Faculty Mentoring Network Mentors

I am a structural biologist, dedicated to promoting a molecular view of biology. I enjoy visualizing biomolecular structures, learning about their interactions and understanding their functions in atomic detail. I am also interested in pedagogy, visual thinking, spatial reasoning, and topics related to diversity, equity, inclusion, and belonging.

1. biology teaching
2. case studies
3. Molecular structure
4. molecular visualization and analysis
5. Protein Structure
6. teaching with cases
7. Using cases online
8. writing cases

Suzanne Macey, Ph.D. is the manager of the Network of Conservation Educators and Practitioners (NCEP) and a Biodiversity Scientist at the Center for Biodiversity and Conservation (CBC) at the American Museum of Natural History (AMNH). As the NCEP Manager, Suzanne leads the editorial processes for biodiversity conservation teaching and learning modules, the publication Lessons in Conservation, and other educational materials for the CBC. Suzanne also teaches and contributes to NCEP's training events and to curriculum development for programs in the AMNH's Education Department and Columbia University. Suzanne's biological research currently includes studies focused on the behavioral ecology, health, and conservation genetics of endangered turtle species. As part of her research projects, Suzanne mentors high school, undergraduate, and graduate students. Suzanne earned a Ph.D. in Biological Sciences and a Graduate Certificate in Conservation Biology at Fordham University prior to joining the CBC team.

1. Biodiversity
2. conservation
3. ecology
4. online education
5. professional development
6. Research Coordination Network
7. turtles
8. undergraduate education

Pat is currently Faculty Development Ambassador for BioQUEST and Emeritus Faculty from Emory University! Pat Marsteller directed the Emory College Center for Science Education and was a faculty member in the department of Biology at Emory. She studied evolution of animal behavior for her MS degree at University of South Carolina and evolution and quantitative genetics for her PhD at the University of Florida.  She worked with alligators for her MS thesis, investigating whether they could use the sun, the moon and the stars to navigate. Her dissertation research focused on a quantitative genetic analysis, using with fruit flies as a model system, to investigate genetic and environmental influence on life history patterns and traits such as longevity and quantity and timing of reproduction. She has taught courses evolution, Darwin and the idea of evolution and many other courses over her 30 years of college teaching.  She also works with college and pre-college faculty on developing curriculum materials and on using active learning strategies in the teaching of science and mathematics. She is the PI of the ScienceCasenetwork and NeuroCaseNet and a helper on HITS and Molecular CaseNet.

 Pat’s grand project is to prepare Faculty of the Future to teach well, to be creative, to be excellent mentors. She believes that we all have a responsibility to educate the public about science. Her other grand project relates to increasing diversity in science...She is in charge of special programs to increase success for underrepresented groups, women and first genration students at undergraduate, graduate, postdoc and faculty levels. support for these initiatives comes from NSF, HHMI, and NIH.  She is co-PI of the Emory Initiative for Maximizing Student Development project, among many projects that support student research.

Draft Undergraduate STEM Education 2040: An Optimists Perspective

The intersecting crises of 2020 (covid, antiracist protests and climate change) finally led faculty groups and funders to a social justice agenda for STEM education. Thousands of faculty read Ibram Kendi’s How to be an Antiracist and began to realize that open education resources (OER) and open pedagogy (OP) were needed to address the racial and ethnic disparities in health, impacts of climate change, and institutional practices.  A revolution began!

Graduate and postdoctoral programs added Social Justice, Equity, Diversity and Inclusion to professional development programs.  NSF reinstated the GK12 program and created a new Graduate-Undergraduate curriculum development program.  Institutions moved from general statements about social justice and serving all students to investing in reward systems and data tools to assess progress toward a just system that serves society. All types of institutions, community colleges, liberal arts institutions and research focused institution have over these years established networks and partnerships and formal transfer agreements. Faculty tenure and promotion guidelines were revised to include public scholarship and reflection on open pedagogies and professional development in applying social justice principles.  Discipline based education faculty were hired (on tenure track) in nearly every department. Since that watershed year our faculties have become more diverse and our curricula have changed.

The movement to integrate research into STEM courses developed into a movement to include students as co-creators of curricular materials.  Faculty worked together across departmental boundaries to assess content, curricular frameworks, and applications of each course and program to society.  Science literacy, data literacy, and application to social issues took priority.

Revised materials called for all people to be represented in texts and OER materials. and current research.

As a result, now in 2040 students not only feel welcomed as learners but enabled to be content creators and researchers from the first course. From the first course, students now learn to critique and evaluate knowledge claims. Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of historical and future science and application. Our faculties are more diverse and representative and thus constantly bring new perspectives to our teaching and research missions.

Our classrooms are now more open spaces that support the evidence based active learning practices and enable collaborative teams to create new knowledge. Our institutions intersect closely with local communities and our students investigate and solve problem with local community groups. 

From the very first course, we teach students to think like scientists, to evaluate and weigh evidence, to communicate clearly and to place scientific data in context.  Instead of focusing on science as a body of knowledge, we allow students to inquire, investigate and communicate. Inquiry-based approaches such as problem-based learning (PBL) and investigative case-based learning (ICBL) have documented success in enhancing conceptual understanding and increasing skills in problem solving, critical thinking, communication and self-assessment. By using complex, authentic problems to trigger investigation in lab and library, our students develop critical thinking, problem solving, and collaborative skills. These methods allow students to experience science integrated with other disciplines such as mathematics (graphs, statistics), history (social, economic and political context of the issue), and language arts (conveying research results) and enhance their capacity for creative and responsible real-world problem solving. Inquiry science courses integrate ethical dimensions of science. Debates on cloning, DNA testing, limits of prediction, and potential perils as well as benefits of science deepen understanding for all students.  Combining such approaches with practice in communicating science to different audiