide them with a good background to follow up on their own on interests they may develop in the subject. This approach also offers a way to introduce students to real-life situations associated with topics covered in the class. Norris is a co-author of the clicker case The Case of the Druid Dracula: Clicker Case Version. |
| Stephanie E. August, Department Director of Graduate Studies Electrical Engineering and Computer Science Department Loyola Marymount University 1 LMU Drive MS 8145 Los Angeles, CA 90045-2659 E-mail: saugust@lmu.edu Telephone: 310-338-5973 Fax: 310-338-2782 |
Stephanie is the author of The “Living” Room: A Case Study in Artificial Intelligence, Collaborative Systems, and Language Understanding and its teaching notes. |
| Lynn Austin Allied Health and Human Services Western Kentucky University 218 Academic Complex Bowling Green, KY 42101 E-mail: lynn.austin@wku.edu Telephone: 502-745-3827 |
See Lynn’s case study entitled Needles and Pins and it accompanying teaching notes on this website. |
| Veronica Aziela, High School Teacher Science Platt High School 370 Hunting Hill Avenue Middletown, CT 06457 E-mail: babygreen2121@yahoo.com Telephone: 860-704-4500 Fax: 860-347-2044 |
I would like to start incorporating the case study method in my class and tell other teachers about it. I think that my students will have a better understanding of the topics discussed. |
| Christopher A. Badurek, Assistant Professor Department of Geography and Planning Applachian State University 355 Rankin Science West Boone, NC 28608 E-mail: badurekca@appstate.edu Telephone: 828-262-7054 |
Chris is a co-author of Snowboarding in New York State: A GIS Case Study and its teaching notes. |
| Christopher T. Bailey, Professor Biological & Chemical Sciences Wells College Aurora, NY 13026 E-mail: cbailey@wells.edu Telephone: 315-364-3286 Fax: 315-364-3464 |
I began using case studies in General Chemistry following my participation in the May 2002 workshop. My first case study was published in November 2002. The laboratories I have prepared for my course could be considered case studies, although that’s not how I perceived them when I put them together. Chris is the author of the case study Thinking Inside The Box and its teaching notes on our website. He is also co-author of The Chemistry of Cooley’s Anemia and its teaching notes. |
| Peter Balanda Physical Sciences Department Ferris State University, ASC 3021 820 Campus Drive Big Rapids, MI 49307 E-mail: balandap@ferris.edu Telephone: 231-591-5870 |
Very few of the students we serve come to us with an interest in chemistry. We primarily provide general education courses for other professional programs. For most of our students, the chemistry we give them will be the only direct exposure to the field they will ever have. Our hope is to place their experience within a larger personal and social context so that they might recognize the many ways in which the chemical sciences impact their lives and it seems that the case study approach would be of value in this regard. |
| Jose L. Balduz Department of Physics and Earth Sciences Mercer University 1400 Coleman Avenue Macon, GA 31207 E-mail: balduz_jl@mercer.edu Telephone: 478-301-2229 |
I will be using case studies in the course “Scientific Inquiry,” SCI 105, which is required of all College of Liberal Arts students at Mercer. The course introduces them to science as an inquiry-based activity using some lecture but primarily through discussion of both broad issues and specific case studies. If I can find or create enough physics case studies, I will also use them in some of the other courses I will be teaching this fall, namely Everyday Physics (for non-science majors) and Introductory Physics. |
| Erin Barley, Lecturer Department of Biological Sciences Simon Fraser University 8888 University Drive Burnaby, BC V5A 1S6 E-mail: ebarley@sfu.ca Telephone: 778-782-4972 Fax: 778-782-3496 |
Erin is a co-author of two clicker cases: A Deadly Passion: Sexual Cannibalism in the Australian Redback Spider and A Tale of Three Lice: A Case Study on Phylogeny, Speciation, and Hominin Evolution. |
| Wellington Barros da Silva, Professor NAFEUM—Searching Group in Pharmaceutical Care and Drug Use Studies School of Pharmacy, Universidade do Sul de Santa Catarina (UNISUL) Av. Jose Acacio Moreira, 787 - Dehon, Tubarao, Santa Catarina, Brazil, 88704-900 E-mail: wbarros@unisul.br Telephone: 48 6213284 Fax: 48 6213284 |
I have been using problem-based learning cases in the pharmacognosy classroom activities involving undergraduate students. |
| Nancy A. Barta-Smith, Professor English Department Slippery Rock University 314 Spotts World Culture Building Slippery Rock, PA 16057 E-mail: nancy.barta-smith@sru.edu Telephone: 724-738-2360 |
I have used case studies in professional (business, technical, and scientific) writing courses, as well as in literature and composition, to provide a context for writing assignments so that students are attentive to audience and purpose and so that they must apply knowledge. I find that case study methods force students to understand information more fully, to work collaboratively, and think critically--attributes of professionals in the various fields in and outside academe. Since case studies are inherently problem solving, they demonstrate to students the difference between knowing facts and understanding what they mean and what they can be used for. In other words, case studies prepare students for real workplaces more effectively than typical assignments since they simulate the kind of activities actually performed by practicing professionals. At the same time, they are excellent learning tools for problem solving. They require the complex activities of oral and written communication, areas which employers find important in hiring. |
| Katie Barton, P.T. 433 South 19th Street La Crosse, WI 54601 E-mail: barton6@aol.com Telephone: 608-782-3695 |
I’m currently employed as a physical therapist and actively working on my Doctoral Dissertation. I am pursuing the topic of using case studies in higher education as opposed to the traditional lecture method. I’m unfortunately not moving as rapidly as I had wanted due to a lack of information on this topic. I would appreciate any help or suggestions from those in the field. I formerly taught a case-based course to freshman in the area of health education for consumers. |
| Karina J. Baum, Assistant Professor Division of Natural Science College of General Studies Boston University 871 Commonwealth Ave Boston, MA 02215 E-mail: karibaum@bu.edu Telephone: 617-353-5137 Fax: 617-353-5868 |
Karina is a co-author of The Wealth of Water: The Value of an Essential Resource and its teaching notes. |
| Roxana M. Beach, Instructor Natural & Behavioral Sciences Pellissippi State Technical Community College 10915 Hardin Valley Road Knoxville, TN 37933-0990 E-mail: rmbeach@pstcc.edu Telephone: 865-694-6400 |
The case study method ties the concepts and information in anatomy & physiology with real life scenarios. This relationship promotes research experiences as related to the allied health sciences. |
| Richard Beebe Paramedic Program Director Center for Rural Emergency Medical Services Education Herkimer County Community College Bassett Healthcare One Atwell Road Cooperstown, NY 13326 E-mail: richard.beebe@bassett.org Telephone: 607-547-3412, ext. 1 Fax: 607-547-3421 |
Paramedics are a practical, hands-on type of adult learner. The case study method provides them with a vehicle to learn the content—in a meaningful way—without the boredom of rote memorization. |
| Susan Behrens, Professor Department of Communication Sciences and Disorders Marymount Manhattan College 221 East 71st Street New York, NY 10021 E-mail: sbehrens@mmm.edu Telephone: 212-774-0722 |
Susan is a co-author of Emily and Dr. Haskins: Classroom Expectations, Pragmatics, and Clinical Acumen and the accompanying teaching notes; see also What Is Native Fluency? The Ambiguous Nature of Bilingualism and Its Ramifications for Writing Instruction and its teaching notes. |
| John Bennett, Assistant Professor Department of Biology Carroll College 100 N. East Ave. Waukesha, WI 53186 E-mail: jbennett@cc.edu Telephone: 212-774-0722 |
John is the author of A Case Study Involving Influenza and the Influenza Vaccine and the accompanying teaching notes. |
| Kari E. Benson, Assistant Professor School of Sciences Lynchburg College 1501 Lakeside Drive Lynchburg, VA 24501 E-mail: benson@lynchburg.edu Telephone: 434-544-8364 |
Kari is the author of My Brother’s Keeper: A Case Study in Evolutionary Biology and Animal Behavior and its teaching notes. |
| Hillary T. Berbeco, Assistant Professor Chemistry Department F.W. Olin College of Engineering 1735 Great Plain Avenue Needham, MA 02492 E-mail: hillary.berbeco@olin.edu Telephone: 781-292-2540 |
I am new to case study teaching, but envision using it as one of many approaches to teaching chemistry and materials science within an undergraduate engineering curriculum. |
| Penny L. Bernstein, Associate Professor Biological Sciences Kent State University/Stark Campus 6000 Frank Avenue Canton, OH 44720 E-mail: pbernstein@stark.kent.edu Telephone: 330-244-3438 Fax: 330-494-6121 |
I have been involved with developing and participating in hands-on and inquiry programs for K–12 and college educators for nearly 20 years. The case study approach, including team learning, seems to me to be a natural extension of this national evolution in teaching. I am learning that developing good cases is much harder than I had hoped it would be, but watching how students interact with cases shows me that this can be a very different and powerful way for them to learn. I am looking forward to getting better at using this approach. |
| Joseph F. Bieron, Professor Organic Chemistry Department of Chemistry Canisius College 2001 Main Street Buffalo, NY 14208 E-mail: bieron@canisius.edu |
Team learning/case studies for general chemistry and organic chemistry. Joe is co-author with his colleague Frank Dinan of two of the cases in our case study collection: Avogadro Goes to Court and its teaching notes and To Spray or Not to Spray: A Debate Over Malaria and DDT and its teaching notes. |
| Ann Bisantz, Assistant Professor Industrial Engineering University at Buffalo 342 Bell Hall Amherst, NY 14260 E-mail: bisantz@eng.buffalo.edu Telephone: 716-645-2357 Fax: 716-645-3302 |
I’m using case studies to organize material and exercises in a human factors laboratory course, as well as to introduce students to concepts in class. Ann is the author of Election 2000: A Case Study in Human Factors and Design and its teaching notes; she is also a co-author of So What is it That Engineers Do, Anyway? and its teaching notes. |
| Karen E. Bledsoe, Adjunct Assistant Professor Biology Department Western Oregon University Monmouth, OR 97361 E-mail: bledsoek@wou.edu Telephone: 503-838-8036 Fax: 503-838-8072 |
Karen is the author of Atkins or “Fadkins”? and its teaching notes. |
| Claudia Bode, Education Director Center for Environmentally Beneficial Catalysis University of Kansas 1501 Wakarusa Dr., Bldg A, Room 110 Lawrence, KS 66047 E-mail: bode@ku.edu Telephone: 785-864-1647 Fax: 785-864-6051 |
As education director for an engineering research center, I coordinate an NSF-funded Research Experiences for Teachers program for high school science teachers. Our mission is to expose participants to the field of green chemistry and engineering and the development of cleaner chemical processes. Claudia has co-authored two of the cases in our collection. See Rated MPG for Confusion: Using Gas Mileage to Learn Graphing and Data Analysis Skills and its accompanying teaching notes; see also A Rigorous Investigation: The Relationships Between Cellular Respiration, Muscle Contraction, and Rigor Mortis and its accompanying teaching notes. |
| Charles R. Bomar, Professor Biology University of Wisconsin-Stout 203B Jarvis Hall-SW Menomonie, WI 54751 E-mail: bomarc@uwstout.edu Telephone: 715-232-2562 Fax: 715-232-2192 |
Use of the case method provides students with a new perspective to what we are trying so desperately to teach, and why the idea is important. If specific core content can be identified, then a case should be written to maximize those principles. I firmly believe that cases improve long term memory of content ideas. Charles is the author of The Rocky Mountain Locust: Extinction and the American Experience and its teaching notes. See also But It’s Just a Bottle of Water… and its teaching notes. |
| Laurie J. Bonneau Biology Trinity College 300 Summit Street Hartford, CT 06106 E-mail: laurie.bonneau@trincoll.edu Telephone: 860-297-4077 Fax: 860-297-2538 |
Interested in the case topics of muscle physiology, neurophysiology, neuropharmacology, reproductive endocrinology, and cardiovascular pathology. |
| Bruno Borsari, Assistant Professor Biology Department Winona State University Pasteur 242 Winona, MN 55987 E-mail: bborsari@winona.edu Telephone: 507-457-2822 |
Bruno is a co-author of But I’m Too Young! A Case Study of Ovarian Cancer and its teaching notes. |
| Frank Bowman, Assistant Professor Chemical Engineering University of North Dakota 241 Centennial Drive Stop 7101 Grand Forks, ND 58202-7101 E-mail: frank.bowman@und.edu Telephone: 701-777-4245 Fax: 701-777-3773 |
Frank is a co-author of A Tale of Two Houses: A Case Study in Heat Transfer and its teaching notes. |
| Melinda Box Department of Natural Sciences Wake Technical Community College 9101 Fayetteville Road Raleigh, NC 27603 E-mail: mcbox@waketech.edu Telephone: 919-662-3542 |
Melinda is the author of Gas Cylinders and Safety: A Case Study in Chemistry and its teaching notes. |
| Peter Bradford, Associate Professor Pharmacology and Toxicology Farber Hall 126 University at Buffalo Buffalo, NY 14214 E-mail: pgb@buffalo.edu |
Interested in case studies in biomedical education, particularly applications to bioethics, genetic testing, and pharmaceutics. |
| Joy M. Branlund, Assistant Professor Department of Physical Science Southwestern Illinois College 4950 Maryville Rd. Granite City, IL 62040 E-mail: Joy.Branlund@swic.edu Telephone: 618-931-0600 ext 6712 |
Joy is the author of A Question of Responsibility: Whose Asbestos Caused Her Lung Disease? and its teaching notes. |
| Una Bray, Associate Professor Mathematics Department Skidmore College 815 N. Broadway Saratoga Springs, NY 12866 E-mail: ubray@skidmore.edu Telephone: 518-580-5283 |
Una is a member of the Center’s Editorial Board. |
| Gayle A. Brazeau, Associate Professor School of Pharmacy 126 Cooke Hall University at Buffalo Buffalo, NY 14260 E-mail: gbrazeau@buffalo.edu Telephone: 716-645-2848 |
Gayle is a member of the Center’s Editorial Board and a co-author of a 1999 article on the “Use of problem based discussion sessions in a first year pharmaceutical dosage forms course” published in the American Journal of Pharmaceutical Education (vol. 63, Spring 1999, pp. 85–97). |
| Marguerite Brickman, Associate Professor Department of Plant Biology University of Georgia 405A Biosciences Athens, GA 30602-2601 E-mail: brickman@uga.edu Telephone: 706-542-1690 |
Peggy is the author of several case studies in our collection: Sweet Indigestion: A Directed Case Study on Carbohydrates and its teaching notes, and The Case of the Druid Dracula and its teaching notes (also available in a clicker case version). Peggy has also written the clicker case Take Two and Call Me in the Morning: A Case Study in Cell Structure and Function. |
| Marilyn L. Bridgan, Instructor Science Cascade Creations 4503 North 42nd Street Tacoma, WA 98407 E-mail: mbridgan@wamail.net Telephone: 253-279-4549 Fax: 407-702-1143 |
As a curriculm writer I use case studies to introduce students to issues which challenge the management of our environment and natural resources. I received terrific training in the Case Study Method at a case studies conference in Buffalo. It has been essential to my development of problem based learning curricula. |
| Stephanie L. Brooke, Professor Psychology University of Phoenix E-mail: stephanielbrooke@aol.com |
I use the case method in my face to face classes; now, I am implementing it in my online clases. The case method stimulates critical thinking and is conducive to the dialogue approach to education. Stephanie is a co-author of Case of Maria: A Cross-Cultural Study of the Therapeutic Relationship and its teaching notes. |
| Alease S. Bruce, Professor Health and Clinical Sciences University of Massachusetts Lowell 3 Solomont Way, Suite 4 Lowell, Massachusetts 01854 E-mail: Alease_Bruce@uml.edu Telephone: 978-934-4481 Fax: 978-934-3006 |
I like to encourage students to be active learners and critical thinkers. Cases are wonderful educational tools that I use to allow students to apply newly learned concepts to "real world" situations. My students are health professional majors. With cases, they do not have to wait until graduation to discover the importance of the subject that they are learning. I use cases in all of my courses. Alease is the author of Dem Bones: Forensic Resurrection of a Skeleton and its accompanying teaching notes. |
| Susan Bruce, Clinical Assistant Professor Nursing University at Buffalo 816 Kimball Tower 3435 Main Street Buffalo, NY 14214 E-mail: sbruce@buffalo.edu Telephone: 716-829-3280 Fax: 716-829-2021 |
I believe that case studies are paramount to the preparation of advanced practice nurses, those health care providers such as nurse practitioners and clinical nurse specialists. Students appear to recall facts easier through case study implementation. This method can complement a traditional lecture approach making it come alive and become more meaningful for the student. I could not effectively teach without them! |
| Susan Bruce, Assistant Professor Pharmacy Practice Albany College of Pharmacy 106 New Scotland Ave. Albany, NY 12208 E-mail: bruces@acp.edu Telephone: 518-445-7346 Fax: 518-445-7302 |
I am using the case study method in our Pharmacotherapy sequence. |
| Richard T. Brundage, Associate Professor Department of Physics, Astronomy and Engineering Science St. Cloud State University 720 Fourth Avenue South St. Cloud, MN 56301 E-mail: rbrundage@stcloudstate.edu Telephone: 320-255-2011 Fax: 320-255-4728 |
See Richard’s case on our website entitled A Light on Physics and its teaching notes. |
| Jeffrey C. Brunskill, Visiting Assistant Professor of Geography Department of Geography McCardell Bicentennial Hall Middlebury, VT 05753 E-mail: jbrunski@middlebury.edu |
Jeff is a co-author of Snowboarding in New York State: A GIS Case Study and its teaching notes. |
| Germaine M. Buck, Chief Epidemiology Branch National Institute of Child Health & Human Development Department of Health & Human Services 6100 Executive Blvd., Room 7B03 Rockville, MD 20852 E-mail: gb156i@nih.gov Telephone: 301-496-6155 |
Interested in using cases to teach epidemiology/biostatistics to medical students and reproductive/perinatal epidemiology to graduate students. |
| Renee Bugenhagen, DVM Medaille College 18 Agassiz Circle Buffalo, NY 14203 Email: drcurlybug@aol.com or rbugenhagen@medaille.edu |
Case studies in veterinary practice and management, pharmacology, and gross and clinical pathology. |
| Scott H. Burris, Assistant Professor Department of Agricultural Education and Communications Texas Tech University Lubbock, Texas 79409 E-mail: scott.burris@ttu.edu Telephone: 806-742-2816 |
Scott is a co-author of Pesticides: Can We Do Without Them? and its teaching notes. |
| Philip Camill Department of Biology Carleton College One North College St. Northfield, MN 55057 E-mail: pcamill@carleton.edu Telephone: 507-646-5643 Fax: 507-646-5757 |
I teach a variety of beginning to advanced biology, ecology, and environmental studies courses at Carleton College, including global change biology, ecosystem ecology, plant physiological ecology, and introductory biology. I use case studies in all of these courses. I have found interrupted journal article methods to be effective for upper level courses. Several short, in-class cases or problems work well in large introductory courses. I am currently assessing the effectiveness of using cases for improving student learning. Phil is a member of the Center’s Editorial Board. See two of his case studies on our website entitled The Deforestation of the Amazon: A Case Study in Understanding Ecosystems and Their Value and its teaching notes and Watch Your Step: Understanding the Impact of Your Personal Consumption on the Environment and its teaching notes. Phil has also published on case teaching methods in the Journal of College Science Teaching (2000,30(1):38-43). |
| David Canoy, Instructor Life and Physical Sciences Chemeketa Community College P.O. Box 14007 Salem, OR 97309-7070 E-mail: dcanoy@chemeketa.edu Telephone: 503-399-3910 Fax: 503-365-4629 |
Case studies are part of my Human Anatomy and Physiology course as well as a course I teach in pre-nursing chemistry. These activities allow students to investigate topics in more detail than would be allowed in a traditional format and give them an opportunity to see the relevance of the information they are learning in class. |
| Tom Cappaert, Assitant Professor Physical Education and Sport Central Michigan University 119 Rose Mt. Pleasant, MI 48859 E-mail: cappa1ta@cmich.edu Telephone: 989-774-6595 Fax: 989-774-3322 |
I use case studies extensively in classes such as exercise physiology, athletic injury assessment and rehabilitation, research methods and statistics. Cases are integrated with lecture material in content heavy courses and I use the team learning concept exclusively or partially depending on the course material. I use dilemma and directed cases that are based on actual events/patients and on fictionalized events. Tom is the author of Left Out in the Cold: A Case Study in Thermoregulation and its teaching notes and a co-author of Brain vs. Spinal Cord: A Directed Case Study in CNS Injury and its teaching notes. |
| Lisa Carloye, Clinical Assistant Professor Science, Math and Engr Ed Center Morrill 236e Washington State University Pullman, WA 99164-3520 E-mail: carloye@wsu.edu Telephone: 509-335-3310 |
I use case studies in my introductory biology classes to teach ecological principles (such as mimicry and succession) and evolution (such as speciation and drift). I also draw upon cases to help teach the scientific method and let them experience how science works. Lisa is the author of Conversations with Fireflies: A Case Study of Mimicry and Defense and its teaching notes. |
| Linda Carozza, Clinic Director Ruth Smadbeck Communication and Learning Center Marymount Manhattan College 221 East 71st Street, NY 10021 E-mail: lcarozza@mmm.edu Telephone: 212-774-0728 |
Linda is a co-author of Emily and Dr. Haskins: Classroom Expectations, Pragmatics, and Clinical Acumen and the accompanying teaching notes. |
| Margaret A. Carroll, Associate Professor Biology Framingham State College Hemenway Hall 312 Framingham, MA 01701 E-mail: mcarrol@frc.mass.edu Telephone: 508-626-4720 Fax: 508-626-4794 Web page |
Margaret is the author of The Effects of Coyote Removal in Texas: A Case Study in Conservation Biology and its teaching notes. |
| Merri Lynn Casem Assistant Professor Biological Science California State University, Fullerton P.O. Box 6850 Fullerton, CA 92834-6850 E-mail: mcasem@fullerton.edu Telephone: 714-278-2491 Fax: 714-278-3426 |
Our department has made a commitment to revising our curriculum—making it more learner-centered. Case studies seem to be one good way to facilitate this change. Merri Lynn is the author of Nanobacteria: Are They or Aren’t They Alive? and its accompanying teaching notes. |
| Juvy M. Casimero, Instructor Division of Social Sciences College of Arts & Sciences University of the Philippines in the Visayas 5023 Miag-ao, Iloilo Philippines E-mail: juvy_casimero@yahoo.com Telephone: +63091735909078 Fax: (63) 033 513 7012 |
I used to teach Sociology 165, Human Ecology, and found out something interesting about critical thinking skills. Students easily understood the concepts and also developed good analytical skills after being exposed to case studies. |
| Anne M. Casper, Assistant Professor Department of Biology Eastern Michigan University 316 Mark Jefferson Ypsilanti, MI 48197 E-mail: anne.casper@emich.edu Telephone: 734-487-0142 Website: http://people.emich.edu/acasper2 |
Anne is the author of Colon Cancer: A Case of Genetic Bad Luck? and its accompanying teaching notes. |
| Christine M. Catney, Director of Pharmacy Teaching
Center College of Pharmacy The University of Iowa 115 S. Grand Avenue Iowa City, IA 52242 E-mail: christine-catney@uiowa.edu Telephone: 319-335-8847 |
I assist faculty with course and curriculum innovations and help faculty broaden their use of all types of cases and active learning strategies throughout the pharmacy curriculum. See Christine’s case on our website entitled The Case of Ruth James and its teaching notes. She is also a co-author of Discovering Long-Term Care Pharmacy Practice: A PBL Case for Pharmacy Students and its teaching notes. |
| Katayoun Chamany Science, Technology and Society Program Eugene Lang College New School University 65 West 11th Street, 3rd Floor New York, NY 10011 E-mail: chamanyk@newschool.edu Telephone: 212-229-5100 ext 2239 |
The focus of the Science, Technology and Society Program is to teach science as one of the liberal arts, thereby increasing scientific literacy. We teach in a multidisciplinary format incorporating societal aspects into the science curriculum and using real-life scenarios as vehicles to teach the basics of scientific method and applications of scientific research in technology and society. To make the material relevant to the students, I have used case studies in many formats, including books that contain cases (some fictional and others non-fictional), in-class informal interrupted case work, student-written cases, and final exams and projects based on case studies. Katayoun is the author of two case studies on our website: Niños Desaparecidos: A Case Study About Genetics and Human Rights and its teaching notes, and MDR Tuberculosis: A Case Study for Non-Science Majors Focused on Social Justice and its teaching notes. Also see Katayoun’s set of case-based curriculum supplements—Cell Biology for Life Project—at http://www.garlandscience.com/textbooks/cbl/. |
| Karen Chambers Department of Psychology Saint Mary’s College Madeleva Hall Notre Dame, IN 46556 E-mail: kchamber@saintmarys.edu, Telephone: 219-284-4528 Fax: 219-284-4716 |
I have incorporated active learning into my classes in a number of ways (e.g., student research projects, student-led discussions, debates) and I believe that the case study method is a powerful addition to these methods. See Karen’s case on our website entitled A Case of Mistaken Identity? and its teaching notes. |
| Susan B. Chaplin, Professor Department of Biology University of St. Thomas 390 Owens Hall 2115 Summit Ave. St Paul, MN 55105 E-mail: sbchaplin@stthomas.edu, Telephone: 651-962-5223 Fax: 651-962-5201 |
See Susan’s case on our website entitled The Case of the Sexually Arrested Orangutans and its teaching notes. |
| Elaine S. Chapman, Professor Department of Biology Illinois College 1101 West College Ave. Jacksonville, IL 62650 E-mail: chapman@ic.edu Telephone: 217-245-3446 |
See Elaine’s case on our website entitled A Spill at Parsenn Bowl and its teaching notes. |
| Pradeep Chaudhry, Forest Officer Arid Forest Research Institute AFRI, New Pali Road Jodhpur-342005, India E-mail: pradeepifs@yahoo.com Telephone: 91-291-2720752 Fax: 91-291-2722764 |
I have used the travel cost method (TCM) and the contingent valuation method (CVM) to estimate the recreational use value of Chandigarh city’s urban greenery. This planned city of India is well known for its parks, gardens, boulevards, etc. I have been awarded a PhD degree for a case study entitled “Valuing Recreational Benefits of Urban Forestry—A Case Study of Chandigarh City.” |
| Ling Chen, Assistant Professor Science Department Borough of Manhattan Community College The City University of New York 199 Chambers Street New York, NY 10007 E-mail: lchen@bmcc.cuny.edu Telephone: 212-220-8000, ext. 5082 Fax: 212-748-8929 |
Ling is a co-author of Cooking Under Pressure: Applying the Ideal Gas Law in the Kitchen and its teaching notes. |
| Ye Chen-Izu, Assistant Professor Institute of Molecular Medicine University of Kentucky College of Medicine BBSRB, Room B255 741 South Limestone Steet Lexington, KY 40536-0509 E-mail: YeChen-Izu@uky.edu Telephone: 859-323-6879 (office) 859-323-6911 (lab) Fax: 859-257-3235 |
After obtaining a BS degree in Physics, a MS degree in Bioengineering and a PhD degree in Biophysics, I’ve been doing biomedical research in NIH and universities since 1994. My research experience taught me that the traditional method of teaching science is inadequate in preparing students to solve real world problems. I think the learning process used by students resembles the discovery process used by researchers. It is a process of constructing new understanding and new knowledge from what was already known. Therefore I believe that Case Study methods provide effective ways to draw students into constructive leaning of science. I’m currently seeking to use my research skills and multidisciplinary education in physics, physiology and cell biology to contribute to the reform of science education in K–16 grades. Ye is the author of How a Cancer Trial Ended in Betrayal and its teaching notes. |
| Barry Chess, Professor Natural Sciences Division Pasadena City College 1570 E. Colorado Blvd. Pasadena, CA 91106 E-mail: bxchess@pasadena.edu Telephone: 626-585-7166 |
See Barry’s case on our website entitled In Sickness and in Health: A Trip to the Genetic Counselor and its teaching notes. |
| H. Tak Cheung, Professor Biology Illinois State University 210 Julian Hall Normal, IL 61790-4120 E-mail: htcheung@ilstu.edu Telephone: 309-438-3669 Fax: 309-438-3772 |
I’ve included case studies when writing the textbook for our nonmajors introductory Biology course because good storytelling engages students. I plan to expand the use of case studies for the nonmajors course through NSF funding. |
| Alan Cheville, Assistant Professor Department of Electrical and Computer Engineering Oklahoma State University 202 Engineering South Stillwater, OK 74078 E-mail: kridnix@okstate.edu Telephone: 405-744-6625 |
I am adapting the case study technique to provide relevance in a series of hands-on laboratories in undergraduate photonics. The case studies involve building an actual device, and stretch over a 3–5 week period. Alan is the author of several cases in our collection: A Classic Case of Serial Murder: Forensics Meets Photonics and its teaching notes; The Zoom Lens and its teaching notes; and An Electrical Storm on the Horizon and its teaching notes. |
| William H. Cliff, Associate Professor Department of Biology Niagara University Lewiston, NY 14019 E-mail: bcliff@niagara.edu Telephone: 716-286-8243 |
Bill has co-authored two papers on the directed case method: (1) Cliff, W.H., and A.W. Wright. 1996. Directed case study method for teaching human anatomy and physiology. In: Advances in Physiology Education 15:Sl9–S28; and (2) Cliff, W.H., and L. Nesbitt Curtin. 2000. The directed case method. In: Journal of College Science Teaching 30(1):64–66. Bill has shown particular interest in case studies on human anatomy and physiology, problem-based learning, computer-based instruction, and case studies in high school biology. See also his Human Anatomy and Physiology Case Study Project. On this site you can read Bill’s co-authored case, A Friend in Need Is a Friend Indeed: A Case Study on Human Respiratory Physiology and its teaching notes. |
| Jeffrey Scott Coker, Assistant Professor Campus Box 2625 Department of Biology Elon University Elon, NC 27244 E-mail: jcoker@elon.edu Telephone: 336-278-6206 Fax: 336-278-6258 |
Jeffrey is a co-author of The Story of Dinosaur Evolution. |
| Joseph Colosi, Associate Professor Biology DeSales University 2755 Station Avenue Center Valley, PA 18034 E-mail: jcc0@desales.edu Telephone: 610-282-1100 ext. 1288 Fax: 610 282-0525 |
I use case studies in my non-majors botany/science class to illustrate how science is done. I also use cases instead of lectures to teach environmental science and to cover diseases in my microbiology class. I find that students are more interested and participate more fully when I use case study discussions instead of lectures. Joseph is a co-author of Genetic Testing and Breast Cancer: Is a Little Knowledge a Dangerous Thing? and its teaching notes. |
| Christa Colyer, Associate Professor and Chair Department of Chemistry Wake Forest University Winston-Salem, NC 27109 E-mail: colyercl@wfu.edu Telephone: 336-758-4936 Fax: 336-758-4656 |
Case study teaching is used to supplement conventional lectures and/or to introduce students to new material in: general chemistry, analytical biochemistry, instrumental analysis, graduate electrochemistry, and a general seminar course entitled "Scientific Serendipity." Christa is the author of several cases on our website, including: The Van Deemter Equation: A Three-Act Play and its teaching notes and Childbed Fever: A Nineteenth-Century Mystery and its teaching notes. |
| Gerald F. Combs, Jr., Professor Emeritus Division of Nutritional Sciences Cornell University 122 Savage Hall Ithaca, NY 14850 E-mail: gfc2@cornell.edu Telephone: 607-255-2140 Fax: 607-255-1033 |
I used cases in the teaching of a graduate course in The Vitamins. This was a relatively small course (12–16 students) which I taught using the discussion format. In this context I found the case approach to be effective in providing opportunities for analytical thinking, classroom discussion, and underscoring concepts and principles. See Gerald’s case on our website entitled All That Glitters May Not Be Gold and its teaching notes. |
| Jane Connor Psychology Department Binghamton University Binghamton, NY 13902-6000 E-mail: jconnor@binghamton.edu Telephone: 607-777-2416 Fax: 607-777-4890 |
Using cases in Psychology of Prejudice, Psychology and Sexual Orientation, Statistics and Research Methods. See Jane’s case on our website entitled Studying Racial Bias and its teaching notes. |
| Juanita Constible, Coastal Louisiana Technical Analyst National Wildlife Federation 6160 Perkins Rd, Suite 217 Baton Rouge, LA 70808 E-mail: bufohemiophrys@hotmail.com Telephone: 337-255-2831 Fax: 225-767-3734 |
See Juanita’s case on our website entitled AH-CHOO! A Case Study on Climate Change and Allergies and its teaching notes. |
| Patsy Cornelius, Assistant Professor Health Occupations Texarkana College 2500 N. Robison Rd Texarkana, TX 75599 E-mail: pcorneli@texarkanacollege.edu Telephone: 903-832-5565 Fax: 903-831-1037 |
Case studies are especially helpful as a review guide and as a unit introduction. I believe in supporting the lecture form of instruction with visual aides that encourage cognitive learning. I feel the case study method fits well with that portion of my teaching philosophy. |
| Kathleen A. Cornely, Professor Department of Chemistry and Biochemistry Providence College Providence, RI 02918 E-mail: kcornely@postoffice.providence.edu Telephone: 401-865-2866 Fax: 401-865-1438 |
See Kathleen’s case on our website entitled Biological Terrorism: The Anthrax Scare of 2001 and its teaching notes. |
| Stephen R. Cronin, Professor Department of Biology and Chemistry Ave Maria University 5050 Ave Maria Blvd. Ave Maria, FL 34142-9505 E-mail: stephen.cronin@avemaria.edu Telephone: 239-280-1617 Fax: 239-280-1637 |
See Stephen’s case on our website entitled You Are Not the Mother of Your Children and its teaching notes. |
| John Culpepper Earth Science Department Ithaca High School 400 Lake Street Ithaca, NY 14850 E-mail: jculpepp@twcny.rr.com |
| Juville Dario-Becker Biology Department Central Virginia Community College 215 Graves Drive Forest, VA 24551 E-mail: dario-beckerj@cvcc.vccs.edu Telephone: 804-832-7719 |
I use case studies to show the students how the concepts they learn in class relate to real-life situations. |
| Kay Davis, Instructor Physical Sciences Garden City Community College 801 Campus Garden City, KS 67846 E-mail: kay.davis@gcccks.edu Telephone: 620-276-9554 Fax: 620-276-0465 |
I have used case studies in my Chemistry for Health Services and General Chemistry classes. The response from the students has been very positive. We typically use a group method and brainstorm ideas and then report back to the class. There is always good debate and discussion with these excercises. Everyone can be on the same side of an issue and still generate very good discussion. This integrates very well with the cooperative learning style of teaching. Student involvement is nearly 100%. So far I love it! |
| Thomas A. Davis, Professor Program in Biology Loras College Science Hall 133A 1450 Alta Vista Dubuque, IA 52004-0178 E-mail: tom.davis@loras.edu Telephone: 563-588-7767 |
Tom is the author of Living Downstream: Atrazine and Coliform Bacteria Effects on Water Quality—A Debate Case and its teaching notes, and Oak Clearcutting: To Cut or Not to Cut? A Debate Case and its teaching notes. |
| David F. Dean, Associate Professor Department of Biology Spring Hill College 4000 Dauphin St. Mobile AL 36608 E-mail: ddean@shc.edu Telephone: 251-380-3082 |
David is the author of a number of medical cases on our site. See A Case of a Pheochromocytoma and its teaching notes; A Case of Seasonal Affective Disorder and its teaching notes; A Case of Diabetes Insipidus and its teaching notes; A Case of Spinal Cord Injury and its teaching notes; A Case of Cerebrovascular Accident and its teaching notes; A Case of Neurocardiogenic Syncope and its teaching notes; A Case of X-linked Agammaglobulinemia and its teaching notes; A Case of Iron Deficiency Anemia and its teaching notes; A Case of Thrombocytopenia and its teaching notes; and A Case of Pharyngitis and its teaching notes. |
| Sarah Deel, Lecturer Department of Biology Carleton College One North College St. Northfield, MN 55057 E-mail: sdeel@carleton.edu Telephone: 507-646-5754 Fax: 507-646-5757 |
Sarah is a co-author of SNPs and snails and puppy dog tails, and that’s what people are made of…: A Case Study on Genome Privacy and its teaching notes. |
| Eleonora Del Federico, Assistant Professor of Chemistry Mathematics and Science Department Pratt Institute 200 Willoughby Ave. Brooklyn, NY 11205 E-mail: edelfede@pratt.edu Telephone: 718-636-3764 |
I use cases in chemistry, environmental science, and biology. I teach introductory science courses for non-science majors that focus on connections between science and society. Students analyze case studies throughout the semester in topics as diverse as cloning, global warming, transgenic plants, air pollution, DNA fingerprinting and Mars meteorites. I am also developing a course on the Ccemistry of art conservation that will involve the study of “real-life” chemistry questions applied to the degradation and conservation of art materials. Case studies will work best in addition to lab experiments for such a course. Eleonora is one of the co-authors of the case As Light Meets Matter: Art Under Scrutiny, and its accompanying teaching notes. |
| Nick Despo, Professor Biology Thiel College 75 College Avenue Greenville, PA 16125 E-mail: ndespo@thiel.edu Telephone: 724-589-2067 Fax: 724-589-2021 |
I currently use case studies sparingly, however I would like to increase this frequency. Students respond quite well to this method of instruction. I know I need more guidance in the implementation of case studies and I wish to improve my understanding of how to construct them. I learned a great deal at the 2002 Annual Conference on Case Study Teaching in Science. I plan to incorporate them more and more into the courses I teach and, eventually, write several of my own. |
| Brahmadeo Dewprashad, Associate Professor Science Borough of Manhattan Community College 199 Chambers Street Manhattan, NY 10007 E-mail: bdewprashad@bmcc.cuny.edu Telephone: 212-220-1322 Fax: 212-748-8929 |
Brahmadeo is the author of Cats Have Nine Lives, But Only One Liver: The Effects of Acetaminophen and its teaching notes. |
| Preeti Dhar, Assistant Professor Chemistry State University of New York at New Paltz 75 S. Manheim Blvd. Suite 9 New Paltz, NY 12561-2443 E-mail: dharp@newpaltz.edu Telephone: 845-257-3797 Fax: 845-257-3791 |
Preeti is the author of Thiamin Deficiency: A Directed Case Study and its teaching notes. |
| Richard C. Dicker, Consultant Epidemiologist Centers for Disease Control & Prevention 1600 Clifton Rd. Atlanta, GA 30333 E-mail: rcd1@cdc.gov Telephone: 978-443-5047 |
I have authored several classroom case studies in applied epidemiology used at CDC, and have edited several others. I use these case studies in a course at the Harvard School of Public Health and in short courses given to public health practitioners throughout the country. Epidemiology case studies from the Centers for Disease Control and Prevention (CDC) are currently available at: http://www.cdc.gov/eis/casestudies/casestudies.htm and http://www.phppo.cdc.gov/phtn/casestudies/default.htm. |
| Lynn Diener, Instructor Natural Science Department Edgewood College 1000 Edgewood College Drive Madison, WI 53711 E-mail: ldiener@edgewood.edu Telephone: 608-663-6933 |
Lynn is the author of My Dog is Broken! A Case Study in Cell Signaling and its teaching notes. |
| Frank J. Dinan, Professor Organic Chemistry Department of Chemistry and Biochemistry Canisius College 2001 Main Street Buffalo, NY 14208 E-mail: dinan@canisius.edu Fax: 716-888-3112 |
Frank is a member of the Center’s Editorial Board and author of Bilirubin: E-/Z-, But Not Easy and its teaching notes, and Kermit to Kermette? Does the Herbicide Atrazine Feminize Male Frogs? and its teaching notes. Frank has also co-authored many cases, including: Mystery in Alaska: Why Have All the Sea Lions Gone? and its teaching notes; An Adventure in Stereochemistry: Alice in Mirror Image Land and its teaching notes (with Gordon T. Yee); Avogadro Goes to Court and its teaching notes (with Joe Bieron); and To Spray or Not to Spray: A Debate Over Malaria and DDT and its teaching notes (also with Joe Bieron). |
| Linda Dion Biological Sciences Department University of Delaware Newark, DE 19716 E-mail: ldion@udel.edu |
I use case studies in addition to lectures in two semesters of Introductory Biology. A new case study, or problem, is introduced each week to cover each of the major topics in the course. These include cell chemistry, metabolism, molecular and Mendelian genetics, evolution, and various topics in plant and animal physiology and ecology. |
| Jane E. Disney, Environmental Studies Director MDI Water Quality Coalition P.O. Box 911 Mount Desert, ME 04660 E-mail: disney@gwi.net Telephone: 207-288-2598 Fax: 207-288-2598 |
We use case studies to introduce water quality concepts to high school students enrolled in Maine Coast Learning Expedition, a semester-long interdisciplinary environmental stewardship program for 11th and 12th graders. Students are presented with scenarios from past and on-going environmental research projects and asked to review and discuss the relevance of these projects to their own work. Each student’s research project becomes a case study for future semesters. |
| Steven T Diver, Assistant Professor Chemistry University at Buffalo 618 Natural Sciences Complex Buffalo, NY 14260 E-mail: diver@buffalo.edu Telephone: 716-645-6800 ext. 2201 |
Steven is a co-author of As Light Meets Matter: Art Under Scrutiny and its teaching notes. |
| Chandra J. Donald, High School Teacher Biology Edward Taylor High School 7555 Howell-Sugarland Houston, TX 77083 E-mail: chandra.donal@aliefisd.net Telephone: 281-988-3501 |
The case study method has been a true “life-saver” system in my Medical Microbiology classes. I am looking forward to introducing more case studies to my Genetics class this year, as well as to my 10th Grade Biology coursework. The cases are very engaging and the students walk away with a wealth of knowledge researched and processed by themselves! |
| Elizabeth Droke, Associate Professor Department of Nutrition, Food Science and Hospitality South Dakota State University Box 2275A Brookings, SD 57007 E-mail: elizabeth.droke@sdstate.edu Telephone: 605-688-5150 Fax: 605-688-5603 |
I will be using the case study method in a senior level class on Critical Issues in Nutrition and Healthcare in order to teach research methods, professional issues and bioethics. I also plan on using this method in two graduate level courses, one on Nutrition and Immunology and the other on Vitamins and Minerals. I also plan on looking at incorporating this method into a large (200+) introductory nutrition course. |
| Carmen Eilertson, Senior Lecturer Biology Georgia State University 24 Peachtree Center Ave. Atanta, GA 30303 E-mail: biocxe@langate.gsu.edu Telephone: 404-413-5355 |
I use clinical case studies in my pre-med physiology course. We have content lectures but always follow through with entire days dedicated to patient cases and analysis. I attended the case study workshop last spring (2007) at University of Buffalo and was inspired and convinced that this was the way to captivate students and promote long-term retention of concepts. Students prefer case-based teaching in my classes over traditional lecture. |
| Frieda Eivazi, Professor Agriculture and Natural Sciences Lincoln University 235 Founders Hall Jefferson City, MO 65102 E-mail: eivazif@lincolnu.edu Telephone: 573-681-5461 Fax: 573-681-5944 |
I use case study method in most of my classes (Intro to Soils, Intro to Environmental Science, and upper level classes). Case studies help to get students involved in discussion of the subject matter. |
| Deborah Engelen-Eigles, Faculty Department of Sociology Century College 3300 Century Avenue North White Bear Lake, MN 55110 E-mail: debbie.engelen@century.edu Telephone: 651-779-3451 |
Debbie is the author of To Be Who I Am: An Issues Case on Identity and the Body and its teaching notes. |
| David L. Evans, Professor of Biology Department of Natural Sciences Penn College/PSU 2445 Reed Street Williamsport, PA 17701 E-mail: devans@pct.edu Telephone: 570-326-3761 |
I have been using a form of case study in my anatomy and physiology classes for several years now. I present my students with situations in which they must identify a condition (if any), additional tests that need to be performed, and the ultimate cause. Finally, I sometimes ask them to propose specific treaments. The way I usually present these things is as if they were potential crimes: “Identify the ’victim’ (an organ, maybe),” “Is the individual dead or merely in a coma,” “Is it a crime (suicides are not crimes in most states; viz: autoimmune diseases),” “What weapon was used (neurotoxins?),” and “Who was the perpetrator.” I have fun and the students learn to put things together. See David’s case on our website entitled Lost in the Desert and its teaching notes. |
| Susan Evarts, Biological Consultant and Tutor 981 Wildflower Court Eagan, MN 55123 E-mail: sievarts@stthomas.edu Telephone: 651-686-8136 |
Susan is a co-author of I’m Looking Over a White-Striped Clover: A Case of Natural Selection and its teaching notes. |
| Deborah Exton, Senior Instructor Department of Chemistry University of Oregon 1253 University of Oregon Eugene, OR 97403 E-mail: dexton@oregon.uoregon.edu Telephone: 541-346-4629 Fax: 541-346-4643 |
My ultimate goal is to use case studies not only in science courses, but also in training and orientation activities for chemistry graduate students. |
| Jennifer Feenstra, Assistant Professor Department of Psychology Northwestern College 101 7th St. SW Orange City, IA 51041 E-mail: jfeenstr@nwciowa.edu Telephone: 712-707-7076 |
Jennifer is the author of Joe Joins the Circus (or Elephant Love): A Case Study in Learning Theory and its teaching notes. |
| Margaret J. Fehrenbach, RDH, MS Dental Hygiene Educational Consultant Dental Science Technical Writer Web page: http://www.dhed.net/ E-mail: margaret@dhed.net Telephone: 502-745-3827 |
Interested in case histories, specifically those for dental hygiene. Have integrated cases into my textbooks and contributing texts. Have an associated web page for students that lists case websites related to the study of dental hygiene. Please send any case history websites found to my email address to add to the list. |
| Susannah Feldman Department of Biological Sciences Towson University Towson, MD 21252-0001 E-mail: sfeldman@towson.edu |
Interested in cases in general biology. |
| Patrick Field, Associate Professor Department of Biological Sciences Kean University 1000 Morris Avenue Union, NJ 07003 E-mail: pfield@cougar.kean.edu Telephone: 908-737-3667 Fax: 908-737-3666 |
I use case studies during the laboratory component of my Human Gross Anatomy and Neuroscience courses to teach Occupational Therapy students, Athletic Trainers, and Speech and Hearing Science students the clinical aspects within each discipline. Case studies for these classes are written to illustrate the use of clinical information given in lecture. I am also having my students in senior seminar produce formal case study presentations instead of the traditional seminar format. The process for conducting this course was published in the Journal of College Science Teaching in the Case Study column (Feb 2003). See the case Patrick has written with Tom Cappaert for our website entitled Brain vs. Spinal Cord: A Directed Case Study in CNS Injury and its teaching notes. |
| Julia Fiello, Biology Faculty and Department Chair Science and Fitness Pima Community College / Desert Vista Campus 5901 S. Calle Santa Cruz Tucson, AZ 85709 E-mail: jfiello@pima.edu; rfiello@comcast.net Telephone: 520-206-5005 W; 520-743-9939 H |
I am currently using investigative case-based labs (ICBLs) that utilize collaborative learning and the program Case-It to study the genetics of disorders such as Huntington’s Chorea (for an introductory A&P nervous system section), Fragile-X syndrome and Sickle-Cell (protein structure; genetics; evolution). In addition to using the cases as ways to excite students about the biology underlying these disorders, they are also written with inherent ethical issues to explore. One set of cases utilizes a formal debate as the assessment; others have multiple options including formal lab reports. I am interested in adding a series of cases as introductory “hooks” and enrichment exercises to my Anatomy and Physiology courses for Allied Health students. |
| Timothy Finco, Assistant Professor Biology Department Agnes Scott College 141 E. College Ave. Decatur, GA 30030 E-mail: tfinco@agnesscott.edu Telephone: 404-471-6456 Fax: 404-471-5368 |
I would like to use case studies as an alternative pedagogical approach to teaching and as a means by which students can improve other critical skills such as group work, oral communication, etc. I see case studies as providing a wonderful opportunity to discuss ethical and moral issues that relate to various topics in the sciences. |
| Kim R. Finer, Associate Professor Biological Sciences Kent State University/Stark Campus 6000 Frank Ave. NW Canton, OH 44720 E-mail: kfiner@stark.kent.edu Telephone: 330-244-3434 Fax: 330-494-6121 |
Case studies place content in a relevant context and are more likely to engage students in learning than more traditional methods of instruction. With so many ethical dilemmas arising from our increased genetic knowledge as a result of the human genome project, the case study method is a perfect "fit" when teaching a Human Genetics course. Kim is the author of The "Lady" of Charleston: A Case of Wrongful Gender Assignment? and its accompanying teaching notes. |
| Christine M. Fleet, Assistant Professor Biology Department Emory and Henry College PO Box 947 Emory, VA 24327 E-mail: cfleet@ehc.edu Telephone: 276-944-6244 Fax: 276-944-6695 |
I use cases with genetics, physiology, introductory biology and bioethics classes. I appreciate the way cases encourage discussion and integration of ideas, and am working to incorporate more cases into my classes. Christy is the author of The Physiology of a Neurodegenerative Disease: Huntington’s Disease and its accompanying teaching notes. |
| Jack Foran 388 Crescent Avenue Buffalo, NY 14214 E-mail: jmf23@juno.com |
History of science and technology. |
| Shani Forbes, High School Teacher Science A. H. Parker High School 900 4th Street North Birmingham, AL 35204 E-mail: erdocinwaiting@msn.com Telephone: 205-231-2887 |
I am interested in the case study method of teaching because it seems to be an excellent method of teaching Anatomy and Physiology. This is my first year teaching Anatomy and Physiology, and I believe that the case study method will inspire active thinking. |
| Dayton J. Ford, Assistant Professor of Biology Pharmaceutical Sciences St. Louis College of Pharmacy 4588 Parkview Place St. Louis, MO 63110 E-mail: dford@stlcop.edu Telephone: 314-446-8463 x1307 |
I’ve used case studies in Introduction to Physiology and Advanced Physiology. I’ve also used them for clinical correlates, which are taught in conjunction with Advanced Physiology. Dayton is the author of Woe to That Child: A Case of Cystic Fibrosis and its accompanying teaching notes, and Football Fanaticism: An Integrated Physiology Case Study and its teaching notes. |
| Thomas E. Ford, Undergraduate Program Director Department of Sociology Western Michigan University Sangren 2419 1903 West Michigan Avenue Kalamazoo MI 49008-5201 E-mail: thomas.ford@wmich.edu Telephone: 269-387-5280 |
Tom is a co-author of Exploring Unintentional Racism: The Case of Tim Hanks and its accompanying teaching notes. See also “Stereotype Threat” and Recommendations for Overcoming It: A Teaching Case Study and its teaching notes. |
| Gary M. Fortier, Associate Professor Animal Biotechnology and Conservation Delaware Valley College 700 East Butler Avenue Doylestown, PA 18901 E-mail: gary.fortier@delval.edu Telephone: 215-489-4890 Fax: 215-489-4893 |
I use case studies in ecology, behavior, and wildlife management to engage students and create an active learning environment. I have authored two cases on the SUNY Buffalo website. Gary is also a member of the Center’s Editorial Board. For his contributions to our case collection, see Rabbit Calicivirus Disease: Magic Bullet or Pandora’s Box? A Case Study on Biological Controls and its teaching notes and The Wolf, the Moose, and the Fir Tree: Who Controls Whom on Isle Royal? A Case Study of Trophic Interactions and its teaching notes. |
| Susan Fredstrom Family Consumer Science Minnesota State University 102 Wiecking Center Mankato, MN 56001 E-mail: susan.fredstrom@mnsu.edu Telephone: 507-389-6016 Fax: 507-389-2411 |
Susan is the author of Energy up, Weight down? Finding Nutrition Information and its teaching notes. |
| Jennifer Fritz, Lecturer School of Biological Sciences University of Texas at Austin School of Biological Sciences, ESB 2 1 University Station, A6500 Austin, TX 78712 E-mail: fritz-chenevert@mail.utexas.edu Telephone: 512-232-5459 |
After attending a mini-workshop in case studies at the University of Texas, I am working to incorporate case studies into a large introductory biology lecture using the weekly discussion groups. |
| Susannah Gal Department of Biological Sciences Binghamton University Binghamton, NY 13902-6000 E-mail: sgal@binghamton.edu Telephone: 607-777-4448 Fax: 607-777-6521 |
I am interested in adapting the case study approach to the sciences, particularly to courses in molecular biology, cell biology, biochemistry, and genetics. I believe that our students will learn more about how the scientific method works and how to apply their knowledge if they are taught using a case method approach. I also think that it will make scientists seem more human, give students other careers to consider, and will encourage students to more actively learn the subject material. Let’s teach them how to think rather than what to think. See the case Susannah wrote with Jessie Klein for our website entitled A Right to Her Genes and its teaching notes. She is also a co-author of A Recipe for Invention: Scientist Biographies. |
| Susan Galatowitsch, Professor Department of Horticultural Science University of Minnesota St. Paul, MN 55108 E-mail: galat001@umn.edu Telephone: 612-624-3242 Fax: 612-624-4941 |
See Susan’s co-authored case entitled On a Wing and a Prayer: A Wetland Mitigation Dilemma and its teaching notes. |
| Anne Galbraith, Associate Professor Biology University of Wisconsin—La Crosse 1725 State St. La Crosse, WI 54601 E-mail: galbrait.anne@uwlax.edu Telephone: 608-785-8246 Fax: 608-785-6959 |
Anne is a co-author of several cases on our site; see Not An Old Person’s Disease and its teaching notes and Sometimes it is All in the Genes and its teaching notes. |
| Kathy Gallucci, Assistant Professor Biology Elon University 2625 CB Elon, NC 27244 E-mail: gallucci@elon.edu Telephone: 336-278-6180 Fax: 336-278-6258 |
I attended the June 2002 workshop and have used cases from the website, some in their entirety, others only in part. I have always used examples and relevant events in class to help students learn. This is also what case studies provide. Kathy is the author of Prayer Study: Science or Not? and its accompanying teaching notes. |
| Joseph Gardella, Professor and Associate Dean for External Affairs Analytical, Polymer, Surface Chemistry Informal Science Education Public Participation in Science Department of Chemistry 470 Natural Science Complex 837 Clemens Hall University at Buffalo Buffalo, NY 14260 E-mail: gardella@acsu.buffalo.edu Web page: http://www.acsu.buffalo.edu/~gardella/ |
Interested in chemistry, non-science major (general education), and environmental case studies. |
| Alice Gardner, Assistant Professor Pharmaceutical Sciences Massachusetts College of Pharmacy & Health Sciences, Worcester Campus 19 Foster St Worcester, MA 01608 E-mail: agardner@mcp.edu Telephone: 508-890-8855 ext. 1865 |
I use pharmacology-based cases in our elective “Evidence-Based Pharmacology: A Problem-based Approach.” Various pharmacology topics are covered in the course. The goal is to develop a collaborative and active learning environment for the students. |
| Danielle Garneau, Assistant Professor Department of Biology St. Lawrence University Romoda Dr. Canton, NY 13617 E-mail: dgarneau@stlawu.edu Telephone: 315-229-5401 Fax: 315-229-7429 |
I have used case studies in my general biology and vertebrate natural history classes as group work. They seem to generate discussion and give the students great applied examples of concepts. I would like to use them more often. |
| Adam C. Gase, High School Teacher Licensed Practical Nursing, Health Technology Scarlet Oaks Career Development Campus 3254 E. Kemper Rd. Cincinnati, OH 45241-1582 E-mail: agase@middletowncityschools.com Telephone: 513-939-0226 |
I became interested in using case studies years before I knew what I was doing with them—the movies "The Andromeda Strain," "Jurassic Park," and "Lorenzo’s Oil" really hammered home the idea. I found the Case Studies website by accident last spring, and the rest is history. Now I can give clinical applications to all the topics in A & P. |
| Karin Gastreich, Assistant Professor Biology Department Avila University 11901 Wornall Road Kansas City, MO 64145 E-mail: karin.gastreich@avila.edu Telephone: 816-501-2996 |
Karin is the author of Si el Norte Fuera el Sur: A Case of Squirrel Monkey Identities and its teaching notes. |
| Jon R. Geiger, Education Director Education Office The Jackson Laboratory 600 Main Street Bar Harbor, ME 04609-1500 E-mail: jrg@jax.org Telephone: 207-288-6250 Fax: 207-288-6079 |
I am not a teacher or professor, but a director of educational programs at an independent, non-profit cancer and mammalian genetics research laboratory. We have students come to our lab for a number of programs, and we use case studies to introduce basic genetics concepts and the ethical use of animals in research. |
| Kristen S. Genet, Professor Biology Anoka Ramsey Community College 11200 Mississippi Blvd. NW Coon Rapids, MN 55433 E-mail: kristen.genet@anokaramsey.edu Telephone: 763-422-3489 Fax: 763-422-3341 |
Interested in cases dealing with evolution, population or community ecology, and climate change. |
| Judith R. Gibber, Lecturer Biological Sciences 1212 Amsterdam Avenue Mail Code 2454 New York, NY 10027 E-mail: jrg43@columbia.edu Telephone: 212-854-5952 Fax: 212-865-8246 |
Judy is a co-author of Gender: In the Genes or in the Jeans? A Case Study on Sexual Differentiation and its accompanying teaching notes. |
| J. Phil Gibson, Associate Professor Department of Zoology and Department of Botany and Microbiology University of Oklahoma 730 Van Vleet Oval Norman, OK 73019 E-mail: jpgibson@ou.edu Telephone: 405-325-1792 Fax: 405-325-6202 |
Phil is the author of Exaggerated Traits and Breeding Success in Widowbirds: A Case of Sexual Selection and Evolution and its accompanying teaching notes. |
| Louise Gilchrist, Assistant Professor Physical Therapy, Exercise and Nutrition Science 405 Kimball Tower University at Buffalo Buffalo, NY 14214 E-mail: lag@acsu.buffalo.edu |
I’m interested in cases for biomechanics, both for physical therapy and exercise/sport science. Although I don’t use formal cases, I do use a team learning approach to teach Critical Inquiry, a course designed to introduce students to reading peer reviewed journal articles. |
| Lynne H. Gildensoph, Professor Department of Biology The College of St. Catherine 2004 Randolph Avenue St. Paul, MN 55105 Telephone: 651-690-8621 Fax: 651-690-8657 E-mail: lhgildensoph@stkate.edu |
Lynne is a co-author of Living With Her Genes: Early Onset Familial Alzheimer’s Disease and its teaching notes. |
| Sheryl R. Ginn, Instructor Social Sciences Department Rowan-Cabarrus Community College Concord, NC 28027 E-mail: ginns@rowancabarrus.edu Telephone: 704-216-3799 |
Sheryl is a co-author of A Rush to Judgment? A Case of Research Ethics and Design and its teaching notes. |
| Anthony P. Giunta, Associate Professor Nursing Quincy College 34 Coddington Street Quincy, MA 02169 E-mail: apgiunta@msn.com Telephone: 781-769-4411 |
My area of study is in Forensic Sciences, Biological Anthropology. I teach nursing students in Anatomy and Physiology. I have been using case studies in my instruction since I attended the summer workshop. |
| Carmen Giunta, Associate Professor Chemistry Department Le Moyne College 1419 Salt Springs Rd. Syracuse, NY 13214-1399 E-mail: giunta@lemoyne.edu Telephone: 315-445-4128 Fax: 315-445-4540 |
Use of historical cases to teach scientific method and chemistry content. |
| Alan Gleue, High School Teacher Science Department Lawrence High School Lawrence, KS 66045 E-mail: agleue@usd497.org Telephone: 785-832-5050 ext. 2142 |
Alan is a co-author of Rated MPG for Confusion: Using Gas Mileage to Learn Graphing and Data Analysis Skills and its accompanying teaching notes. |
| Tamar L. Goulet, Assistant Professor Biology University of Mississippi University, MS 38677 E-mail: tlgoulet@olemiss.edu Telephone: 662-915-7457 Fax: 662-915-5144 |
I believe the lecture method is not the most effective way of teaching. I have therefore turned to case studies. I have used a pilot case study in a non-majors introductory biology class. I plan to introduce more and more case studies into my teaching. |
| Joan-Beth Gow, Assistant Professor Biology Anna-Maria College 50 Sunset Lane Paxton, MA 01612 E-mail: jgow@annamaria.edu Telephone: 508-849-3383 |
Joan-Beth is a co-author of Salem’s Secrets: A Case Study on Hypothesis Testing and Data Analysis and its teaching notes. |
| Emily Grant, Assistant Professor Biology Saint Louis University School for Professional Studies 3322 Olive St. St. Louis, MO 63103 E-mail: emilygrant18@yahoo.com Telephone: 217-621-9454 |
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| Mary Rose Grant, Assistant Professor and Director of Core Curriculum and Faculty Development School for Professional Studies Saint Louis University 3322 Olive St. St. Louis, MO 63103 E-mail: grantmr@slu.edu Telephone: 314-977-3291 Fax: 314-977-2333 |
I primarily teach non-majors biology and related life science courses for adult learners in an accelerated program, as well as in an online format. Cases present an opportunity to connect classroom theory with real world application. Using cases enhances and expands active, collaborative and experiential teaching strategies, which are in line with my teaching philosophy in terms of adult pedagogy. Mary Rose is the author of Lewis and Clark Reloaded: The 3,041-Mile Bike Trail and its teaching notes. |
| Robert H. Grant, Faculty School for Professional Studies Saint Louis University 3322 Olive St. St. Louis, MO 63103 E-mail: grantrh@slu.edu Telephone: 314-977-2330 |
Bob is the author of A Strange Fish Indeed: The “Discovery” of a Living Fossil and its teaching notes. See also the clicker version of this case, The Coelacanth: An Odd Fish. |
| Barbara A. Green Biology Department Xavier University of Louisiana 7325 Palmetto Street Box 85B New Orleans, LA 70125 E-mail: bgreen@xula.edu Telephone: 504-483-7527 Fax: 504-483-7918 |
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| Karin Grimnes, Professor Biology Department Alma College 614 W. Superior St. Alma, MI 48801 E-mail: grimnes@alma.edu Telephone: 989-463-7189 Fax: 989-463-7076 |
Karin is a co-author of When Drug Sales and Science Collide and its teaching notes. |
| Robert W. Grossman, Professor Psychology Department Kalamazoo College 1200 Academy St. Kalamazoo, MI 49006 E-mail: grossman@kzoo.edu Telephone: 616-337-7108 Fax: 616-337-7030 |
I have used cases in my courses for lectures, cooperative learning activities, and exams over the past 25 years. My two main interests are increasing the depth of student learning and helping them to retain the material they learn. I find cases help me achieve both of these goals. If they have to apply what they are leanring to cases they seem to develop a deeper grasp of the material. In later courses they also seem to remember the material better and relearn it faster if I have coupled their learning with a case that has some interesting features. Bob is the author of A Collision of Two Worlds: A Critical Thinking Case Study for Abnormal Psychology and its teaching notes; he has also co-authored Are You Blue? and its teaching notes; also see Exploring Unintentional Racism: The Case of Tim Hanks and its teaching notes; and most recently, “Stereotype Threat” and Recommendations for Overcoming It: A Teaching Case Study and its teaching notes. |
| Ingolf Gruen, Associate Professor Food Science University of Missouri 256 Stringer Wing Columbia, MO 65211 E-mail: GruenI@missouri.edu Telephone: 573-882-6746 Fax: 573-884-7964 |
After taking the workshop in May of 2002, I decided to change the teaching approach for my "Food Chemistry and Analysis" course over to a "peer-learning with case studies" approach. I am in the process of developing 5 case studies on the 3 macronutrients in foods (carbohydrates, lipids, proteins) as well as one case study on food additives and the fifth one on GMOs in foods. Ingolf is the author of Out of the Frying Pan and Into the Grease Fire: A Case Study in Food Science and its teaching notes. |
| Carolyn E. Grygiel, Associate Professor, Program Director Natural Resources Management Program North Dakota State University Fargo, ND 58103 E-mail: carolyn.grygiel@ndsu.nodak.edu Telephone: 701-321-8180 Fax: 701-231-7590 |
I incorporate use of the case study method in the Natural Resources Management Graduate / Undergraduate Seminar, which serves as the "capstone course" for our program. The case study method provides an excellent opportunity for upper-classmen to apply what they have learned in undergraduate studies and graduate studies to "real life" situations and appreciate the complexity involved in developing practical solutions to problems involving natural resources management issues. |
| Lisa D. Hager, Associate Professor Psychology Spring Hill College 4000 Dauphin St. Mobile, AL 36608 E-mail: lhager@shc.edu Telephone: 251-380-3055 |
I’m trying to use and develop case studies to fit into those areas that I think are more difficult or less interesting for students. Some of these areas include research methods/scientific method, the complexity of human behavior, and the history of psychology. Lisa is the author of The “Mozart Effect:” A Psychological Research Methods Case and its teaching notes. |
| Rodney Hagley, Lecturer Biology and Marine Biology University of North Carolina—Wilmington 601 S. College Road Wilmington, NC 28403-5915 E-mail: hagleyr@uncw.edu Telephone: 910-962-7338 |
Rod is a co-author of An End to Ulcers? A Case Study in the Scientific Method and its teaching notes. |
| Bryan Hains, Instructor Agricultural Education Department of Community and Leadership Development 500 Garrigus Building, Room 507 University of Kentucky Lexington, KY 40546-0215 E-mail: bryan.hains@uky.edu Telephone: 859-257-7578 |
Bryan is a co-author of Certified Cultured Beef: Raising Beef Without the Cow? and its teaching notes. |
| Janis Hammer Small Animal Science and Conservation Delaware Valley College 700 East Butler Avenue Doylestown, PA 18901 E-mail: hammerj@devalcol.edu |
See the case that Jan has written for us on the drug development process entitled Is That Pill You’re Taking Safe? and its teaching notes. |
| Kristina Hannam, Associate Professor Department of Biology State University of New York—Geneseo 1 College Circle Geneseo, NY 14454 E-mail: hannam@geneseo.edu Telephone: 585-245-5790 Fax: 585-245-5007 |
Kristi is a co-author of An End to Ulcers? A Case Study in the Scientific Method and its teaching notes. |
| Arjan Harjani, High School Teacher Science and Medical Focus Program Providence HS 511 South Buena Vista Street Burbank, CA 91505 E-mail: arjan.harjanimd@providencehigh.org Telephone: 818-846-8141 ext. 206 Fax: 818-843-8421 |
Bringing case studies into the classroom is an excellent style of delivery of subject material. Case studies help to establish content connections and applications of book information in a manner akin to CSI, House MD, and similar television programs currently riding a wave of popularity among students. |
| Lucinda Harms, Instructor Clinical and Administrative Pharmacy University of Iowa 115 S. Grand Ave Room 220 Iowa City, IA 52242 E-mail: lucinda-harms@uiowa.edu Telephone: 319-335-6864 Fax: 319-335-9349 |
We currently use PBL in our pharmacy practice lab. We are expanding the use of “group learning” techniques to include pharmacy math and compounding of pharmaceutical dosage forms. |
| Elizabeth Harper, Adjunct Professor Program in Oriental Medicine Touro College School of Health Sciences 27-33 West 23rd Street New York, NY 10010-4202 E-mail: eh403@nyu.edu Telephone: 732-693-1102 |
I use cases and group activities intermittently to break up the lecture method. I use them to challenge students to take command of their learning. After returning to school myself, I was struck with how passive the lecture method can be. Cases and group work can shake up this passivity, nicely. I use both in my anatomy and neuroantomy classes, and I’m planning to reorient my research design class around the case study method. Elizabeth is the author of Ellen’s Choice: Can Alternative/Complementary Medicine Make a Difference? and its accompanying teaching notes. |
| Cynthia Hatcher, Assistant Professor Nursing Education Del Mar College 101 Baldwin Blvd. Corpus Christi, Texas 78404-3897 E-mail: cxh03880@hotmail.com Telephone: 361-698-2867 |
I currently use case studies in my classroom to enhance students’ abilities to critically think through tough clinical issues. I find that case studies are also useful in getting students to do research beyound the text. My philosophy is that students learn better if they work for the information and case studies assist them in doing so. I am always looking for new interesting cases and how other instructors are using them. |
| Fidiya Haya, High School Teacher Curriculum and Teaching Nurul Fikri Jl. Mampang Prapatan X/22 Jakarta 12790 Indonesia E-mail: fhaya@yahoo.com Telephone: 62-21-7985090 Fax: 62-21-7944383 |
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| Jennifer Hayes-Klosteridis, Assistant Director Post-Baccalaureate Premedical Program The Johns Hopkins University Wyman Park Building/Suite G-05 3400 North Charles Street Baltimore, MD 21218 E-mail: jennhk@jhu.edu Telephone: 410-404-9187 |
Jennifer is the author of Bringing Back Baby Jason: To Clone or Not To Clone? and its teaching notes. |
| Wendy Heck, Adjunct Lecturer Department of Biology North Carolina Central University Durham, NC 27707 E-mail: wheck@wpo.nccu.edu Telephone: 919-530-6100 ext. 7063 |
Wendy is a co-author of The Campus Coffee Shop: Caffeine Conundrums and its teaching notes. |
| Merle Heidemann, Academic Specialist Division of Science and Mathematics Education Michigan State University 118 N. Kedzie Lab East Lansing, MI 48824-1316 E-mail: heidema2@msu.edu Telephone: 517-432-2152, ext. 107 |
Merle is a co-author of A Can of Bull? Do Energy Drinks Really Provide a Source of Energy? and its teaching notes. |
| Cheryl A. Heinz, Assistant Professor Department of Biology Benedictine University 5700 College Rd Lisle, IL 60532 E-mail: cheinz@ben.edu Telephone: 630-829-6581 Fax: 630-829-6547 |
Cheryl is a co-author of Darwin’s Finches and Natural Selection and its teaching notes. |
| Ann Henninger, Professor Biology Wartburg College 100 Wartburg Blvd. Waverly, IA 50677 E-mail: ann.henninger@wartburg.edu Telephone: 319-352-8280 Fax: 319-352-8606 |
I’ve always tried to make course material relevant to students’ lives. Case studies help students to practice applying the information they are learning and, thus, to understand and remember it better. Ann is the author of A Healthy Retirement? and its accompanying teaching notes. |
| Clyde F. Herreid, SUNY Distinguished Teaching
Professor Department of Biological Sciences 661 Hochstetter Hall University at Buffalo Buffalo, NY 14260 E-mail: herreid@acsu.buffalo.edu |
Cases in biology, evolution, general science education, and teaching. Kipp is Director of the National Center for Case Study Teaching in Science and Case Studies in Science Workshop and author of a regularly featured column on case studies in the Journal of College Science Teaching. For a sampling of his cases, see his baby coots case entitled Mom Always Liked You Best: Examining the Hypothesis of Parental Favoritism (and its teaching notes), Seven Skeletons and a Feather: The Mysteries of Archaeopteryx (and its teaching notes), The Case of the Dividing Cell: Mitosis and Meiosis in the Cellular Court (and its teaching notes), Directed Case Study: The Death of Baby Pierre—A Genetic Mystery, AIDS and the Duesberg Phenomenon: A Problem-Based Learning Case Study, and An Antipodal Mystery (and its teaching notes). |
| James Hewlett, Associate Professor of Biology Science and Technology Department Finger Lakes Community College 4355 Lakeshore Drive Canandaigua, NY 14424 E-mail: hewletja@flcc.edu Telephone: 716-394-3500 ext. 7325 |
I teach an Anatomy & Physiology course that has a 1-hour seminar each week. A case is presented in the seminar that relates to the current lecture topic. The cases are textbook-specific so that students can use their text as a primary source. I also incorporate a Peer Led Team Learning (PLTL) model where groups of students work on a series of cases throughout the entire semester. I also include case studies in my Introductory Cell Biology Course and General Biology. Jim is a member of the Center’s Editorial Board and the author of several cases on our website; see A Bad Reaction: A Case in Immunology and its teaching notes and Trouble in Paradise: A Case of Speciation and its teaching notes. Jim has also written a case called "Bad Fish" that comes in three different versions, namely a General Biology Edition, an Anatomy & Physiology Edition, and a Cell & Molecular Biology Edition, as well as a set of accompanying teaching notes. |
| Brent J.F. Hill, Assistant Professor Biology Department University of Central Arkansas 139 LSC Conway, AR 72035-5003 E-mail: bhill@uca.edu Telephone: 501-450-5925 Fax: 501-450-5914 |
Brent is the author of two cases in our collection: A Typical Cold? and its teaching notes, and Mary Keeper’s Aching Head and its teaching notes. |
| Glenda Hill, Professor Biology El Paso Community College 919 Hunter Drive Valle Verde Campus El Paso, TX 79998 E-mail: glendaH@epcc.edu Telephone: 915-831-2533 |
I am using brief case studies already in my A&P classes. I am looking to add longer versions for my students to research. |
| Gretchen Myers Hill, Professor Animal Science Michigan State University 2209 Anthony Hall East Lansing, MI 48824 E-mail: hillgre@msu.edu Telephone: 517-355-9676 Fax: 517-432-0190 |
My goal is to develop several cases to use in the animal science classes I teach. One will be with swine in a intro course lab setting, others will be geared toward my feeds and feeding students in our Ag Tech program. |
| Linda Hobart, Professor Science/Technology Finger Lakes Community College 4355 Lake Shore Drive Canandaigua, NY 14424 E-mail: hobartll@flcc.edu Telephone: 585-394-3500 Fax: 585-394-5005 |
I am currently using case studies in my Introductory and Freshman Chemistry classes. I like to use case studies to offer more real life experiences in chemistry topics. |
| Willaim J. Hoese, Faculty Biology California State University Fullerton Fullerton, CA 92834-9480 E-mail: bhoese@fullerton.edu Telephone: 714-278-2476 |
Bill is a co-author of Gender: In the Genes or in the Jeans? A Case Study on Sexual Differentiation and its accompanying teaching notes. |
| Christopher Hollister, Senior Assistant Librarian Undergraduate Library 112 Capen Hall University at Buffalo Buffalo, NY 14260 E-mail: cvh2@buffalo.edu Telephone: 716-645-2943 ext. 267 Fax: 716-645-3067 |
See Christopher’s case entitled Rising Temperatures, Differing Viewpoints: A Case Study on the Politics of Information and its teaching notes. |
| Susan Holt, Coordinating Mentor New York State Biology Mentor Network 5195 Donnington Road Clarence, NY 14031 E-mail: sholtbmn@aol.com Telephone: 716-759-8761 |
I am interested in using case studies to bring real-world applications to high school classrooms. See Sue’s case on the scientific method entitled Love Potion #10 and its teaching notes. |
| Julie Hood, Instructor Science and Allied Health Central Oregon Community College 2600 NW College Way Bend, OR 97701 E-mail: jhood@cocc.edu Telephone: 541-383-7281 |
I have used case studies in my Anatomy & Physiology courses, as well as in my Nutrition courses. Students have responded extremely well to this type of teaching method. They especially like story lines that use the same characters from case to case throughout the term. |
| Emily Hoover, Professor Department of Horticultural Science University of Minnesota 160 Alderman Hall 1970 Folwell Avenue St. Paul, MN 55108 E-mail: hoove001@umn.edu |
I use cases to enhance learning in horticulture courses, specifically plant propagation, and fruit production. I also use cases to emphasize teaching practices and their impact on student learning with graduate students. |
| Theresa Hornstein Biology Department Lake Superior College 2101 Trinity Road Duluth, MN 55811 E-mail: t.hornstein@lsc.mnscu.edu |
Theresa is the author of Microbial Pie, or What Did You Feed the Neighbors and its case teaching notes on our website. |
| Thomas Horvath, Associate Professor Biology Department SUNY College at Oneonta Oneonta, NY 13820 E-mail: horvattg@oneonta.edu Telephone: 607-436-3899 |
I plan to use case studies in a Limnology course & Intro to Environmental Pollution. I am having a first experience with case studies in a General Biology course, and so far so good. Tom is the author of A Killer Lake and its teaching notes. He has also written clicker cases including Speciation in the Canidae Family and Life—The Final Frontier: A Case Study on the Characteristics of Life. |
| Herbert House Biology Department Elon University 2625 Campus Box Elon, NC 27244 E-mail: househ@elon.edu Telephone: 336-278-6187 |
Cases are currently being used in courses associated with each of the following areas: introductory gross anatomy for undergraduates; Human Physiology; and General Biology. Herbert is the author of Shark Attack! and its teaching notes and The Hot Tub Mystery: The Story of a Very HOT Tub and its teaching notes. |
| David R. Howard, Assistant Professor Department of Biology University of Wisconsin—La Crosse 1725 State St. La Crosse, WI 54601 E-mail: howard.davi@uwlax.edu Telephone: 608-785-6455 Fax: 608-785-6959 |
I teach a case-based health and wellness course that is part of the UW-L general education program. I also use smaller cases to teach introductory biology and an upper level cell biology course. David is a co-author of Sometimes it is All in the Genes and its accompanying teaching notes. |
| Sarah K. Huber Graduate Program in Organismic and Evolutionary Biology University of Massachusetts—Amherst 319 Morrill Science Center Amherst, MA 01003 E-mail: shuber@bio.umass.edu Web page |
Sarah is a co-author of two of our cases. See Threats to Biodiversity: A Case Study of Hawaiian Birds and its teaching notes, and Dr. Collins and the Case of the Mysterious Infection and its teaching notes. |
| Michael S. Hudecki, Research Professor
and Executive Officer Department of Biological Sciences 109 Cooke Hall University at Buffalo Buffalo, NY 14260 E-mail: hudecki@acsu.buffalo.edu |
Cases in biology, physiology, and general science education. See Mike’s cases on our website, which include A Case Study of Memory Loss in Mice and its teaching notes and Kim Davis - Can a Genetic Disease be Cured? A Mother’s Dilemma and its teaching notes. |
| Debbie Huerta, Head Cooley Science Library Colgate University Hamilton, NY 13346 E-mail: dhuerta@mail.colgate.edu Telephone: 315-228-7311 |
I am interested in collaborative teaching with science faculty for appropriate courses--for example, we have a teaching incentive program that encourages faculty members to work with librarians to design innovative projects for First-Year Seminars. Using case studies is a dynamic way to introduce science library research to first-year students. I also work with entry-level and senior research seminars in Environmental Studies; case studies are easily incorporated into that curriculum, and the faculty and I have a strong foundation for co-teaching. Lastly, I teach two levels of science writing and plan to start this year’s entry-level course with a case in order to introduce them to active learning approaches as well as to gain facility with science library research methodologies. Deborah is co-author of the case Should Dinosaurs be Cloned from “Ancient” DNA? and its teaching notes. |
| Jessica Hutchison, Instructor Biological Sciences Cameron University 2800 West Gore Boulevard Lawton, OK 73505-6377 E-mail: jhutchison@cameron.edu Telephone: 580-581-2220 |
Jessica is the author of Giving Birth to Someone Else’s Children? A Case of Disputed Maternity and its teaching notes. |
| LeLeng To Isaacs, Professor Biological Sciences Goucher College 1021 Dulaney Valley Road Towson, MD 21204 E-mail: leto@goucher.edu Telephone: 410-337-6308 Fax: 410-337-6408 |
Microbiology students who worked on case studies in medical microbiology find the activity interesting and stimulating. Despite the difficulty involved in solving such cases, the students indicate how much fun they had while learning about miedical microbiology. I an interested in using case studies in order to enhance learning in all my classes. See LeLeng’s case study Is Iron Fertilization Good for the Sea? and its teaching notes on our website. |
| Allison Jablonski, Assistant Professor Biology Lynchburg College 1501 Lakeside Drive Lynchburg, VA 24501-3199 E-mail: jablonski@lynchburg.edu Telephone: 434-544-8367 Fax: 434-544-8646 |
I currently use 2-3 case studies per semester in my upper level genetics and molecular cell biology courses. They have been well received, and the students appear to enjoy them. I’m becoming better at assessing the skills learned through case studies, too. I will try to incorporate more case studies in my introductory biology course in the spring, since I think that the earlier students are exposed to this learning method, the better! Allison is a co-author of A Rigorous Investigation: The Relationships Between Cellular Respiration, Muscle Contraction, and Rigor Mortis and its accompanying teaching notes. |
| Michael Jabot, Assistant Professor Science Education State University of New York at Fredonia E272 Thompson Hall Fredonia, NY 14063 E-mail: jabot@fredonia.edu Telephone: 716-673-3639 Fax: 716-673-3333 |
I am very interested in how case studies can be used to help preservice teachers understand some of the issues involved in students’ acquisition of science knowledge. |
| V. Patrice Jack, High School Teacher Science Department Baldwin High School 155 Hwy 49 West Milledgeville, GA 31061 E-mail: vpjack@alltel.net and vjack@baldwin.k12.ga.us Telephone: 478-453-6429 Fax: 478-451-3032 |
Interested in developing and implementing case study assessment for ninth grade level physical science classes. Topics include heat and temperature, energy, work, optics, electricity/magnetism, organic chemistry and chemical reactions. The academic year of 2005–2006 is the first year that the state of Georgia is implementing high school level science performance standards. As a member of Baldwin High Freshman Academy, we are exploring different methods of assessing student achievement using real-life situations. Would appreciate any and all help! |
| Matthew J. Jacobs, Adjunct Professor The Norwich Free Academy 305 Broadway Norwich, CT 06360 E-mail: jacobsm@norwichfreeacademy.com Telephone: 860-887-2505 ext. 5683 Fax: 860-885-0397 |
Case studies are part of my Human Anatomy courses as well as my Forensic Science courses. These activities easily lend themselves to students investigating topics in more detail than would be allowed in a traditional format and give them an opportunity to see the relevance of information they are learning in class as well as practical applications for common questions that are not always answered in the text. Man is naturally an inquisitive animal—rote memorization of facts allows for regurgitation, not learning! |
| Gary L. Janicke, Associate Professor Department of Agriculture Eastern Kentucky University 2 Carter Building Richmond, Kentucky 40475 E-mail: Gary.Janicke@eku.edu Telephone: 606-622-2231 |
Interested in using real or life-related examples to teach a subject. |
| Michael A. Jeannot Department of Chemistry 351 Mathematics & Science Center St. Cloud State University 720 Fourth Avenue South St. Cloud, MN 56301-4498 E-mail: mjeannot@stcloudstate.edu Telephone: 320-255-2046 Fax: 320-255-4262 |
I am using case studies in our non-majors introductory chemistry course as a means of making the connection between science and the everyday world. See Mike’s case study in our collection, Baffled by the Baby Bottle: A Case Study in Chemistry, and its accompanying teaching notes. |
| Benjamin C. Jaus, Department Chair Justice Management Gibbs College 1989 Gallows Road Vienna VA 22182 E-mail: bjaus@gibbsva.com Telephone: 702-324-5287 |
Justice Management is to a large degree a series of case studies. |
| A. Daniel Johnson, Lecturer in Biology/Core Curriculum Coordinator Department of Biology 214 Winston Hall Wake Forest University 1834 Wake Forest Road Winston-Salem, NC 27106 E-mail: johnsoad@wfu.edu Telephone: 336-758-5320 |
Dan is the author of Amanda’s Absence: Should Vioxx Be Kept Off the Market? and its teaching notes. |
| Joseph A. Johnston, Professor Education and Counseling Psychology University of Missouri Student Success Center Lowry Mall Columbia, MO 65211 E-mail: johnstonj@missouri.edu Telephone: 573-882-0699 Fax: 573-882-5400 |
I run a teaching renewal program (Wakonse) designed to help good teachers become better. Exposing them to your work with case studies will be quite helpful. |
| David W. Kelley, Associate Professor and Chair Department of Geography University of St. Thomas Mail #JRC 432 2115 Summit Ave St. Paul, MN 55105-1096 E-mail: dwkelley@stthomas.edu Telephone: 651-962-5569 Fax: 651-962-5741 |
David is the author of The Fate and Transport of Toxic Releases: A GIS Case Study and its accompanying teaching notes; see too his co-authored case On a Clear Day You Can See For Ever and its teaching notes. |
| Martin G. Kelly, Assistant Professor Biology Buffalo State College 1300 Elmwood Ave. Science Building Buffalo, NY 14222-1095 E-mail: kellymg@buffalostate.edu Telephone: 716-878-4608 Fax: 716-878-4028 |
Martin is the author of As the Worm Turns: Speciation and the Apple Maggot Fly and its accompanying teaching notes. |
| Sarah P. Kenick, Assistant Professor Science and Technology Division University of New Hampshire 400 Commercial Street Manchester, NH 03101 E-mail: sarah.kenick@unh.edu Telephone: 603-641-4334 |
I attended the 2007 workshop, and plan to use the case I developed there (with Nancy Aguilar-Roca) in my upcoming Biochemistry course this spring. I would like to design more case studies using real examples in green chemistry practice to use in my organic chemistry course. I also am interested in educational research in the area of student attitudes and knowledge acquistion using “green” case studies.. |
| Daniel Kermick, Student Division of Biological and Health Sciences University of Pittsburgh at Bradford 300 Campus Dr. Bradford Campus, PA 16701 E-mail: dsk11@pitt.edu |
Daniel is a co-author of Lady Tasting Coffee: A Case Study in Experimental Design and its teaching notes. |
| Kapil M. Khambholja, Instructor Pharmacognosy S K Patel College of Pharmaceutical Education and Research Ganpat University, Kherva, Dist- Mehsana, North Gujarat Pin- 382711, India E-mail: kapilmk@gmail.com Telephone: +91 9227214611 |
I am interested in teaching Pharmacognoys to students in a more practical manner so that they regain their interest in the subject. I am also interested in finding scientific evidence for the efficacy of Ayurvedic drugs and in using innovative methodologies in teaching and researching. More details are available on my home page at www.khambholja.com. |
| Kapil M. Khambholja, Instructor Pharmacognosy S K Patel College of Pharmaceutical Education and Research Ganpat University, Kherva, Dist- Mehsana, North Gujarat Pin- 382711, India E-mail: kapilmk@gmail.com Telephone: +91 9227214611 |
I am interested in teaching Pharmacognoys to students in a more practical manner so that they regain their interest in the subject. I am also interested in finding scientific evidence for the efficacy of Ayurvedic drugs and in using innovative methodologies in teaching and researching. More details are available on my home page at www.khambholja.com. |
| Dennis Kingery, Instructor Biology Metropolitan Community College P.O. Box 3777 Omaha, NE 68103-0777 E-mail: dkingery@mccneb.edu Telephone: 402-738-4753 Fax: 402-738-4554 |
I have used short problems for individual study and class discussion for a long time, but since the 2002 Case Studies in Science Workshop I have developed longer cases for group problem-solving. Cases are sure to be a permanent feature of my approach to instruction in the future. Dennis is the author of Improving on Nature? and its accompanying teaching notes. |
| Jessie Klein, Chair Science Department Middlesex Community College Bedford, MA 01730 E-mail: kleinj@middlesex.cc.ma.us Telephone: 781-280-3862 |
Cases will be used in my General Biology and Botany courses to introduce cooperative learning exercises and to make the course topics more relevant to the students. Jessie is the author or co-author of two cases on our website; see Should Bill Buy “Sammy”? A Case Study Introducing Basic Chemistry Concepts and its teaching notes and A Right to Her Genes and its teaching notes. |
| Maureen Knabb, Professor Department of Biology West Chester University BOU 301 West Chester, PA 19383 E-mail: mknabb@wcupa.edu Telephone: 610-436-2985 |
I use case studies to provide an engaging story to put content into context. Case studies can effectively be incorporated at all levels, from introductory to graduate level courses. The students really enjoy learning course material by solving problems presented using the case study approach. Maureen has written several clicker cases, including Why Is Patrick Paralyzed? with teaching notes, and Cross-Dressing or Crossing-Over? Sex Testing of Women Athletes with teaching notes. |
| Gretchen E. Knapp, Adjunct Professor Biology Illinois State University 210 Julian Hall Normal, IL 61790-4120 E-mail: geknapp@ilstu.edu Telephone: 309-438-8119 Fax: 309-438-3722 |
I became interested in case studies while a graduate student at the University at Buffalo and now use them in teaching general education courses. After attending the National Center’s Workshop on Case Studies, I’ve started working with science faculty and students to develop case studies for our introductory Biology course for nonmajors. Gretchen is co-author of Cancer Cure or Conservation: A Question of Health for Humans and the Ecosystem and the accompanying teaching notes. |
| Doug Knutson, Assistant Professor Director, Family Medicine Residency Program Northwood Building 2231 N. High Street Columbus, OH 43210 E-mail: knutson.1@osu.edu Telephone: 614-293-2655 Fax: 614-293-2717 |
Doug is a co-author of Shannon and Jake: An Application of Medical Ethics Principles and its teaching notes; To Tell the Truth: Delivering Bad News to Patients and its teaching notes; Saving Superman: Ethics and Stem Cell Research and its teaching notes; and The Plan: Ethics and Physician Assisted Suicide. |
| Monika I. Konaklieva, Assistant Professor Chemistry American University 4400 Massachusetts Ave., NW Washington, DC 20016-8014 E-mail: mkonak@american.edu Telephone: 202-885-1761 Fax: 202-885-1761 |
The unfortunate reality that organic chemistry is often viewed by the majority of students as an abstract discipline requires that innovative approaches be employed to actively engage students. Constructing situations where the students have to propose solutions to a problem that they might encounter in the future can accomplish this. The case study approach I have introduced in the sophomore organic laboratory has been accepted and enjoyed by students of all majors. I am interested in introducing case studies in sophomore organic lecture, in spectroscopy analysis, and especially in medicinal chemistry classes I teach. I believe that in the current age of multitasking, with students who demand that information be presented as application-based and life-relevant, the case-study approach in chemistry may prove to be an acceptable solution for the new student culture. Monika is the author of Accidental Drowning or Foul Play? and the accompanying teaching notes. |
| Erica F. Kosal, Associate Professor Biology Department North Carolina Wesleyan College 3400 N. Wesleyan Blvd. Rocky Mount, NC 27804 E-mail: ekosal@ncwc.edu Telephone: 252-985-5156 Fax: 252-985-5109 |
Erica is the author of The Fish Kill Mystery and its teaching notes; see also Chimpanzee Droppings Lead Scientists to Evolutionary Discovery and its teaching notes. |
| Kim Kostka, Associate Professor Chemistry Department University of Wisconsin-Rock County 2909 Kellogg Avenue Janesville, WI 53546 E-mail: kkostka@uwc.edu Telephone: 608-758-6532 |
Case studies in general chemistry, non-majors chemistry, and inorganic chemistry. |
| Leslie Kreller, High School Teacher Science Warroad High School 510 Cedar Ave. Warroad, MN 56763 E-mail: leslie_kreller@warroad.k12.mn.us Telephone: 218-290-1484 |
It seems that problem based learning and inquiry science teaching strategies are proving to be more effective than other teaching techniques. I would like to incorporate this type of teaching into my curriculum and I think case studies will be one way I can make this happen. |
| Alison Krufka, Assistant Professor Department of Biological Sciences Rowan University 201 Mullica Hill Road Glassboro, New Jersey 08028 E-mail: krufka@rowan.edu Telephone: 856-256-4500 ext. 3402 |
Alison is a co-author of I’m Looking Over a White-Striped Clover: A Case of Natural Selection and its teaching notes. |
| Mark L. Kuhlmann, Assistant Professor Biology Hartwick College 337 Miller Science Building Oneonta, NY 13820 E-mail: kuhlmannm@hartwick.edu Telephone: 607-431-4768 Fax: 607-431-4374 Web page |
I currently use, and am interested in using more, case studies in introductory biology as well as ecology courses at several levels (non-majors to upper-division). Cases serve three main purposes in my teaching: 1) getting students to think of their own scientific questions and how to answer them; 2) giving students practice with interpreting data and drawing conclusions; and 3) motivating students to learn and apply the more general concepts covered in a class to the specific situation, question or problem raised in a case. Mark is a co-author of Search for the Missing Sea Otters: An Ecological Detective Story and its teaching notes. |
| Christine A. Lai, Assistant Professor Business Administration Daemen College 4380 Main Street Amherst, NY 14226 E-mail: clai@daemen.edu Telephone: 716-839-3600 ext. 8431 |
Christine is a co-author of A Lake Runs Through It … Or Is It a River? Or Something Else? and its teaching notes. |
| Rachael A. Lancor, Associate Outreach Specialist Department of Physics University of Wisconsin—Madison 1209 Chamberlin Hall 1150 University Ave Madison, WI 53706 E-mail: rlancor@wisc.edu Telephone: 608-262-2927 Fax: 608-262-7205 |
Rachael is the author of In the Eye of the Storm: A Case Study in Natural Disasters and its teaching notes. |
| Juliette Lantz, Assistant Professor Chemistry Department Drew University Madison, NJ, 07940 E-mail: jlantz@drew.edu Telephone: 973-408-3108 Fax: 973-408-3572 |
I write cases for chemistry, especially analytical, general, and environmental chemistry. Juliette is a member of the Center’s Editorial Board and a co-author of The Benign Hamburger (and teaching notes) and A Case in Point: From Active Learning to the Job Market (and teaching notes) on this website. See also: Environmentally-Based Cases with Role Playing Laboratory Experiments for Introductory Chemistry for more information about J. Lantz’s case-writing activities. |
| Randolph K. Larsen III, Assistant Professor Department of Chemistry and Biochemistry St. Mary’s College of Maryland 18952 E. Fisher Road St. Mary’s City, MD 20686 E-mail: rklarsen@smcm.edu Telephone: 240-895-4597 |
Randy is a co-author of Burning Down the House: A Case Study in Forensic Instrumental Analysis and its teaching notes. |
| Robert Leaf, Doctoral Candidate Fisheries and Wildlife Sciences Department Virginia Polytechnic Institute and State University 101 Cheatham Hall Blacksburg, VA 24060 E-mail: rleaf@vt.edu Telephone: 540-818-4099 Fax: 540-231-7580 |
Robert is a co-author of Making It Fit: Using Excel to Analyze Biological Systems and its teaching notes. |
| J. Clancy Leahy, Associate Professor and Dean of the School of Sciences Lynchburg College 1501 Lakeside Drive Lynchburg, VA 24501 E-mail: Leahy@lynchburg.edu |
Interest is in using cases for Vertebrate and Human Anatomy/Physiology courses, a Neuroscience course, and a "capstone" course for senior Biology majors. |
| Celeste A. Leander, Instructor Departments of Botany and Zoology The University of British Columbia #464, Leonard S. Klinck Bldg 2329 West Mall Vancouver, BC Canada V6T 1Z4 E-mail: cleander@interchange.ubc.ca Telephone: 604-822-0911 Fax: 604-822-6089 |
Celeste is co-author of Those Old Kentucky Blues: An Interrupted Case Study and its teaching notes. |
| Laurie LeBlanc, Instructor Chemistry Department Cuyamaca College 900 Rancho San Diego Pkwy El Cajon, CA 92019 E-mail: laurie.leblanc@gcccd.edu Telephone: 619-660-4454 Fax: 619-660-4399 |
I am interested in developing new case studies which integrate other disciplines into my general chemistry laboratory. I have done several of these with biology in the area of forensic science. I would be interested in collaborating with others who like this idea. Laurie is a co-author of Get the Lead Out! An Interdisciplinary Case Study for Science Students and its teaching notes. |
| Karen T. Lee, Associate Professor Department of Biology University of Pittsburgh at Johnstown 250 Schoolhouse Rd. Johnstown, PA 15904 E-mail: ktlee@pitt.edu Telephone: 814-269-2912 Fax: 814-269-7261 |
Karen is the author of Not Just Another Day at the Beach: Decision-making and the Treatment of Malignant Melanoma and the accompanying teaching notes. |
| Kevin Lee, Assistant Professor Department of Biology University of Wisconsin-Waukesha 1500 University Drive Waukesha, WI 53188 E-mail: klee@uwc.edu Telephone: 262-521-5495 Fax: 262-521-5491 |
I feel that case histories can be used not only to draw out students’ opinions, but also to make them realize that there are other valid points of view. Students are more motivated when they are actively involved in their learning. |
| Richard E. Lee, Jr., Distinguished Professor of Zoology Zoology Miami University Pearson Hall Oxford, OH 45056 E-mail: leere@muohio.edu Telephone: 513-529-3141 Fax: 513-529-6900 |
See Richard’s case on our website entitled AH-CHOO! A Case Study on Climate Change and Allergies and its teaching notes. |
| Caroline Lehman, High School Teacher Science Department Head Royce School 4315 Lincoln Ave Oakland, CA 94602 E-mail: clehman@headroyce.org Telephone: 510-531-1300 Fax: 262-521-5491 |
I am interested in developing materials for high school chemistry students to use. I am using available POGIL (http://www.pogil.org) materials which are very well thought out. This seems like a natural extension. Is there anyone who would like to collaborate? |
| Melissa P. Lemons, Assistant Professor Social Sciences University of Maryland University College, Europe Im Bosseldorn 30 69126 Heidelberg, Germany E-mail: mlemons@faculty.ed.umuc.edu Telephone: 49-9331-980764 Fax: 49-9314-677240 |
Most of my students are non-traditional adult learners who prefer practical, real-world applications of scientific knowledge instead of a general pursuit of knowledge. Case studies allow me to introduce complex psychological concepts while helping students understand everyday applications and implications of scientific research. |
| Paula P. Lemons, Assistant Professor of the Practice Biology Department Duke University Box 90338 Durham, NC 27708 E-mail: plemons@duke.edu Telephone: 919-668-6181 Fax: 919-660-7293 |
Four years ago, we dramatically restructured the introductory biology curriculum by transforming a traditional lecture-laboratory course into one that includes a seminar component. During seminar students engage in problem-based learning exercises designed to challenge their conceptual and practical understanding in biology. We search for ways to improve student learning in biology, and we find that the problem-based inquiry approach engages students and helps them to learn biological concepts as well as any tool with which we have experimented. Paula is the co-author of several cases on our website; see Threats to Biodiversity: A Case Study of Hawaiian Birds and it teaching notes and Dr. Collins and the Case of the Mysterious Infection and its teaching notes. |
| Zhi-Jun Liu, Assistant Professor Department of Geography University of North Carolina—Greensboro Greensboro, NC 27402 E-mail: z_liu@uncg.edu Telephone: 336-334-5385 Fax: 336-334-5864 |
Zhi-Jun is a co-author of Can Suminoe Oysters Save Chesapeake Bay? and its teaching notes. |
| Pauline A. Lizotte, Professor Biology Valencia Community College-East 701 N. Econlockhatchee Trail Mail Code 3-16 Orlando, FL 32825 E-mail: plizotte@valencia.cc.fl.us Telephone: 407-299-5000 ext. 2029 |
My interest in case studies arose out of a desire to make biology more relevant and real to my students. They need to be critcal thinkers and case studies provide an excellent method for accomplishing that task. I will be developing a case studies/problem-based learning model for teaching Biology I for majors to determine if this method will increase minority students’ success in Biology I. Pauline is co-author of Cancer Cure or Conservation: A Question of Health for Humans and the Ecosystem and the accompanying teaching notes. |
| Laura Y. Lorentzen, Associate Professor Department of Science & Technology Education NJ Center for Science, Technology & Math Education Kean University 1000 Morris Ave. Townsend Hall 117 Union, NJ 07083-0411 E-mail: llorentz@kean.edu Telephone: 908-737-3424 Fax: 908-737-3425 |
Laura is co-author of Uretero What? A Systems-level View of a Pregnancy with Medical Complications and the accompanying teaching notes. |
| Sherri Lovelace-Cameron, Associate Professor Chemistry Youngstown State University One University Plaza Youngstown, OH 44555 E-mail: srlovelacecameron@ysu.edu Telephone: 330-941-1997 Fax: 330-941-1579 |
I am interested in using case studies in general education science classes taken by non-science majors and in a new course being developed for pre-service teachers. |
| Richard Ludescher, Associate Professor Food Science Rutgers University 65 Dudley Road New Brunswick, NJ 08901 E-mail: ludescher@aesop.rutgers.edu Telephone: 732-932-9611 ext 231 Fax: 732-932-6776 |
I use case studies to inject specific detail into an upper level undergraduate course in applied physical chemistry of foods. Case studies introduce students to the messy details which are summarized abstractly in the scientific laws of thermodynamics, surface science, etc. Richard is a co-author of As Light Meets Matter: Art Under Scrutiny and its accompanying teaching notes. |
| David R. Luginbuhl, Associate Professor of Computer Science Department of Mathematics and Computer Science Western Carolina University Cullowhee, NC 28723 E-mail: drl@cs.wcu.edu Telephone: 828-227-3950 |
Social, ethical, and legal implications of computers; application of software engineering methodologies See David’s case on our website entitled A Walk Through Mike’s Code and its teaching notes. |
| Jennifer Lundmark Department of Biological Sciences California State University-Sacramento 6000 “J” Street Sacramento, CA 95819-6077 E-mail: lundmark@csus.edu Telephone: 916-278-7235 Fax: 916-278-6993 |
Jennifer is the author of Into Thin Air: A Case Study in Physiology and its teaching notes on our website. |
| Linda Lyon, Assistant Professor Department of Biology Frostburg State University 101 Braddock Road Frostburg, MD 21532-1099 E-mail: llyon@frostburg.edu Telephone: 301-687-4213 Fax: 301-687-3034 |
I would like to use case studies in all of my classes and labs. I believe in interactive learning and I believe that case studies provide me with the tools that I need for this approach to learning. |
| Brenda Lyseng Biology Inver Hills Community College 2500 E. 80 Street Inver Grove Heights, MN 55076 E-mail: blyseng@ih.cc.mn.us |
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| Jim Lyttle, Assistant Professor School of Business, Public Administration and Information Sciences Long Island University–Brooklyn Campus 1 University Plaza, H-700 Brooklyn, NY 11201 E-mail: jim.lyttle@liu.edu Telephone: 718-488-1151 Fax: 718-488-1125 |
MBA from the Richard Ivey School (University of Western Ontario), using the Harvard case method exclusively for two years. Studied the “Art and Craft of Discussion Leadership” at Harvard and now teach graduate Organizational Behavior with that method at LIU. Interested in careful adaptations of the method that do not “throw the baby out with the bathwater.” Jim is a co-author of Inactive Brains: An Interrupted Case Study and its accompanying teaching notes. |
| Rose Mary Madejski, Clinical Assistant Professor Department of Pharmacy Practice School of Pharmacy 225 Cooke Hall University at Buffalo Buffalo, NY 14260 E-mail: madejski@acsu.buffalo.edu |
Interested in case studies on the World Wide Web that deal with pharmacy and disease/management. |
| Stacey Maguire, High School Teacher Science Franklin Academy High School 42 Huskie Lane Malone, NY 12953 E-mail: maguires@capital.net Telephone: 518-483-7807 |
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| Mohammad Mahroof-Tahir, Assistant Professor Department of Chemistry Mathematics & Science Center 367 Saint Cloud State University 720 Fourth Avenue South Saint Cloud, MN 56301-4498 St. Cloud State University E-mail: mmahroof@stcloudstate.edu Telephone: 320-255-3198 Website: http://web.stcloudstate.edu/mmahroof/ |
Mohammad is a co-author of The Chemistry of Cooley’s Anemia and its teaching notes. |
| Laura Gray Malloy, Dean of Academic Affairs and Professor
of Biology Department of Academic Affairs and, informally, Biology Hartwick College West St. Oneonta, NY 13820 E-mail: malloyl@hartwick.edu Telephone: 607-431-4410 Fax: 607-431-4405 |
Since 1991 I have been developing teaching strategies for improving the climate of the science classroom for women and minorities that enhance the learning environment for all students. These efforts have focused on teaching students to actively participate in the practice of science and on representing the very human qualities of science and scientists. |
| Cindy L. Marek, Associate Professor Oral Pathology, Radiology & Medicine and Clinical Pharmacy The University of Iowa 307 South Dental Science Building Iowa City, Iowa 52242 E-mail: cindy-marek@uiowa.edu Telephone: 319-335-6977 Fax: 319-335-7351 |
I attended the Case Studies in Science Workshop in May 2004 and will be using a combination of methods to teach pharmacotherapeutics to pharmacy and dental students. |
| Patrick S. Market, Assistant Professor Soil, Environment, & Atmospheric Sciences University of Missouri–Columbia 302 ABNR Columbia, MO 65211 E-mail: marketp@missouri.edu Telephone: 573-882-1496 |
Pat is the author of Cancel the Cardinals Home Opener?!? Lessons in Melting and Evaporation and its teaching notes. |
| Dina Markowitz, Assistant Professor Director, Community Outreach & Education Programs; Director, Life Sciences Learning Center Environmental Medicine University of Rochester 575 Elmwood Avenue, Box EHSC Rochester, NY 14642 E-mail: dina_markowitz@urmc.rochester.edu Telephone: 585-275-3171 Fax: 585-256-2591 |
I use case studies and problem based learning (PBL) for several of our science education outreach programs for middle and high school students. I am also the Principal Investigator of a NIH-funded project to develop PBL curricula for teaching environmental health. |
| Linda Markowitz, Associate Professor Sociology Department Southern Illinois University Box 1455 Edwardsville, IL 62026 E-mail: lmarkow@siue.edu Telephone: 618-650-2451 Fax: 618-650-3509 |
Linda is a co-author of Ecotourism: Who Benefits? and its teaching notes. |
| Carl E. Martikean, High School Teacher Science Proviso Mathematics and Science Academy 8601 W. Roosevelt Road Forest Park, IL 60130 E-mail: cmartikean@pths209.org Telephone: 708-338-4100 |
Medical School, Law School and Harvard Business School use this method, so why no start in high school? 10 years age I discovered the Harvard Project Physics course. This is a humanistic approach to teaching science. As such, I am able to integrate science across the curriculum and this is precisely the way that I see case studies. This approach allows students to see the application of what they are learning and that science and society are intimately enmeshed, each affecting the other in an ongoing dance. |
| Rosemary Martin, Reader School of Biochemistry and Molecular Biology Faculty of Science BAMBI Building, 41 The Australian National University Canberra ACT 0200 Australia E-mail: Rosemary.Martin@anu.edu.au Telephone: 61-2-612-52322 |
Rosemary is the author of Kate-Tastrophy: A Case Study in Brain Death and its teaching notes. |
| Sandy Matsuda, Assistant Professor Department of Occupational Therapy University of Missouri-Columbia 421 Lewis Hall Columbia, MO 65211 E-mail: matsudas@health.missouri.edu Telephone: 573-884-7312 Fax: 573-884-2610 |
I use case studies in problem-based learning and in group process/therapeutic communication courses. |
| Jacinth Maynard, Assistant Professor Division of Physical and Computational Sciences University of Pittsburgh at Bradford 300 Campus Dr. Bradford Campus, PA 16701 E-mail: jmaynard@lhup.edu Telephone: 814-362-0244 Fax: 814-362-5080 |
Jacinth is a co-author of Lady Tasting Coffee: A Case Study in Experimental Design and its teaching notes. |
| Stephanie Maynard, High School Teacher Science Queen Creek High School 20259 E. Camina Plata Queen Creek, AZ 85242 E-mail: sciencerocks@qwest.net Telephone: 480-755-1221 |
I want students to be engaged in learning about science. Case studies bring science to life for them by using current events they can relate to. My usual approach is to introduce a topic and have a discussion about it or to have students get into groups and argue different viewpoints. |
| Robert Mazalewski, Program Coordinator Plant Science UC Davis One Shields Avenue Mail Stop 6 Davis, CA 95616 E-mail: rlmazalewski@ucdavis.edu Telephone: 530-902-8330 Fax: 530-754-4883 |
Robert is a co-author of Get the Lead Out! An Interdisciplinary Case Study for Science Students and its teaching notes. |
| Elizabeth R. McCain, Associate Professor Biology Department Muhlenberg College 2400 Chew Street Allentown, PA 18104 E-mail: mccain@muhlenberg.edu Telephone: 484-664-3255 |
Elizabeth is the author of The Case of Eric, Lou Gehrig’s Disease, and Stem Cell Research and its teaching notes; she is also a co-author of When Drug Sales and Science Collide and its teaching notes. |
| Linda McCausland, Clinical Associate Professor School of Nursing 824 Kimball Tower University at Buffalo Buffalo, NY 14214 E-mail: lmc@acsu.buffalo.edu |
Case studies in adult health nursing; use of critical thinking in nursing. |
| Janna R. McLean, Associate Professor Department of Biology Colorado State University—Pueblo Pueblo, CO 81001 E-mail: janna.mclean@colostate-pueblo.edu Telephone: 719-549-2509 Fax: 719-549-2993 |
Janna is the author of What’s in My Water Bottle? A Question of Environmental Estrogens and its teaching notes. |
| James McDonald, Assistant Professor of Science Education Department of Teacher Education and Professional Development Central Michigan University 323 Ronan Hall Mt. Pleasant, MI 48859 E-mail: mcdon1jt@cmich.edu Telephone: 989-774-1723 Fax: 989-774-3152 |
I am interested in developing case studies and problem-based learning scenarios to use in my methods course for Elementary Education majors that discuss issues faced by the elementary science educator: adoption of curriculum materials, assessment, inquiry-based teaching, parental communications,and the nature of science. I also plan to develop case studies for an environmental geoscience course that I teach where students study water quality, water pollution, and groundwater. |
| Bryce McMichael Life Sciences Niagara County Community College 3111 Saunders Settlement Road Sanborn, NY 14132 Email: mcmichae@niagaracc.suny.edu |
Interested in cases in environmental issues and zoology. |
| Jamie G. McMinn, Assistant Professor Psychology Department Westminster College 134 Hoyt Science Center New Wilmington, PA 16172-0001 Email: mcminnjg@westminster.edu Telephone: 724-946-6240 |
Jamie is the author of War, Death, and Cognitive Dissonance: A Case Study for Social Psychology and its teaching notes. Also see The Irresistible Costs of Impressing Others: Managing Impressions and Regulating Behavior and its teaching notes. |
| Mary Anne McMurray, Professor Biological Sciences Henderson Community College 2660 South Green Street Henderson, KY 42420 E-mail: mary.mcmurray@kctcs.edu Telephone: 270-830-5320 |
My main interest is in teaching non-majors Biology students. I teach biology online as well as face-to-face. I am attempting to use case studies in my internet-based courses as well as in traditional classes. |
| Elizabeth J. Meinz, Assistant Professor Department of Psychology Southern Illinois University Edwardsville Edwardsville, IL 62026 E-mail: emeinz@siue.edu Telephone: 618-650-3284 |
Elizabeth is the author of Paired Associates Learning, the Shortfalls of Behaviorism, and the Rise of Cognitivism and its teaching notes and a co-author of A Rush to Judgment? A Case of Research Ethics and Design and its teaching notes. |
| Cindy Mercer, Executive Director Academic Achievement Marymount Manhattan College 221 East 71st Street New York, NY 10021 E-mail: cmercer@mmm.edu Telephone: 618-650-3284 |
Cindy is a co-author of What Is Native Fluency? The Ambiguous Nature of Bilingualism and Its Ramifications for Writing Instruction and its teaching notes. |
| Kari A. Mergenhagen, Student Pharmacy University at Buffalo Buffalo, NY 14260 E-mail: km39@buffalo.edu |
Kari is the author of several of the cases in our collection. See Eyes Without a Face: Stem Cell Research and Corneal Implants and its teaching notes; Anthrax Attack! A Case on Bioterrorism and its teaching notes; Between the Living and the Dead and its teaching notes; and The Case of the Crying Baby: Surgical vs. Medical Management and its teaching notes. |
| Jennifer Merriam, Assistant Professor Biology SUNY—Orange 102 Hudson Hall 115 South Street Middletown, NY 10940 E-mail: jmerriam@sunyorange.edu Telephone: 845-341-4178 |
Jennifer is a co-author of The Case of the Ivory-Billed Woodpecker: The Scientific Process and How It Relates to Everyday Life and its teaching notes. |
| Debra A. Meuler, Assistant Professor Biology Cardinal Stritch University 6801 N. Yates Road Milwaukee, WI 53217 E-mail: dameuler@stritch.edu Telephone: 414-410-4136 |
Debra is the author of Which Little Piggy Went to Market? Bioinformatics and Meat Science and its teaching notes. |
| Sheella Mierson, President Creative Learning Solutions, Inc. 109 Chapel Hill Drive Newark, DE 19711 E-mail: CreativeLearning@mindspring.com Telephone: 302-738-4173 Web page: http://www.CLSolutionsInc.com |
I do training and consulting on problem-based learning (PBL), in both academic and business environments. As a faculty member at the University of Delaware, I was part of an interdisciplinary group that introduced PBL on that campus, and used PBL to teach mammalian physiology to undergraduate and graduate students for six years. I have published several articles about problem-based learning, and now do training and consulting full time. |
| Leslie Milby, High School Teacher Science Truman High School 3301 S Noland Rd Independence, Missouri 64055 E-mail: lmilby@indep.k12.mo.us Telephone: 816-521-2710 |
I teach a number of different biology courses and thought I would like to try this method with some of my advanced students in microbiology, anatomy & physiology or even botany. I am only recently introduced to this method through my school district. |
| Antoinette Miller, Associate Professor Psychology Department Clayton State University Morrow, GA 30260 E-mail: AntoinetteMiller@mail.clayton.edu Telephone: 678-466-4834 |
Antoinette is the author of several sets of mini cases, including Mini Cases in Movement Disorders and its teaching notes; “I Can See Clearly Now…”—Mini Cases in Perception and its teaching notes; and Speak Up! Mini Cases in Language and its teaching notes. |
| Gillian Miller, Adjunct Instructor Biology Jefferson Community College 200 West Broadway Louisville, KY 40202 E-mail: highlandlass0408@yahoo.com Telephone: 502-724-2307 |
I am currently teaching a non-majors intro course in biology. I am always on the lookout for ways to make the material more meaningful to the students. I ran across Patricia Schneider’s case teaching notes on the genetics of skin color (http://www.sciencecases.org/skin_color/skin_color_notes.asp) and plan to use that information in our study of multigenic characters. I look forward to exploring the other teaching possibilities of this web site. |
| Janet Morahan-Martin, Professor Department of Applied Psychology Bryant University Smithfield, RI 02917 E-mail: jmorahan@bryant.edu Telephone: 401-232-6000 ext. 6268 Fax: 401-232 6319 |
Janet is a co-author of Case of Maria: A Cross-Cultural Study of the Therapeutic Relationship and its teaching notes. |
| Frank Monteleone, Adjunct Faculty Anthropology and Sociology Houston Community College—Southwest Houston, TX 77266 E-mail: frank.monteleone@hccs.edu Telephone: 281-450-4729 |
Frank is the author of Dire Straights? Transsexualism and Gender Stereotypes and its teaching notes. |
| Colin Montpetit, Lecturer Department of Biology Gendron Hall, 274 30 Marie Curie University of Ottawa Ottawa, Ontario, K1N 6N5, Canada E-mail: colin.montpetit@uottawa.ca Telephone: 613-562-5800 ext 4166 |
I have already made changes to my curriculum to teach with cases studies. Not only have I enjoyed the experience, I will now make the effort to try to incorporate such techniques in all my courses. |
| Charles J. Mott, Instructor Science Dept. Central Florida Community College—Ocala Campus 1500 NW 155th St. Citra, FL 32113 E-mail: mottc@aol.com Telephone: 352-237-2111 |
As a result of training and information gained at the May, 2001 Workshop, I will be using case studies in my earth science classes. |
| Susan Bandoni Muench, Associate Professor Biology Department SUNY Geneseo Integrated Science Center 238 1 College Circle Geneseo, NY 14454 E-mail: bandoni@geneseo.edu Telephone: 585-245-5309 |
Susan is the author of The Mystery of the Blue Death: A Case Study in Epidemiology and the History of Science and its teaching notes. |
| Mary Puterbaugh Mulcahy, Associate Professor Division of Biological and Health Sciences University of Pittsburgh at Bradford 300 Campus Dr. Bradford Campus, PA 16701 E-mail: mnp1@exchange.upb.pitt.edu Telephone: 814-362-0259 Fax: 814-362-5088 |
Mary is a co-author of Lady Tasting Coffee: A Case Study in Experimental Design and its teaching notes. |
| Brian R. Murphy, Professor Fisheries and Wildlife Sciences Virginia Tech 106 Cheatham Hall, 0321 Blacksburg, VA 24061 E-mail: murphybr@vt.edu Telephone: 540-231-6959 Fax: 540-231-7580 |
Cases have become the central focus of my senior-level capstone course in management. In fact, I have eliminated tests in that course in favor of students writing about the cases and several other projects. Students like the “real-life” aspect of cases in that course, and say that they feel better prepared to tackle issues they will face in professional employment. Brian is a co-author of Making It Fit: Using Excel to Analyze Biological Systems and its teaching notes. |
| Robin Musselman, Assistant Professor Social Science Lehigh Carbon Community College 4525 Education Park Drive Schnecksville, PA 18078 E-mail: rmusselman@lccc.edu Telephone: 610-799-1531 Fax: 610-799-1527 |
I am interested in using case studies in my courses to give students an opportunity to learn “group work.” I am also interested in developing cases that can be used in both psychology and anatomy and physiology to encourage linkages between the two courses. |
| Troy R. Nash, Associate Professor Biology Presbyterian College 503 S. Broad St. Clinton, SC 29325 E-mail: tnash@presby.edu Telephone: 864-833-8402 Fax: 864-833-8993 |
Troy is the author of Osmosis Is Serious Business and its teaching notes. |
| Susan M. Nava-Whitehead, Assistant Professor Sciences and Education Department Becker College Worcester, MA 01609 E-mail: susan.whitehead@becker.edu Telephone: 508-373-9749 |
Susan is a co-author of Salem’s Secrets: A Case Study on Hypothesis Testing and Data Analysis and its teaching notes. |
| Jennifer Nelson, Student Medicine University at Buffalo Office of Medical and Biomedical Education 3435 Main Street Buffalo, NY 14214-3013 E-mail: jenelson@buffalo.edu Telephone: 716-835-9225 |
I became familiar with using case studies for educational purposes through one of my biology classes in my undergraduate education. I found that by reading an actual case presentation, thinking through it, and answering questions related to it, I was able to retain the information in a more efficient manner. Jennifer is the author of Torn at the Genes: One Family’s Debate Over Genetically Altered Plants and its accompanying teaching notes. |
| David Newberger, Clinical Assistant Professor Department of Family Medicine University at Buffalo Amherst, NY 14260 E-mail: dsn@buffalo.edu Telephone: 716-898-4505 |
David is a co-author of Sometimes Less is Better: The Treatment of Venous Thromboembolism and its teaching notes. |
| Thuy Nguyen, Assistant Professor School of Pharmacy University of Southern California 1985 Zonal Avenue Los Angeles, CA 90033 E-mail: t.nguyen@usc.edu Telephone: 323-442-1345 Fax: 323-442-1681 |
Thuy is a co-author of Sometimes Less is Better: The Treatment of Venous Thromboembolism and its teaching notes. |
| Linda Niedziela, Assistant Professor Biology Department Elon University 2625 CB Elon, NC 27244 E-mail: lniedziela@elon.edu Telephone: 336-278-6236 Fax: 336-278-6258 |
Linda is the author of Streams of Coal or Streams of Death? A Toxicology Case Study and its teaching notes. |
| Valerie Nieman, Assistant Professor Department of English Department of Journalism and Mass Communication North Carolina A&T State University 1601 East Market Street Greensboro, NC 27411 E-mail: vgnieman@ncat.edu Telephone: 336-334-7223 ext. 4011 Fax: 336-334-3342 |
Valerie is a co-author of Can Suminoe Oysters Save Chesapeake Bay? and its teaching notes. |
| Colleen Nolan, Associate Professor Biological Sciences St. Mary’s University One Camino Santa Maria San Antonio, TX 78228 E-mail: cnolan@stmarytx.edu Telephone: 210-431-4304 Fax: 210-431-4363 |
I have been using case studies as assignments for about 5 years, but not in the classroom. This is the first year that I have started using cases studies in class and I am very pleased with the results. I find that the use of case studies helps my students learn and use the information presented to them. |
| Stephen C. Nold, Assistant Professor Biology University of Wisconsin-Stout 213 Science Wing Jarvis Hall Menomonie, WI 54751 E-mail: nolds@uwstout.edu Telephone: 715-232-2560 Fax: 715-232-2192 |
Interested in cases concerning life on Mars, early life on earth, and how scientific ideas change over time. See Stephen’s case study on our website entitled Fecal Coliforms in Antarctica and its teaching notes. |
| Andrea Novicki, Assistant Professor Natural Science and Math Department Johnson C. Smith University 100 Beatties Ford Road Charlotte, NC 28216 E-mail: anovicki@jcsu.edu Telephone: 704-378-1153 Fax: 704-378-1213 |
Andrea is a co-author of The Campus Coffee Shop: Caffeine Conundrums and its teaching notes. |
| Sheila O’Brien Quinn, Assistant Professor Department of Psychology Salve Regina University 100 Ochre Point Avenue Newport, RI 02840-4192 E-mail: sheila.quinn@salve.edu Telephone: 401-847-6650 ext. 3104 |
Sheila is the author of Artificial Sanity: A Case Study for a Class in Introductory Psychology and its teaching notes. |
| Thomas E. Obst, Clinical Professor,
Director Nurse Anesthesia Program School of Nursing 1114 Kimball Tower University at Buffalo Buffalo, NY 14214 E-mail: tobst@buffalo.edu |
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| Julia Omarzu Department of Psychology Loras College 1450 Alta Vista Dubuque, IA 52001 Telephone: 563-588-7524 E-mail: Julia.Omarzu@loras.edu |
I am incorporating case studies into developmental, social, and introductory psychology courses. Julia has two case studies published on our website: Selecting the Perfect Baby and its teaching notes, and Split My Brain: A Case Study of Seizure Disorder and Brain Function and its teaching notes. |
| Aftab E. A. Opel, Research Specialist PLAN International Bangladesh House 58 Road 7/A Dhanmondi Residential Area Dhaka 1209, Bangladesh E-mail: aftab.opel@planbd.org Telephone: 880 2 8128653 |
Policy research and advocacy. |
| Fernando C. Colon Osorio, Associate Professor Department of Computer Science Worcester Polytrechnic Institute 100 Institute Road Worcester, MA 01609 E-mail: fcco@cs.wpi.edu Telephone: 508-831-5358 |
My primary interest is to be able to teach both Computer Architecture and System Cyber-Security curriculum using case studies. |
| David L. Ozsvath, Professor Department of Geography/Geology University of Wisconsin - Stevens Point Stevens Point, WI 54481 E-mail: dozsvath@uwsp.edu Telephone: 715-346-2287 Fax: 715-346-3372 |
I use case studies in my large, introductory geology class for non-science majors. My objective is to teach critical thinking in the natural sciences, and I find it helpful to divide the class into small groups of 4 or 5 students each (these groups are permanent for the duration of the class). I assign case studies for these groups to complete outside the classroom on a weekly basis. We spend time discussing the assignments when I return them the following week. David is the author of several cases on our website; see Into the Abyss: The Case of the Collapsing Sinkhole and its teaching notes and The Slippery Slope of Litigating Geologic Hazards: California’s Portuguese Bend Landslide and its teaching notes. |
| Robin Pals-Rylaarsdam, Associate Professor Department of Biological Science Benedictine University BK337 5700 College Road Lisle, IL 60532 E-mail: rrylaarsdam@ben.edu Telephone: 630-829-6563 Fax: 630-829-6547 |
I use team learning and case studies in a general education biology course. I use case studies in introductory biology, microbiology, and genetics courses for biology majors. Robin is the author of The Evolution of Creationism: Critically Appraising “Intelligent Design” and its teaching notes, and also of Closing the Gap: Antiretroviral Therapy for the Developing World and its teaching notes. |
| Marie T. Panec, Professor of Microbiology Department of Biology Moorpark College 7075 Campus Road Moorpark, CA 93021 E-mail: ay757@lafn.org |
I make extensive use of case studies in my non-majors intro biology class. We do a case about every other week. I find that it keeps them more interested in the material, because they can connect to the case studies. And, I find that they retain and understand the basic info better, because it now has some relevance. I did try just using case studies one semester. Three weeks into the semester the students revolted! The mix of lecture and case studies seems to work very well for both myself and the students. |
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Darlene Panvini, Assistant Professor Biology Department Belmont University 1900 Belmont Blvd Nashville, TN 37212 E-mail: panvinid@mail.belmont.edu Telephone: 615-460-6224 |
I have used case studies in several ways: (1) in freshman-level conservation ecology, non-major biology, upper-level ecology courses and (2) in workshops, classes, and training sessions with graduate teaching assistants. In both situations, cases help students see the practical application of the concepts we are discussing, engage in practice and role play, and explore difficult situations in a safe and non-threatening format. I continue to explore new ways of debriefing cases, as well as strategies for using cases to assess students’ knowledge, understanding, and application of the concepts. Darlene is the author of the case study Exotics and its teaching notes on our website. |
| Laurie A. Parendes, Associate Professor Department of Geosciences Edinboro University of Pennsylvania Edinboro, PA 16444 E-mail: lparendes@edinboro.edu Telephone: 814-732-2840 |
Laurie is a co-author of Pesticides: Can We Do Without Them? and its teaching notes. |
| Wilma V. Colón Parrilla, Associate Professor Biological Sciences University of Puerto Rico P.O. Box 23323 San Juan, P.R. 00931-3323 E-mail: wvcolon@uprrp.edu Telephone: 787-764-0000 ext. 2322 Fax: 787-763-7305 |
I use case studies in my biology classes for non-majors to illustrate the relevance of science in our lives. Case studies also provide an excellent opportunity to discuss ethical issues related to biological concepts. I am planning to incorporate into my course some cases related to genetically modified organisms. Wilma is the author of Cell Phone Use and Cancer: A Case Study to Explore the Scientific Method and its teaching notes. |
| Ann M. Parsons, Assistant Professor Biology University of Wisconsin - Stout 204 Science Wing Box 790 Menomonie, WI 54751 E-mail: parsonsa@uwstout.edu Telephone: 715-232-2563 Fax: 715-232-2912 |
I like short, interest grabbing cases in which content can then be discussed. |
| Malati M. Patil, Student Electrical Engineering University at Buffalo 754A Fargo Quad Buffalo, NY 14261 E-mail: mmpatil@buffalo.edu Telephone: 716-645-1887 |
Malati is the author of The Cheerleader and the Football Player: Physics and Physical Exertion and its accompanying teaching notes. |
| Wes Patton, College of Agriculture, California State University-Chico, Chico, CA 95929-0310, E-mail: wpatton@csuchico.edu |
Cases in agriculture and nutrition |
| Carolyn Pearson, High School Teacher Science Department Bonner Springs High School Bonner Springs, KS 66012 E-mail: pearsonc@usd204.k12.ks.us Telephone: 913-422-5121 ext. 4510 |
Carolyn is a co-author of Rated MPG for Confusion: Using Gas Mileage to Learn Graphing and Data Analysis Skills and its accompanying teaching notes. |
| Tamara K. Pease, Assistant Professor Marine Science University of Texas at Austin Marine Science Institute 750 Channel View Drive Port Aransas, TX 78373 E-mail: tamara@utmsi.utexas.edu Telephone: 361-749-6746 Fax: 361-749-6777 |
Oceanography, Biogeochemistry, Microbial Ecology, Geochemical Cycles, Marine Ecology, Organic Geochemistry, Marine Pollution. I’m trying to work case studies into various Oceanography courses. I have little experience with this approach, so this is completely experimental. |
| Graham F. Peaslee, Associate Professor Chemistry Department Hope College 35 E. 12th St. Holland, MI 49423 E-mail: peaslee@hope.edu Telephone: 616-395-7117 Fax: 616-395-7118 |
I learned about teaching with cases at a Pew Workshop in Minnesota around 1996. I was amazed to see my own response in a case situation and became fascinated with the idea of improving my teaching of introductory science with various cases. I helped to organize a couple of follow-up workshops for the Pew Consortium, wrote a couple of cases and started reviewing a few here. I have been very pleased with the results when I use them in classes and would love to find the time to write more but I keep busy with research that precludes more time on this anytime soon. I am very willing to help others get started with their own cases, as I see it as a real advance in pedagogy in the science curriculum. Graham is on the Center’s Editorial Board and also a co-author of The Benign Hamburger and its accompanying teaching notes. |
| Dexter Perkins, Professor Geology and Geological Engineering University of North Dakota Box 8358 Grand Forks, ND 58202 E-mail: dexter_perkins@und.edu Telephone: 701-777-2991 Fax: 701-777-4449 |
I have been using case studies of various sorts in my environmental classes for 10 years and find that they are keys to promoting higher level learning in students. Environmental issues involve many controversies and there is always ambiguity. So, case studies are ideal teaching tools. I am always looking for new cases and new ways to use them and enjoy experimenting in my classroom. |
| John Petersen, Assistant Professor Environmental Studies and Biology Oberlin College Lewis Center for Environmental Studies 122 Elm St. Oberlin, OH 44074 E-mail: john.petersen@oberlin.edu Telephone: 440-775-6692 Fax: 440-775-8946 |
I teach an introduction to environmental studies, "Environment and Society," and three upper-level biology/environmental studies courses, "Systems Ecology," "Environmental Systems Modeling," and a "Practicum in Green Design." Case studies are integral to all of these courses. I tend to use situational scenarios that involve role-playing different stakeholders in the introductory course, and data interpretation, prediction and experimental design in the advanced courses. See John’s case entitled First in Flight, Last in Wetlands Preservation? and its accompanying teaching notes. |
| Karen Peterson, Associate for Interdisciplinary Training Human Biology Division Fred Hutchinson Cancer Research Center 1100 Fairview Ave. N. PO Box 19024 Seattle, WA 98109 E-mail: kpeterso@fhcrc.org Telephone: 206-667-5319 Fax: 206-667-6524 |
Karen is a co-author of Breast Cancer Risk: Using Real Medical Histories to Rank Genetic and Environmental Influences and its teaching notes. |
| Amy Pettigrew, Associate Professor College of Nursing University of Cincinnati P.O. Box 210038 Cincinnati, OH 45221-0038 E-mail: pettigac@email.uc.edu Telephone: 513-558-5223 Fax: 513-558-2140 |
I have found that small group work on case studies is an excellent mechanism to involve nursing students in active knowledge integration to analyze case studies, determine outcomes, and plan appropriate interventions to reach the goals determined for their client. Given the complexities of science and health care today, students who are well grounded in critical thinking and application of content are far better prepared for lifelong learning and appreciation for integrating new knowledge into their professional lives. |
| Karen A. Pinco, Assistant Professor Department of Biology Westfield State College 577 Western Avenue Westfield, MA 01086-1630 E-mail: kpinco@wsc.ma.edu Telephone: 413-572-5776 |
Karen is the author of Immunological Malfunction? and its teaching notes. |
| Lexley Pinto Pereira, Senior Lecturer Department of Paraclinical Sciences Faculty of Medical Sciences University of the West Indies St. Augustine Trinidad, West Indies E-mail: lexleyp@hotmail.com Telephone: 868-663-8613 Fax: 868-645-9836 |
Case studies offer a practical approach to teaching Pharmacology incorporating principles of rational pharmacotherapy. |
| Nancy J. Platt, Adjunct Instructor Biology Pima Community College / Desert Vista Campus Tucson, AZ 85709 E-mail: NancyJPlatt@comcast.net Telephone: 520-578-8707 |
My background is in teaching extension programs to the food industry. In these situations the material has been adapted to specific situational problems in the particular industry. Now however I am teaching biology in a community college. I am adapting case studies to nursing students’ interests. This is my first semester and I participated in a case study previously adapted to the course. It was great! |
| Terry Platt, Professor Department of Biology River Campus Box 270211 University of Rochester Rochester, NY 14627-0211 E-mail: tpla@mail.rochester.edu Telephone: 585-275-8244 |
Terry is a co-author of The Case of the Druid Dracula: Clicker Case Version and has been a presenter at the annual Case Study Teaching in Science Conference. |
| Sandra Petrucci Porto, High School Teacher Science Middletown High School 120 Silver Lake Road Middletown, DE 19709 E-mail: Sandra.Porto@appo.k12.de.us Telephone: 302-376-4141 Fax: 302-378-5268 |
As a biology teacher, I have two large tasks before me: to help my students gain conceptual understanding of living systems, and to help them understand the nature and methods of science. The second task is vitally important regardless of the future career choices my students make. By using case studies I can accomplish these goals. |
| Doug Post, Associate Professor Department of Family Medicine College of Medicine and Public Health Ohio State University 1124 Cramblett Hall 456 W. Tenth Ave. Columbus, OH 43210 E-mail: Doug.Post@osumc.edu Telephone: 614-293-8087 Fax: 614-293-5419 |
I direct a two-year preclinical course for medical students titled “Patient Centered Medicine.” The course emphasizes the incorporation of social and behavioral sciences into medical school curriculum. We use small group, case-based teaching methods in approximately 60% of the course. Cases are facilitated by a core group of primary care physicians who work with the same group of medical students over the entire academic year. Doug is the author of The 2000-Meter Row: A Case Study in Performance Anxiety and its teaching notes, and a co-author of Shannon and Jake: An Application of Medical Ethics Principles and its teaching notes; To Tell the Truth: Delivering Bad News to Patients and its teaching notes; Saving Superman: Ethics and Stem Cell Research and its teaching notes; and The Plan: Ethics and Physician Assisted Suicide. |
| Ramakrishnan Prakash, Associate Professor Agricultural Extension College of Agriculture Vellayani Kerala Agricultural University Kerala, India PIN.695 522 E-mail: prakashr55@yahoo.co.in Telephone: 95471-2443668 |
I apply case study method when teaching graduate students in “Entrepreneurship Development Programme in Agriculture.” Case studies of successful entrerpreuners are presented to students for analysing, interpreting and internalising strengths and weaknesses. I have found this method to be more effective than conventional methods. I’m interested to know more about similar experiences. |
| Alan Paul Price, Associate Professor Geography/Geology University of Wisconsin—Washington County UW-WC 400 University Dr West Bend, WI 53095-3699 E-mail: paul.price@uwc.edu Telephone: 262-335-5235 Fax: 262-335-5220 |
My initial interest in case studies was as a method for getting students to apply their understanding of basic geological processes to the messy, real-world situations of environmental geology. Alan is the author of The River Dammed: The Proposed Removal of the Lower Snake River Dams and its teaching notes. |
| Annie Prud’homme Généreux, Founding Faculty & Coordinator Life Sciences Quest University Canada 3200 University Boulevard Squamish, BC Canada V8B 0N8 E-mail: apg@questu.ca Telephone: 604-898-8031 Fax: 604-815-0829 |
I developed an interest in case studies as a teaching tool when I became aware of the merits of active learning. I was a problem-based learning tutor in pharmaceutical sciences for one year and saw first–hand the critical thinking, communication and research skills developed by students using this pedagogical technique. After attending the Case Teaching in Sciences Workshop at SUNY, I wanted to write customized cases for my classes. Students report liking the cases because it allows them to work in groups and because they see the concrete applications of the knowledge they learn. I like it because it’s a way to foster both content exploration and skills development. Annie is the author of Golden Rice: An Intimate Debate Case and its teaching notes. |
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Ramón Ariel Quesada, Instructor Miami Dade College and New Professions Technical Institute Miami, Florida E-mail: rquesada@mdc.edu ramonquesada@bellsouth.net quesadaariel@yahoo.com pidec2003@yahoo.com Telephone: 786-388-0143 and 305-979-6883 |
In the last ten years I have used games, simulations and cases to teach Radiometry, Statistics, Environmental Protection, etc. I have been a member of WACRA Advisory Board since 1999, and in 2003, a colleague from HEC Montreal, Canada, and I founded PIDEC, a Case Study Development Program in Spanish directed to Spanish and Latin American Universities. Through courses and conferences, Spanish speaking academics meet regularly. The sixth Annual Conference of the Case Study Development Program in Spanish (PIDEC) will be held in June 2008 at North Private University in Trujillo, Peru: http://www.upnorte.edu.pe (see Escuela de Postgrado, PIDEC). |
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Courtney E. Quinn, Instructor 300 Ag Hall Department of Agricultural Leadership, Education and Communication Lincoln, NE 68588-0709 E-mail: courtney_quinn@yahoo.com Telephone: 402-480-2088 |
Courtney is a co-author of The Great Patagonia Land Grab: A Case Study on International Biodiversity, Conservation and Environmental Politics and its teaching notes. |
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John E. Quinn, Instructor 243 Hardin Hall 3310 Holdrege St. School of Natural Resources Lincoln, NE 68583-0962 E-mail: jquinn2@unl.edu Telephone: 402-472-0825 |
John is a co-author of The Great Patagonia Land Grab: A Case Study on International Biodiversity, Conservation and Environmental Politics and its teaching notes. |
| Roger A. Ramsammy, Professor Science Palm Beach Community College 4200 Congress Avenue Lake Worth, FL 33464 E-mail: ramsammr@pbcc.edu Telephone: 561-868-3328 |
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| Melanie K. Rathburn, Coordinator Numeracy and Scientific Literacy Department of General Education Department of Chemical and Biological Sciences Mount Royal College 4825 Mount Royal Gate SW Calgary, Alberta, Canada E-mail: mrathburn@mtroyal.ca |
Melanie is a co-author of The Wealth of Water: The Value of an Essential Resource and its teaching notes. |
| Jennifer Rehg, Assistant Professor Department of Anthropology Southern Illinois University at Edwardsville PH 0402 Edwardsville, IL 62026 E-mail: jrehg@siue.edu Telephone: 618-650-3843 |
Jen is a co-author of The Case of a Tropical Disease and Its Treatment: Science, Society, and Economics and its teaching notes. |
| Jeffrey C. Reist, Clinical Instructor/Coordinator of Pharmacy Practice Labs College of Pharmacy University of Iowa 216 Pharmacy Building Iowa City, IA 52242 E-mail: jeffrey-reist@uiowa.edu Telephone: 319-335-6513 Fax: 319-335-9349 |
Jeff is a co-author of Discovering Long-Term Care Pharmacy Practice: A PBL Case for Pharmacy Students and its teaching notes. |
| Karol Rejman, School of Nursing University at Buffalo 804 Kimball Tower 3435 Main St. Buffalo, NY 14214 E-mail: rejman@buffalo.edu Telephone: 716-829-3391 Fax: 716-829-2067 |
I have found that my students learn best using case studies. I am also actively involved in the education of medical students and residents and would like to help them more effectively. See Karol’s case on our website entitled A Difficult Pregnancy and its teaching notes. |
| Eric Ribbens, Associate Professor Biological Sciences Western Illinois University 1 University Circle Macomb, IL 61455 E-mail: E-Ribbens@wiu.edu Telephone: 309-298-2580 |
I have found that using a variety of teaching techniques, when tailored to reach students in a way that illuminates the concepts we are examining, enables more students to grasp the material and retain it. Case studies are especially useful for enabling students to practice analytical thinking in a context which they find relevant to their lives. I use at least 8 cases a semester in my introductory biology courses. Eric is a member of the Center’s Editorial Board and has written multiple case studies, including: Treating Ed: A Medical Ethics Case Study and its teaching notes; Eating PCBs from Lake Ontario: Is There an Effect or Not? A News Release Case and its teaching notes; Too Many Deer! A Case Study in Managing Urban Deer Herds and its teaching notes; Experimental Design and Statistical Analysis: Bt Corn, Lignin, and ANOVAs and its teaching notes; Is Guaiacum sanctum Effective Against Arthritis? An Ethnobotany Case and its teaching notes; The Ecology of Opuntia fragilis (Nuttall) Haworth and its teaching notes; and Chemical Eric: Dealing with the Disintegration of Central Control and its teaching notes. More recently Eric has focussed his efforts on clicker cases, including Darwin’s Finches and Natural Selection and The Coelacanth: An Odd Fish. |
| Nancy Rice, Associate Professor Department of Biology Western Kentucky University Bowling Green, KY 42101 E-mail: nancy.rice@wku.edu Telephone: 270-745-5995 Fax: 270-745-6856 |
Nancy is a co-author of But I’m Too Young! A Case Study of Ovarian Cancer and its teaching notes. |
| Mark M. Richter, Professor Department of Chemistry Missouri State University Springfield, MO 65897 E-mail: markrichter@missouristate.edu Telephone: 417-836-5508 Fax: 417-836-5507 |
Mark is a co-author of Would You Supersize My Cancer Please? A Case Study Exploring Chemicals in the News and its teaching notes. |
| Melissa Riley, Associate Professor, Plant Pathology and Physiology Clemson University 120 Long Hall, Clemson, SC E-mail: mbriley@clemson.edu Telephone: 864-656-0580 Fax: 864-656-0274 |
I am using a problem-based learning approach to teach an undergraduate plant pathology course. A majority of the students are majoring in horticulture, turf management, and agricultural education and often do not see a reason for taking introductory plant pathology. Case studies can help them to see why plant pathology is important to them and how it will help them in the future. Lissa is the author of a case study on plant pathology published on our website; see War of the Roses and its teaching notes. |
| Kate Rittenhouse-Olson, Associate Professor, Director of Biotechnology Program Biotechnical and Clinical Laboratory Sciences University at Buffalo Dept BCLS 26 Cary Hall Buffalo, NY 14214 E-mail: krolson@acsu.buffalo.edu Telephone: 716-829-3630, ext. 116 |
I use case studies in my immunology course and in my tumor immunology course. I feel that case studies enhance long term memory of the subject itself. Kate is the author of the case study Is it a Lemon or is it a Lyme: A Case Study on the Decision to Vaccinate or Not and its teaching notes. |
| Julio C. Rivera, Jr., Associate Professor and Chair Department of Geography Carthage College 2001 Alford Park Drive Kenosha, WI 53140 E-mail: julio@carthage.edu Telephone: 262-551-5846 Fax: 262-551-6208 |
Julio is a co-author of A Lake Runs Through It … Or Is It a River? Or Something Else? and its teaching notes. |
| Donald C. Rizzo, Professor Biology Marygrove College 8425 W. McNichols Rd. Detroit, MI 48221 E-mail: drizzo@marygrove.edu Telephone: 313-927-1332 Fax: 313-927-1345 |
I was introduced to the case study teaching method by my colleagues in science. I will use it for an assignment to be discussed in class as one piece of my grading in addition to my regular exams. It involves the students to a high degree and encourages them to think critically and interdisciplinarily. |
| William D. Rogers, Associate Professor Department of Biology Ball State University Cooper Life Science Building, CL 121 Muncie, IN 47306 E-mail: wrogers@bsu.edu Telephone: 765-285-8802 Fax: (765-285-8804 |
Bill is the author of the clicker case I Can Quit Anytime I Want: The Biological Basis of Euphoria and Addiction and a co-author of Life—The Final Frontier: A Case Study on the Characteristics of Life. |
| Mary Anne Rokitka, Clinical Associate Professor of
Physiology, Assistant Dean for Biomedical Undergraduate Education University at Buffalo 124 Sherman Hall Buffalo, NY 14214 E-mail: pgyrokit@buffalo.edu |
Clinical cases provide a context for the material covered in human physiology and pathophysiology courses. My use of cases includes cases that appear in medical journals, current articles that appear in newspapers, and cases that are included in collections available to clinical faculty. I vary the way in which I use cases—one case may serve as the central problem that we visit periodically during a course and several mini-cases may be used during a review (application) session. Without fail, cases are incorporated into exam questions. Mary Anne is a member of the Center’s Editorial Board. |
| Troy Rook, High School Teacher Science Department Harrison High School 925 Goblin Drive Harrison, AR 72601 E-mail: trook@gobs.k12.ar.us Telephone: 870-741-7706 |
I am a new teacher. I have never used case studies, but I am very interested in using them. |
| Kathryn L. Rowberg, Assistant Professor of Chemistry Department of Chemistry and Physics Purdue University - Calumet 2200 169th Street Hammond, IN 46323 E-mail: rowberg@calumet.purdue.edu |
I am developing and using cases in my Environmental Chemistry courses--one for non-science majors and one for upper-level science majors. The cases often incorporate societal issues (cost-benefit analysis, risk analysis, economic considerations, environmental racism, media influences, legal recourse, public participation, etc.) along with scientific data. The non-majors’ cases are short cases which are completed during the class period. The majors’ cases probe deeper into issues and science concepts and require students to search for appropriate data and information. Presented as small group projects, the cases encourage discussion and collaboration among students with differing science backgrounds. I am also working on developing cases for multi-level use. I have collaborated on a case for middle school which has been expanded for use in high school and college. Kay is the author of the case study Breathing Easy About New Air Pollution Standards and its teaching notes on our website. |
| Lisa Marie Rubin, Pharm.D Alumnus 2006 University at Buffalo School of Pharmacy & Pharmaceutical Sciences Clinical Pharmacy Resident 2006-2007 VA Western New York Healthcare System 3495 Bailey Avenue Buffalo, NY 14215 E-mail: Lexpress1982@yahoo.com; Lisa.Rubin@va.gov Telephone: 716-874-5247 |
I was introduced to the case study teaching method while taking an honors seminar about it, taught by Dr. Clyde Herreid. I think this approach is creative and sustains students’ attention much better than the traditional lecture-style method. An important way of learning is listening to and interacting with others about a topic. The case-study method allows for this. Lisa is the author or co-author of many cases in our collection, including: |
| Nancy Ruggeri, Course Coordinator Zoology University of Wisconsin—Madison 250 N. Mills Madison, WI 53706 E-mail: nruggeri@wisc.edu Telephone: 608-265-5336 Fax: 608-262-9083 |
I am interested in using case studies in both the lab and discussion settings of a large introductory biology course. Despite this challenge, I have found it to be effective in engaging students in difficult course material. |
| Christopher Rump, Assistant Professor Department of Applied Statistics and Operations Research Bowling Green State University 363 Business Administration Building Bowling Green, OH 43403 E-mail: cmrump@cba.bgsu.edu Telephone: 419-372-8098 |
Interested in cases in mathematics, management science, operations research, industrial engineering, and statistics. Chris has written a number of cases for our website, including: Chuck A. Luck Wagers a Buck: A Case Study in Probabilistic Reasoning and the Gambler’s Ruin and its teaching notes and Markov vs. Markov: Divorce by the Numbers and its teaching notes. |
| Brian Rybarczyk, Coordinator, Undergraduate Research Initiatives Institute for Science Learning Partnership for Minority Advancement in the Biomolecular Sciences (PMABS) University of North Carolina at Chapel Hill CB# 3280 Chapel Hill, NC 27599-3280 E-mail: brybar@unc.edu Telephone: 919-843-9035 |
I have successfully used case studies in a General Biology course for majors and non-majors. I will be creating and teaching a new upper level course in Spring 2003 entitled Molecular Basis of Disease which will focus on how diseases are manifested at a genetic and cellular level. I will use and create new case studies for the course as a central teaching tool. Brian is the author of Abracadabra: Magic Johnson and Anti-HIV Treatments and its accompanying teaching notes; he’s also a co-author of The Campus Coffee Shop: Caffeine Conundrums and its teaching notes. |
| Neil Sabine, Associate Professor Natural Sciences and Mathematics Indiana University East 2325 Chester Blvd. Richmond, IN 47374 E-mail: nsabine@indiana.edu Telephone: 765-973-8389 Fax: 765-973-8284 |
I use case studies to deepen student understanding of course concepts and the charecteristics of scientific inquiry. I also use them in evaluation and to support a "no lecture" format in introductory and upper level biology courses. |
| Lauren Sahl, Professor Corning School of Ocean Studies Maine Maritime Academy Castine, ME 04420 E-mail: lauren.sahl@mma.edu Telephone: 207-326-2393 Fax: 207-326-2391 |
Lauren is a co-author of The Dead Zone: Ecology and Oceanography in the Gulf of Mexico and its teaching notes. |
| Otto Sanchez, Associate Professor Faculty of Health Sciences University of Ontario Institute of Technology 2000 Simcoe Street North Oshawa, Ontario Canada L1H 7K4 E-mail: otto.sanchez@uoit.ca Telephone: 905-721-3111 Fax: 905-721-3189 |
In the past, I have used case studies in the context of problem-based learning as a teacher of human anatomy/physiology and pathophysiology. I am now in an environment in which face-to-face small group work is not possible and is being replaced by large-class activities and a rich computer-based network. I am currently using these to develop case studies that will enhance student interest, interactivity, participation and clinical application of knowledge. Otto is the author of a PowerPoint-driven case on SARS, accessible through its teaching notes: The 1st New Disease of the 21st Century. |
| Luke Sandro, High School Teacher Science 1675 S. Main St Springboro, OH 45066 E-mail: lsandro@springboro.org Telephone: 937-748-3950 Fax: 937-748-3983 |
See Luke’s case on our website entitled AH-CHOO! A Case Study on Climate Change and Allergies and its teaching notes. |
| Cathy Santanello, Assistant Professor and Director of Instructional Strategies School of Pharmacy Southern Illinois University Edwardsville, IL 62026-2000 E-mail: csantan@siue.edu Telephone: 618-650-5165 Fax: 618-650-5152 |
I became interested in using and writing cases after attending Pace University’s Center for Case Studies in Education Ninth Annual “Enlivening Teaching: Using Discipline-Based Cases and Classroom Research to Improve Learning and Teaching” Conference in Vancouver. It’s exciting to see the effect case studies have on student learning outcomes, particularly when it is a case you have written! Cathy is the author of Blake‘s Illness: A Case of “Wild Life” Management and teaching notes. See also her co-authored cases: Ecotourism: Who Benefits? and its teaching notes; and The Case of a Tropical Disease and Its Treatment: Science, Society, and Economics and its teaching notes. |
| Jorge A. Santiago-Blay, Research Associate Department of Paleobiology MRC-121 National Museum of Natural History Smithsonian Institution 10th and Constitution Avenue P.O. Box 370122 Washington, DC 20013-7012 E-mail: blayj@si.edu or blayj@hotmail.com Telephone: 202-633-1383 Fax: 202-786-2832 |
Jorge is the author of Marketing Mostly Intangible Goods: The Case of Botanical Gardens and Arboreta and its teaching notes. |
| Lynne Sapp, Middle School Teacher Madison County Central School 2093 West Highway 90 Madison, Florida 32340 E-mail: sappl@madison.k12.fl.us Telephone: 850-973-5192 Fax: 850-973-5194 |
My seventh and eighth grade students are part of Florida State University’s Rural Outreach Program (S.S.T.R.I.D.E—Science Students Together Reaching Instructional Diversity and Excellence). We use Elaine Marieb’s Essential’s of Anatomy and Physiology text. |
| Christian P. Sarason, Adjunct Professor Science and Math Seattle Central Community College 1701 Broadway Ave Seattle, WA 98122 E-mail: cpsarason@oceaninquiry.org Telephone: 206-992-1866 |
After attending the case study workshop at SUNY Buffalo in June of 2002, I became quite energized to include case studies in my teaching. |
| Christina Sax, Assistant Dean Sciences, Mathematics and Legal Studies University of Maryland/University College SFSC Bldg., Room 4234 3501 University Blvd. East Adelphi, MD 20783 E-mail: csax@umuc.edu Telephone: 301-985-7797 Fax: 301-985-7910 |
By incorporating case studies into my classes I hope to enhance student learning through the use of tangible, relevant, and real-life/everyday examples to which students can relate, and through an increase in students’ interaction with the course content. I use case studies in general biology, cell biology and genetics, cancer biology, introductory biotechnology, and biotechnology commercialization courses. Course format (face-to-face and online) and level (undergraduate science and non-science majors, graduate) vary depending on the course. Christina is a member of the Center’s Editorial Board. |
| Frank A. Scannapieco, Professor
of Oral Biology School of Dental Medicine 109 Foster Hall University at Buffalo Buffalo, NY 14214 E-mail: fas1@buffalo.edu Telephone: 716-829-3373 Fax: 716-829-3942 |
Using active learning strategies including team learning and case studies to improve understanding for dental undergraduate and graduate students. |
| Elizabeth Scharf, Assistant Professor Anthropology Department Babcock Hall, Room 104 236 Centennial Drive Stop 8374 University of North Dakota Grand Forks, ND 58202-8374 E-mail: elizabeth.scharf@und.nodak.edu Telephone: 701-777-4617 Fax: 701-777-4006 |
Betsy is the author of Man’s Best Friend? Using Animal Bones to Solve an Archaeological Mystery and its teaching notes. Also see her co-authored case entitled What Do We Tell the Sheriff? Determining Minimum Numbers of Individuals (MNI) for a Scatter of Human Bones and its teaching notes. |
| Nancy (Aedes) Scheer, Instructor Community and Extension Services Yukon College Dawson City Campus, Front Street Dawson City, Yukon, Y0B 1G0, Canada E-mail: aedes@yknet.ca Telephone: 867-993-5231 |
I have used case studies as a regular part of teaching chemistry and biology. Lately I have used case studies in the place of examinations in order to verify that my students can apply what they have learned. |
| Whitney M. Schlegel, Associate Professor Human Biology College of Arts and Sciences Indiana University 1001 East Third Street Jordan Hall Bloomington, IN 47405 E-mail: wreilly@indiana.edu Telephone: 812-855-2250 Fax: 812-855-6705 |
I use the case study approach to support students’ learning in both Human Physiology and Human Biology. Case studies serve as the foundational pedagogy for learning course content in these courses and curricula and help students to learn to think critically. Learning with case studies promotes a deeper understanding of how to learn and the importance of the contextual as well as the social components of learning. A case-based approach helps students learn how to access resources and fosters scientific literacy in an everchanging and information rich 21st century. |
| Nancy A. Schiller, Co-director, National Center for
Case Study Teaching in Science Associate Librarian Science and Engineering Library 228 Capen Hall University at Buffalo Buffalo, NY 14260 E-mail: schiller@acsu.buffalo.edu Telephone: 716-645-2947 x225 Fax: 716-645-3710 |
Nancy is Co-Director of the National Center for Case Study Teaching in Science and co-author of several cases on our website, including: Of Mammoths and Men: A Case Study in Extinction (and its teaching notes), The Galapagos (and its teaching notes), and Frankenfoods? The Debate Over Genetically Modified Crops (and its teaching notes). |
| Patricia Schneider, Associate Professor Biological Sciences and Geology Queensborough Community College 222-05 56th Avenue Bayside, NY 11364-1497 E-mail: pschneider@qcc.cuny.edu Telephone: 718-631-6636 |
Patricia is the author of The Case of Desiree’s Baby: The Genetics and Evolution of Human Skin Color and its teaching notes. |
| Chad Scholes, Assistant Professor Biology Department Rockhurst University 1100 Rockhurst Rd. Kansas City, MO 64110 E-mail: chad.scholes@rockhurst.edu Telephone: 816-501-4160 |
I will begin using cases this year (2001) to give my students some context for the ecological principles we discuss. I am especially excited about using a local example that we can visit during the semester. |
| Suzanne Schultz, Instructor Psychology Umpqua Community College 1140 College Road Roseburg, OR 97470 E-mail: suzanne.schultz@umpqua.edu Telephone: 541-440-4681 Fax: 541-440-4653 |
I use lots of experiential exercises to teach and assess. The critical thinking element of case studies is a boost to meeting my goals in presenting new information as well as the broader goal of being able to analyze. |
| Teresa M. Schulz, Professor Science Department Lansing Community College MC 5400 PO Box 40010 Lansing, MI 48901-7210 E-mail: schulzt@lcc.edu Telephone: 517-483-1195 Fax: 517-483-1003 |
The variety and flexibility of case study formats enlivens learning activites. I am enjoying creating new “stories” to accompany course related content and students are enjoying the personal connection in the application of this material. Teresa is the author of A Rose By Any Other Name: The Peculiar Case of Pluto and its teaching notes, Mask of the Black God: The Pleiades in Navajo Cosmology and its teaching notes, and most recently, The Zarkah Stone: The Park Forest Meteorite Case and its teaching notes. |
| Wayne Seames, Assistant Professor Chemical Engineering University of North Dakota P.O. Box 7101 Grand Forks, ND 58202-7101 E-mail: wayne_seames@und.nodak.edu Telephone: 701-777-2958 Fax: 701-777-3773 |
I use the case study method as one of a number of teaching techniques in a number of courses. I like to write short, 20-30 minute case studies to go over the main concepts in some of my engineering classes. In other classes I use a case as a starting point for in-class problem-based learning sessions. Currently I’m using case studies with a distance course in which the only direct interaction is a one hour weekly on-line chat session. Having written a few cases for nontechnical subjects (like the one I have published on Ethics in Laboratories), I attended the May 2001 Case Studies in Science Workshop to see if I could apply the technique to core engineering topics. You can, and the students love it! Wayne is the author of Those Pesky Side-Reactions: A Case Study on Ethics for Scientists and Engineers Developing Data in the Private Sector and its accompanying teaching notes. |
| Caren Shapiro, Associate Professor Department of Mathematics & Natural Sciences D’Youville College 320 Porter Ave. Buffalo, NY 14201 E-mail: shapiroc@dyc.edu Telephone: 716-881-3200, ext. 6423 Fax: 716-881-7760 |
I am very much interested in developing ways of engaging the students in a more active role in the learning process. I have used case studies in the infectious disease unit in the Clinical Medicine course in our physician assitant program as a focus point for students to review previous lecture material and reference materials to determine the cause of a patient’s disease. I am currently interested in using case studies as a way of stimulating interest in topics covered in my courses for non-science majors. Often these students don’t want to be in a science course and it is a challenge to stimulate their interest. See Caren’s case on our website entitled To Vaccinate, or Not to Vaccinate and its teaching notes. |
| Mark Shapiro, Professor Department of Physics California State-Fullerton P.O. Box 6866 Fullerton, CA 92834-6866 E-mail: mshapiro@fullerton.edu Web page: http://chaos.fullerton.edu/Shapiro.html |
I teach a course entitled “Energy and the Environment” (Physics 301) using case studies. The public website for the course is http://energy.fullerton.edu. |
| Joan Sharp, Senior Lecturer Department of Biological Sciences Simon Fraser University 8888 University Drive Burnaby, BC V5A 1S6, Canada E-mail: jsharp@sfu.ca Telephone: 778-782-5936 Fax: 778-782-3496 |
I am impressed with the potential of the case study approach for actively engaging student in thinking about science and making sense of the information they encounter in class and in the world. Joan is the author of the case Something’s Fishy in Paxton Lake: Speciation in Sticklebacks and its teaching notes. She has also authored or co-authored several clicker cases including What Is a Species? Speciation and the Maggot Fly, A Deadly Passion: Sexual Cannibalism in the Australian Redback Spider, Cross-Dressing or Crossing-Over? Sex Testing of Women Athletes, and A Tale of Three Lice: A Case Study on Phylogeny, Speciation, and Hominin Evolution. |
| Stephen Shawl, Professor Physics and Astronomy University of Kansas Malott Hall 1251 Wescoe Hall Dr, Room 1082 Lawrence, KS 66045-7582 E-mail: shawl@ku.edu Telephone: 785-864-4016 Fax: 785-864-5262 |
I have just completed my 31st year of teaching—hard to imagine! During these years, I’ve used lecture, a modified PSI, a system I developed that modified some ideas of Sam Postlethwait at Purdue, and now Team Learning. I’ve used peer tutors for 25 years. I now have an infrared student response system that I use both for the team learning quizzes and for interaction during class. Thus, I’m willing to try anything that might make a difference! (I’m not convinced anything has made a difference, but hope reigns eternal!) As you can see, there are not many astronomy cases. Thus, the integration of cases into the course will be going slowly for a while, but I have the feeling good cases just might make the difference I’m looking for. Steve is the author of A Googol of Atoms? A Directed, Interrupted Case in Estimation and Large Numbers and its accompanying teaching notes. |
| Wayne Shew, Associate Provost & Professor of Biology Department of Biology Birmingham-Southern College 900 Arkadelphia Rd Birmingham, AL 35254 E-mail: wshew@bsc.edu Telephone: 205-226-4660 Fax: 205-226-4627 |
Wayne is the author of A Headache to Die For: A Case Study in Forensic Science and its teaching notes; he is also a co-author of Do You Really Know What You’re Eating? A Case Study on Genetically Modified Foods and its teaching notes. |
| Patricia A. Shields, Lecturer Department of Cell Biology and Molecular Genetics 0118 Bioscience Research Building University of Maryland College Park, MD 20742 E-mail: pshields@umd.edu Telephone: 301-314-9489 |
Patty is a co-author of ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism and its teaching notes. |
| Michèle Shuster, Assistant Professor Department of Biology New Mexico State University MSC 3AF P.O. Box 30001 Las Cruces, NM 88003-8001 E-mail: mshuster@nmsu.edu Telephone: 505-646-3916 |
Michèle is a co-author of Breast Cancer Risk: Using Real Medical Histories to Rank Genetic and Environmental Influences and its teaching notes. |
| S. Catherine Silver Key, Assistant Professor Department of Biology North Carolina Central University Mary Townes NSC Rm 2246 Durham, NC 27707 E-mail: ckey@nccu.edu Telephone: 919-530-5365 |
Cathy is the author of Tazswana’s Story: How Alternative mRNA Splicing Leads to Genetic Disease and Cure and its teaching notes. |
| Dee Silverthorn, Senior Lecturer School of Biological Sciences University of Texas at Austin 100 W. 24th st. Austin, TX 78705 E-mail: silverthorn@mail.utexas.edu Telephone: 512-471-6560 Fax: 512-327-2441 |
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| Steve Simmons, Professor Department of Agronomy and Plant Genetics University of Minnesota 1991 Upper Burford Circle St. Paul, MN 55108 E-mail: ssimmons@umn.edu |
Case studies in agriculture, food, natural resources, and environmental sciences. See also Minnesota’s Clearinghouse for Decision Case Education, which Steve Simmons directs. |
| Susan Singer, Professor of Biology Department of Biology Carleton College One North College St. Northfield, MN 55057 E-mail: ssinger@carleton.edu Telephone: 507-646-4391 Fax: 507-646-5757 |
Susan is a co-author of SNPs and snails and puppy dog tails, and that’s what people are made of…: A Case Study on Genome Privacy and its teaching notes. |
| David Smail, Pre-service Teacher Department of Learning and Instruction Graduate School of Education, Baldy Hall SUNY at Buffalo Amherst, NY 14228 E-mail: dsmail2@buffalo.edu Telephone: 716-565-1974 |
I attended the Annual Conference on Case Study Teaching in Science in the Fall of 2003. My Masters of Science Education thesis research centers on case-based learning. I will be implementing case study teaching during the upcoming school year to high school students. |
| Andri L. Smith, Assistant Professor
Chemistry Department Quinnipiac University 275 Mount Carmel Ave., Box 68 Hamden, CT 06518 E-mail: andri.smith@quinnipiac.edu Telephone: 203-582-3384 |
The vast majority of our students major in one of the allied health sciences and see their chemistry courses as experiences to be endured, not enjoyed. I would like to use case studies to help my students both to see the relevance of chemistry to their lives and future careers and to develop the tools needed to evaluate new situations. |
| Ann C. Smith, Instructor Cell Biology and Molecular Genetics University of Maryland Room 1133B Microbiology Building E-mail: asmith@umd.edu Telephone: 301-405-5443 |
Working with a teaching team of other faculty and undergraduate teaching assistants, I have investigated the use of case study discussion as a tool for student motivation and as a method to introduce the relevancy and currency of course content. We have experimented with students writing their own case studies and have also used case study discussion as an active learning option. Our greatest challenge is the use of case study discussions in large lecture classes. We are working on a solution using small group discussion in an on-line environment. Ann is a co-author of ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism and its teaching notes. |
| Deborah A. Smith, High School Teacher Science Springfield Twp. High School 1801 East Paper Mill Rd. Erdenheim, PA 19038 E-mail: debbie_smith@sdst.org |
The Case Study approach allows for the student to become involved in the educational process. I have used this method to begin the school year with a case study on Why Study Science? and have then continued through the year with appropriate case studies for each new unit. I believe that this approach places the responsibility on the learner and results in a deeper and firmer grasp of the material. |
| Constance M. Soja, Professor Geology Colgate University 13 Oak Drive Hamilton, NY 13346 E-mail: csoja@mail.colgate.edu Telephone: 315-228-7200 Fax: 315-228-7187 |
I co-developed a case study for students to debate whether dinosaurs should be "cloned" from ancient DNA. The purpose is to give students in my moderately large introductory evolution course a chance to work closely with each other (and me) on research so that they can engage in lively discourse about a contemporary issue in society. This approach has made it easier to get to know students better and has helped inspire interest in and understanding of the scientific process. Constance is co-author of Should Dinosaurs Be "Cloned" from Ancient DNA? and its accompanying teaching notes. |
| David K. Spierer, Assistant Professor Division of Sports Sciences School of Health Professions Long Island University–Brooklyn Campus 1 University Plaza, Room HS 303 Brooklyn, NY 11201 E-mail: david.spierer@liu.edu Telephone: 718-488-1542 Fax: 718-780-4503 |
David is a co-author of Inactive Brains: An Interrupted Case Study and its accompanying teaching notes. |
| Thomas R. Stabler, Laboratory Director Chemistry and Biochemistry Canisius College 2001 Main St. Buffalo, NY 14208 E-mail: stabler@canisius.edu Telephone: 716-888-2344 Fax: 716-888-3112 |
Tom is a co-author of two cases in our collection: Ethanol or Biodiesel? A Systems Analysis Decision and its teaching notes; and also Mystery in Alaska: Why Have All the Sea Lions Gone? and its teaching notes |
| Bill Staddon, Assistant Professor Department of Biological Sciences Eastern Kentucky University 521 Lancaster Ave. Richmond, KY 40475-3124 E-mail: bill.staddon@eku.edu Telephone: 859-622-8226 Fax: 859-622-1399 |
It is my hope that the use of case studies will allow diversification of evaluation and prepare students for high-order questions during tests and examinations. |
| Debra L. Stamper Instructor at Harvard Medical School and Visiting Scientist at MIT Orthopedic Research Brigham & Women’s Hospital 75 Francis Street Boston, MA 02115 E-mail: dstamper@partners.org Telephone: 617-525-6738 Fax: 617-732-6705 |
See Debra’s case study on our website, Sickle Cell Anemia, and its teaching notes. |
| Alice M. Stanford, Associate Professor Science and Mathematics University of the Virgin Islands 2 John Brewers Bay St. Thomas, VI 00802 E-mail: astanfo@uvi.edu Telephone: 340-693-1242 Fax: 340-693-1236 |
Alice is a co-author of Living With Her Genes: Early Onset Familial Alzheimer’s Disease and its teaching notes. |
| Kathrin Stanger-Hall, Assistant Professor Biological Sciences University of Georgia at Athens 503 Biosciences Athens, GA 30602-2601 E-mail: ksh@uga.edu Telephone: 706-542-1689 |
Kathrin is a co-author of The Case of the Ivory-Billed Woodpecker: The Scientific Process and How It Relates to Everyday Life and its teaching notes. |
| Phil Stephens, Professor Department of Biology Villanova University Mendel Hall Rm G11A 800 Lancaster Avenue Villanova, PA 19085 E-mail: phil.stephens@villanova.edu Telephone: 610-519-4839 Fax: 610-519-7863 |
Phil is the author of a number of cases in our collection: Driving Can Be Dangerous to Your Health: An Interrupted Case Study in Physiology and its teaching notes; Keeping up with the Jones’s: A Case Study in Human Physiology and its teaching notes; The Ice Hockey Injury: An Interrupted Case Study and its teaching notes; It’s Like Pulling Teeth: A Case Study in Physiology and its teaching notes; and Anyone Who Had a Heart: A Case Study in Physiology and its teaching notes. Phil has also co-authored many cases including Facing the Pain: An Interrupted Case Study in Physiology and its teaching notes; The Soccer Mom: A Case Study on the Nervous System and its teaching notes; Taking It on the Chin: A Case Study on the Nervous System and its teaching notes; and The Tired Swimmer: A Case Study on the Nervous System and its teaching notes. |
| Barbara L. Stewart, Associate Professor Mathematics & Sciences - DTC J. Sargeant Reynolds CC PO Box 85622 Richmond, VA 23285 E-mail: bstewart@jsr.vccs.edu Telephone: 804-786-5705 Fax: 804-225-2437 |
Case studies help students see the relevence of their studies. |
| Richard C. Stewart, Associate Professor Department of Cell Biology and Molecular Genetics 1109 Microbiology Bldg University of Maryland College Park, MD 20742 E-mail: alec@umd.edu Telephone: 301-405-5475 Fax: 301-314-9489 |
Richard is a co-author of ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism and its teaching notes. |
| Anthony C. Steyermark, Assistant Professor Department of Biology University of St. Thomas 2115 Summit Avenue St. Paul, MN 55105 E-mail: acsteyermark@stthomas.edu Telephone: 651-962-5296 Fax: 651-962-5201 |
Anthony is the author of “It was a hot August afternoon…” and its teaching notes. |
| Sarah Stonefoot, Student University at Buffalo Buffalo, NY 14260 E-mail: sgs7@buffalo.edu |
Sarah is the author of Salamander Superpowers: A Question of Regeneration and its accompanying teaching notes. She is also a co-author of Extrasensory Perception—Pseudoscience? A Battle at the Edge of Science and its teaching notes. |
| Aimee Strang, Assistant Professor Pharmacy Practice Albany College of Pharmacy 106 New Scotland Avenue Albany, NY 12208 E-mail: stranga@acp.edu Telephone: 518-445-7320 |
I am interested in using team learning in pharmacy therapeutic topics. |
| Elizabeth Strasser, Professor Department of Anthropology California State University - Sacramento 6000 J Street Sacramento, CA 95819-6106 Telephone: 916-278-4789 Fax: 916-278-6339 Email: strasser@saclink.csus.edu |
I know that engaged students are more enthusiastic learners and I want to increase the amount of hands-on critical-thinking activities within my classes. Furthermore, many of the students in my upper-level classes are liberal studies majors who plan to go into K-12 science teaching. I think that by incorporating cases into my classes, I could provide a model for the students of methods for teaching science. See Liz’s case study on our website, The Missing Link, and its teaching notes. |
| Stacey L. Stringfellow, High School Teacher Science Southwest Junior High School 2511 Inverness Drive Lawrence, KS 66047 E-mail: sstringf@usd497.org Telephone: 785-832-5550 Fax: 785-832-5555 |
I have used case studies to generate interest in my subject matter. I studied using the case study method for my Masters exam and have been interested ever since. I think that showing students real life applications of the material they are learning makes it more meaningful to them. I would like to make further use of the method and need to plan accordingly. |
| Nathan Strong Biology New Hampshire Technical Institute 31 College Drive Concord, NH 03301-7412 E-mail: nstrong@nhctc.edu Telephone: 603-271-7181 |
Nathan is the author of The 2000-Meter Row: A Case in Homeostasis and its teaching notes. |
| Phoebe R. Stubblefield Forensic Science Program Department of Anthropology University of North Dakota 236 Centennial Dr Stop 8374 Grand Forks, ND 58202 E-mail: phoebe.stubblefield@und.nodak.edu Telephone: 701-777-4870 Fax: 701-777-4006 |
Phoebe is co-author of What Do We Tell the Sheriff? Determining Minimum Numbers of Individuals (MNI) for a Scatter of Human Bones and its teaching notes. |
| Janice Sylakowski-Jones, Clinical Assistant Professor School of Nursing 910 Kimball Tower University at Buffalo Buffalo, NY 14214 E-mail: jsylakow@acsu.buffalo.edu |
Case studies, structured controversy, concept mapping, concept paths, storytelling, questions as a method of critical thinking. |
| Brian Tande, Assistant Professor Chemical Engineering University of North Dakota 241 Centennial Drive Stop 7101 Grand Forks, ND 58202-7101 E-mail: briantande@mail.und.edu Telephone: 701-777-3797 Fax: 701-777-3773 |
Brian is a co-author of A Tale of Two Houses: A Case Study in Heat Transfer and its teaching notes. |
| Arne Tarnvik Infectious Diseases Umea University SE-90187 Umea, Sweden E-mail: arne.tarnvik@infdis.umu.se Telephone: +46-90-7852300 Fax: +46-90-133006 |
I am interested in learning to construct and conduct longer directed cases for basic courses as well as for students in medical education. See Anne’s case on our website entitled The Haemophilus Vaccine and its teaching notes. |
| Shoaib Tauheed, Professor Physiology Department Dow Medical College Baba-E-Urdu Road Karachi, Pakistan E-mail: shaheens@cyber.net.pk Telephone: +92-21-4825926 |
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| Ann T. S. Taylor, Assistant Professor Department of Chemistry Wabash College Science Facility 208 Crawfordsville, IN 47933 E-mail: taylora@wabash.edu Telephone: 765-361-6186 |
I use case studies in the laboratory portion of my biochemistry course. They give a “real world” context for our experiments, help fill the “dead time” of biochemistry techniques, and integrate primary literature sources into the classroom. Ann is the author of “The Case of the ‘Tainted’ Taco Shells” (available in either a General Edition or an Advanced Biochemistry Edition) and the accompanying teaching notes. |
| Jeremy A. Teissere, Assistant Professor Biology, Neuroscience Muhlenberg College 2400 Chew Street Allentown, PA 18104 E-mail: teissere@muhlenberg.edu Telephone: 484-664-3617 Fax: 484-664-3002 |
I am interested in developing alternative pedagogy for my introductory neuroscience course (NSC 101—Mind and Brain), including case studies. More generally, I’d like to use cases to increase my students’ critical interpretation of data, and catalyze interdisciplinary discussion among the supplementary fields of neuroscience (biology, psychology, philosophy, etc.). |
| Michael Tessmer, Associate Professor Chemistry Department Southwestern College 100 College St. Winfield, KS 67156 E-mail: mtessmer@sckans.edu Telephone: 620-229-6369 Fax: 620-229-6112 |
I like to use case studies to encourage students to work in groups and to let them see how the material they are learning is utilized. If students see the relevance of the course material, they are more likely to want to learn more. Michael is the author of PCBs in the Last Frontier: A Case Study on the Scientific Method and its teaching notes. Also see his co-authored case The Art of a Deal: A Kyoto Protocol Simulation and its teaching notes. |
| Alex Thrash, High School Teacher Science GP Butler High School 2011 Lumpkin Road Augusta, GA 30906 E-mail: NAThrash@aol.com Telephone: 706-796-4959 |
I am a high school chemistry teacher in an urban school. I became interested in using PBl in my classes after realizing that the traditional “I’ll lecture, you’ll take notes, and I’ll give a test” was not working. I introduced PBL into my course work last year, and had varying degrees of success. If you have case studies that you think would be appropriate for 10–12 chemistry students, I would really like to take a look at them. |
| Diane Tice, Associate Professor Biology SUNY Morrisville College of Agriculture & Technology Morrisville, NY 13408 E-mail: ticedg@morrisville.edu Telephone: 315-684-6140 |
I am currently using case studies to increase comprehension of difficult concepts in Anatomy & Physiology. I also use case studies in Basic Immunology and Cancer Biology to combine clinical relevance with the basic science of those subjects. |
| Linda L. Tichenor, Assistant Professor Science Division University of Arkansas—Fort Smith 5210 Grand Avenue, P.O. Box 3649 Fort Smith, AR 72913-3649 E-mail: lticheno@uafortsmith.edu Telephone: 479-788-7640 Fax: 479-788-7612 |
I became a case study writer even before attending the SUNY-Buffalo Case Study summer institute, which was one of the BEST workshops I have ever attended. I had written a book of case studies entitled Using Case Studies From the Living World as an ancillary to George Johnson’s text, The Living World. My case studies have been placed on a web site by McGraw-Hill Publishers (see http://www.mhhe.com/biosci/genbio/casestudies/). I recently taught an entire non-majors biology course using case studies. I used the cases to introduce students to main biological concepts rather than lecturing on content alone. Students reported that they enjoyed researching and writing up the problems in the cases and that they learned much better with this method. They also reported that they enjoyed learning science for the first time. I plan to write a manuscript for Journal of College Science Teaching summarizing the student learning outcomes in the course. See Linda’s case study in our collection, Mother’s Milk Cures Cancer? Researchers Deliberate Over Whether to Publish, and its accompanying teaching notes. |
| Benjamin F. Timson, Professor Department of Biomedical Sciences Missouri State University 901 S. National Ave. Springfield, MO 65897 E-mail: bentimson@missouristate.edu Telephone: 417-836-4145 Fax: 417-836-5588 |
Ben is a co-author of Why Does Grandpa Ignore Grandma? A Case Study in Hearing Loss and its teaching notes. |
| Sybil Tobierre, High School Teacher Science Herbert H. Lehman High School 3000 E. Tremont Ave Bronx, NY 10461 Fredonia, NY 14063 E-mail: sstobierre@hotmail.com Telephone: 718-904-5017 |
As of Spring 2006 I plan to use case studies as part of a weekly group-work lesson format. |
| Conrad Toepfer, Assistant Professor Biology Program Brescia University 717 Frederica Street Owensboro, KY 42301 E-mail: conrad.toepfer@brescia.edu Telephone: 270-686-4221 |
Conrad is the author of Disappearing Marine Iguanas: A Case of Population Collapse and its teaching notes. |
| Peter Trinchero, Professor Science/Technology/Teacher Prep Mount Wachusett Community College Green Street Gardner, Ma 01440 E-mail: p_trinchero@mwcc.mass.edu Telephone: 978-632-6600 ext. 214 |
I have used case studies as both explorations and applications in my Anatomy & Physiolology courses. They are effective prelecture activities to motivate students to read assignments and to be active participants in discussion. |
| Cindy Trussell, Assistant Professor Natural Sciences Kodiak College–UAA 117 Benny Benson Drive Kodiak, AK 99615 E-mail: ctrussell@kodiak.alaska.edu Telephone: 907-486-1224 Fax: 907-486-1257 |
Cindy is a co-author of When Drug Sales and Science Collide and its teaching notes. |
| Gerald Urquhart, Assistant Professor Lyman Briggs School of Science Michigan State University E-194 Holmes Hall East Lansing, MI 48824-1316 E-mail: urquhar5@msu.edu Telephone: 517-353-1759 |
Jerry is a co-author of A Can of Bull? Do Energy Drinks Really Provide a Source of Energy? and its teaching notes. |
| Alfonso Vargas Sánchez, Professor Business Administration and Marketing Faculty of Management Universidad de Huelva Plaza de la Merced, 11 E21002-Huelva, Spain E-mail: vargas@uhu.es Telephone: +34959217845/9697 Fax: +34959217839 |
Member of the Academy for Creative Teaching & World Association for Case Method Research and Application (ACT-WACRA), and member of the Editorial Board of the International Journal of Case Method Research & Application, with special interest in cases related to business strategy, specifically in co-ops and tourist companies. |
| Filippos Ververidis, Professor Laboratory of Plant Biochemistry & Biotechnology Department of Plant Sciences Technological Education Institute-Crete P.O. Box 1939 HERAKLION—Crete, GR710 04, Greece E-mail: ververid@steg.teicrete.gr, ververidis@teicrete.gr Telephone: +30-2810-379429 Fax: +30-2810-318204 |
I am interested in applying the case study (CS) method particularly to a first year “Basic Chemistry” course in order to engage the students’ minds, activate their interest, and pick their brains. I believe the CS technique is very powerful, leading students to pick up each CS subject fast and involve themselves so that they soon become autonomous. I am interested in cases related to genetically modified organisms, bioactive substances, and basic agricultural chemistry. |
| Kristin B. Vessey 14460 Sand Ridge Rd. Bowling Green, OH 43402 E-mail: kvessey@verizon.net Telephone: 419-352-8515 |
My students enjoyed working in small groups to find solutions to problems, discussing issues and hearing the opinions of their peers. Cases definitely enrich the classroom experience—I wish I had started using them earlier. I’ve now retired from teaching but remain a case-studies fan. Kristin is a former faculty member in the Biology Department and the Center for Environmental Programs at Bowling Green State University (BGSU), and a Program Director in the Division of Environmental Biology at the NSF. She is currently on the Center’s Editorial Board and the author of Salton, A Sea of Controversy and its teaching notes, which was also published in 2000, Journal of College Science Teaching 30:67–69. |
| Ana Cristina Villegas, Adjunct Professor Biology/Undergraduate Semester Abroad Program Duke University Organization for Tropical Studies Apartado 676 2050 San Pedro Costa Rica E-mail: anavi@ots.ac.cr Telephone: 506-240-6696 Fax: 506-240-6783 |
Interested in the case topics of plant ecophysiology; plant herbivores; forest structure and dynamics. |
| Daniel Vincer, High School Teacher Science Stranahan High School 5300 N.E. 24th Terrace unit 220C Ft. Lauderdale FL, 33308 E-mail: daniel.vincer@browardschools.com Telephone: 954-588-7225 |
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| Lok C. Lew Yan Voon, Associate Professor Department of Physics Worcester Polytechnic Institute 100 Institute Road Worcester, MA 01609 E-mail: llew@wpi.edu Telephone: 508-831-5249 Fax: 508-831-5886 |
I am interested in developing case studies across the physics curriculum. While real-life problems and stories abound, case study teaching represents an opposite approach to conventional teaching in the hard sciences. See the author’s case on our website entitled A Fridge in Space and its teaching notes. |
| Sarah Vordtriede, Assistant Professor Biology St. Ambrose University 518 W. Locust St. Davenport, IA 52803 E-mail: VordtriedeSarah@ambrose.sau.edu Telephone: 563-333-6112 Fax: 563-333-6243 |
Case studies help students relate to course material and draw connections and conclusions on their own. Students gain confidence and remember what they learn. Class discussion of case studies allows even the quieter students to find their voice. |
| Thorsten Wagener, Assistant Professor Civil and Environmental Engineering Pennsylvania State University 226B Sackett Bldg. University Park, PA 16802 E-mail: thorsten@engr.psu.edu Telephone: 814-865-5673 |
I teach hydrology/water resources in graduate and undergraduate level engineering classes. Currently, I am particularly interesed in using case studies in large undergraduate classes (>50). |
| Bob Wahler, Clinical Assistant Professor Department of Pharmacy Practice School of Pharmacy and Pharmaceutical Sciences University at Buffalo, State University of New York Cooke Hall 227, Box 601200 Buffalo, NY 14260-1200 E-mail: rgwahler@buffalo.edu Telephone: 716-645-2828 x230 |
Since attending the June 2001 Case Studies in Science Workshop, I have completely changed the way I teach Geriatric Pharmacotherapy to our Doctor of Pharmacy Students. My sessions are now case study based, with the case study upfront with some active learning techniques. I then use the last half of the session to give a lecture, but I only highlight the points that didn’t come out during the case discussion. I have found it satisfying and students have expressed that they really liked it, once they figured out what was going on. I was also asked to present "Grand Rounds" at the Annual Meeting of the American Society of Consultant Pharmacists where I used the techniques learned in the workshop to present a case on the pain management of a young cancer patient. The presentation was well received with excellent reviews. |
| Mary Walczak, Associate Professor Chemistry St. Olaf College 1520 St. Olaf Avenue Northfield, MN 55057 E-mail: walczak@stolaf.edu Telephone: 507-646-3498 Fax: 507-646-3968 |
I use and have written cases for my chemistry classes. Most of my efforts have been directed at introductory level courses, but most of the cases I have co-authored are flexible and can be used in both upper and lower level courses. Mary is on the Center’s Editorial Board and a co-author of several of our cases; see The Benign Hamburger and its teaching notes and A Case in Point: From Active Learning to the Job Market and its teaching notes. |
| Debby Walser-Kuntz, Associate Professor of Biology Department of Biology Carleton College One North College St. Northfield, MN 55057 E-mail: dwalser@carleton.edu Telephone: 507-646-5756 Fax: 507-646-5757 |
Debby is a co-author of SNPs and snails and puppy dog tails, and that’s what people are made of…: A Case Study on Genome Privacy and its teaching notes. |
| Linda Walsh, Associate Professor of Psychology Psychology University of Northern Iowa Baker Hall 334 Cedar Falls, IA 50614-0505 E-mail: Linda.Walsh@uni.edu Telephone: 319-273-2690 Fax: 319-273-6188 |
I am constantly seeking out new ways to involve the students in all of my classes in an active learning process. Linda is co-author of the case Are You Blue? and its teaching notes. |
| Kristen L.W. Walton, Assistant Professor Department of Biology Missouri Western State University 4525 Downs Drive St. Joseph, MO 64507 E-mail: kwalton1@missouriwestern.edu Telephone: 816-271-5613 |
Kristen is the author of The Case of Baby Joe: Chronic Infections in an Infant and its teaching notes. |
| Lieke E. M. Waluyo Faculty of Psychology Indonesia University Kampus UI Depok Depok 16424 Indonesia E-mail: lieke_malonda@yahoo.com Telephone: 062-021-78887923/7872616 Fax: 062-021-78849183 |
A combination of lecturing and case study teaching makes teaching easier and allows one to observe individuals in groups/ group interactions. Feedback is not always positive but it could improve our teaching materials and methods. In managerial training the proportion between lecturing and case study is about 40 : 60, while for students it is the opposite. The methods I use are group work, role playing, discussions and games. I first learned about case studies when training managers to solve practical problems, but applying it in science teaching is wonderful. |
| Grace A. Wang Department of Environmental Studies Huxley College of the Environment Western Washington University Bellingham, WA 98225 E-mail: Grace.Wang@wwu.edu Telephone: 360-650-3278 Web page: http://www.ac.wwu.edu/~wangg |
Grace is the author of The Bear Facts: Grizzly Recovery in the Bitterroot Ecosystem and its teaching notes. |
| Jacqueline Washington, Assistant Professor and Department Head Biology and Chemistry Nyack College 1 South Boulevard Nyack, NY 10960 E-mail: jacqueline.washington@nyack.edu Telephone: 845-358-1710 x199 |
Jackie is a co-author of A Sickeningly Sweet Baby Boy: A Case Study on Recessive Inheritance in Inbred Populations and its teaching notes. |
| Cheryl L. Watson, Associate Professor Biological Sciences Central Connecticut State University 1615 Stanley St. New Britain, CT 06053 E-mail: watsonc@ccsu.edu Telephone: 860-832-2649 Fax: 860-832-2594 |
I use short case studies as applications of principles introduced in lecture. I find that manipulating the concepts helps students integrate and retain knowledge. The most consistent comment of graduates is that they remember their case studies and use them in professional school. Cheryl is a co-author of It Takes a Lot of Nerve: A Two-Level Case Study Designed to Teach the Physiology of the Nervous System and its accompanying teaching notes. |
| Steven W. Weiner, Asssitant Professor Chemistry Muhlenberg College 2400 Chew Street Allentown, PA 18104 E-mail: sweiner@muhlenberg.edu Telephone: 484-664-3665 Fax: 484-664-3546 |
I have started using case studies to teach chemistry of the environment as well as in biochemistry. I have used case studies for students to learn about the facts and myths of irradiated beef. The class had to look at the different arguments posed for and against the use of gamma radiation and had to participate in a mock hearing on whether a certain food distributor should be allowed to sell irradiated beef. |
| Sally Welch, Associate Professor Chemistry Marygrove College 8425 W. McNichols Detroit, MI 48221 E-mail: swelch@marygrove.edu Telephone: 313-927-1319 Fax: 313-927-1345 |
I have used case studies in some of my nonscience major courses. After attending the 2002 Annual Case Study Teaching in Science conference, I have used a few case studies in my upperlevel chemistry and environmental courses. Case studies allow me to bring in some real world problems for students to work on. The method also lets me teach chemistry in a new way so that I don’t need to rely solely on the traditional lecture method. |
| Paul Welsh, Instructor Science Department Singapore American School 40 Woodlands Street 41 Singapore 738547 E-mail: pwelsh@sas.edu.sg Telephone: 65-6363-3404 ext. 703 Fax: 65-6363-6443 |
Case studies are a staple teaching technique I use with my students to allow them to see the importance of using the knowledge they are gaining. They don’t forget them. Months later I only need to mention the title of a case to bring them all back to the “moral of the story.” Cases stimulate the kind of learning we all continue to do throughout life. See Paul’s case in our collection entitled Two Peas in a Pod? A Case of Questionable Twins and its accompanying teaching notes. |
| Harold L. Wilkinson Associate Professor Biology Millikin University 1184 West Main Street Decatur, IL 62522 E-mail: hwilkinson@mail.millikin.edu Telephone: 217-424-6233 Fax: 217-362-6408 |
I would like to find a way to combine case studies with the content laden field of anatomy and physiology. I find it difficult to find a middle ground. Without the content the students do very poorly on dealing with problems. |
| Sandra Williams, Instructor Community/Mental Health Nursing College of Nursing University of South Alabama–Springhill Campus 160 Catherine Street Mobile, Alabama 36604 E-mail: shwilliams@usouthal.edu Telephone: 251-434-3767 Fax: 251-434-3995 |
Sandra is a co-author of Inactive Brains: An Interrupted Case Study and its accompanying teaching notes. |
| Tanja N. Williamson, Assistant Professor Geosciences University of the Pacific 3601 Pacific Ave. Stockton, CA 95211 E-mail: twilliam@uop.edu Telephone: 209-946-7351 Fax: 209-946-2362 |
I teach classes ranging from 4 to 30 students at both the introductory and upper division level. We have long class periods (80 minutes and 110 minutes), so I use the case studies to break up the time and let the students absorb, reflect, and integrate their new knowledge. |
| Chester Wilson, Associate Professor Department of Biology University of St. Thomas 2115 Summit Ave. St. Paul, MN 55105 E-mail: c9wilson@stthomas.edu Telephone: 651-962-5234 |
Chester is a co-author of I’m Looking Over a White-Striped Clover: A Case of Natural Selection and its teaching notes. |
| Angela Wisniewski, Assistant Professor Department of Family Medicine and Pharmacy Practice University at Buffalo 311 Hochstetter Hall Amherst, NY 14260 E-mail: amw25@buffalo.edu Telephone: 716-898-5742 Fax: 716-898-3536 |
Angela is a co-author of Sometimes Less is Better: The Treatment of Venous Thromboembolism and its teaching notes. |
| Bonnie S. Wood, Professor of Biology Math/Science University of Maine at Presque Isle 181 Main Street Presque Isle, ME 04769 E-mail: bonnie.s.wood@umpi.edu Telephone: 207-768-9446 Fax: 207-768-9553 |
I have designed "lecture-free" teaching methods for all of the courses I teach (both general education core and upper-level biology). I use case studies as well as many other active learning methods to accomplish this. Bonnie is one of the co-authors of the case Gender: In the Genes or in the Jeans? A Case Study on Sexual Differentiation and its teaching notes on our website. |
| Troy D. Wood, Associate Professor
Department of Chemistry 417 Natural Sciences Complex University at Buffalo Buffalo, NY 14260-3000 E-mail: twood@buffalo.edu Telephone: 716-645-6800 x2176 |
I have used case studies in a general education course “Great Discoveries in Science” taught to non-science majors at the junior/senior level. My primary interests are to use case studies to actively engage the students to develop their analytical reasoning skills and understanding of the scientific method, achieve learning through bits of “entertainment,” and to raise awareness of scientific controversies to the general public. See Troy’s case study published on this site, Is a Mars Sample Return Mission Too Risky? A Public Hearing Case Study and its teaching notes. |
| Ann W. Wright, Associate Professor Department of Biology Canisius College 2001 Main Street Buffalo, NY 14208 E-mail: wrighta@canisius.edu Telephone: 716-888-2574 |
Human anatomy and physiology cases, especially for physical education and athletic trainees. Ann is a co-author of A Friend in Need Is a Friend Indeed: A Case Study on Human Respiratory Physiology and its teaching notes. |
| Deborah D. Wygal, Professor Department of Biology The College of St. Catherine 2004 Randolph Avenue St. Paul, MN 55105 Telephone: 651)-690-6171 Fax: 651-690-8657 E-mail: ddwygal@stkate.edu |
Debbie is a co-author of Living With Her Genes: Early Onset Familial Alzheimer’s Disease and its teaching notes. |
| Lauren Yaich, Assistant Professor Natural Sciences University of Pittsburgh at Bradford 300 Campus Drive Bradford, PA 16701 E-mail: yaich@pitt.edu Telephone: 814-362-0260 Fax: 814-362-5088 |
I am concerned that students not only learn the facts (which can at times seem rather dry to them), but also develop a deep appreciation for how scientific fields impact their lives and the society around them. Lauren has written several case studies for our website, including: Stem Cells: Promises to Keep? and its teaching notes and Sonic Hedgehog: Genetic Abnormalities and Tissue Donations and its teaching notes. |
| Li-hsuan Yang, Assistant Professor Department of Education University of Michigan—Flint 430 French Hall Flint, MI 48502 E-mail: lihsuan@umflint.edu Telephone: 810-762-3260 |
Li-hsuan is the author of A Cool Glass of Water: A Mystery and its teaching notes. |
| Gordon T. Yee, Associate Professor Chemistry Department Virginia Polytechnic Institute and State University 2103 Hahn Hall Blacksburg, VA 24061 E-mail: gyee@vt.edu Telephone: 540-231-3090 |
Gordon is a co-author with Frank Dinan of An Adventure in Stereochemistry: Alice in Mirror Image Land and its teaching notes. |
| Brenda L. Young, Associate Professor Department of Natural Sciences Daemen College 4380 Main Street Amherst, NY 14226 E-mail: byoung@daemen.edu Telephone: 716-839-8366 |
I am using case studies in my upper-level courses in Conservation Biology and Ecology. I would like to develop cases for use in our biostatistics course. |
| Anne Zayaitz, Associate Professor Department of Biology Kutztown University P.O. Box 730 Kutztown, Pennsylvania 19530 E-mail: zayaitz@kutztown.edu Telephone: 610-683-4315 |
Anne is a co-author of A Sickeningly Sweet Baby Boy: A Case Study on Recessive Inheritance in Inbred Populations and its teaching notes. |
| Charlotte Rappe Zales, Associate Professor Education Moravian College 1200 Main Street Bethlehem, PA 18018 E-mail: crzales@moravian.edu Telephone: 610-625-7958 Fax: 610-861-1696 |
I use case studies and problem-based learning in my course, “Teaching Science in the Elementary School.” These methods enable prospective K-8 teachers to incorporate inquiry based techniques that increase elementary students’ interest and curiosity about science. I also use case studies in my graduate course, “Managing the Constructivist Classroom,” to demonstrate the power of cases to engage students actively in learning, reducing management problems. Charlotte is a co-author of Genetic Testing and Breast Cancer: Is a Little Knowledge a Dangerous Thing? and its teaching notes. |
| Zhanyuan Zhang, Research Assistant Professor and Director of Plant Transformation Core Facility Agronomy University of Missouri-Columbia 1-87 Agriculture Building Columbia, MO 65211 E-mail: zhangzh@missouri.edu Telephone: 573-882-6922 Fax: 573-882-1469 |
My new course entitled “Plant Genetic Engineering” involves and requires many case studies in which students are heavily involved in discussing, debating, or presenting cases on many different topics. I plan to incorporate a case study teaching format into the majority of my lectures/classes. |
| Scott D. Zimmerman, Assistant Professor Department of Biomedical Sciences Missouri State University 901 S. National Ave. Springfield, MO 65897 E-mail: scottzimmerman@missouristate.edu Telephone: 417-836-6123 Fax: 417-836-5588 |
I use cases in all of my courses. My general education students benefit from issues-based cases on human health and healthcare. My majors in Physiology and Anatomy learn content and the interrelatedness of systems. Scott is the author of The Raelians: Visionary Science or Quackery? A Case Study Exploring the Scientific Method and Human Cloning and its teaching notes. He is also a co-author of Why Does Grandpa Ignore Grandma? A Case Study in Hearing Loss and its teaching notes. |
| Junaid Ahmed Zubairi, Associate Professor Dept. of Math and Computer Science SUNY Fredonia Fenton Hall Fredonia, NY 14063 E-mail: zubairi@cs.fredonia.edu Telephone: 716-673-4694 |
See the author’s case study in our collection, To Test or Not to Test the Software: A Case Study on Ethics in Computing, and its accompanying teaching notes. |
Last updated: November 16, 2009
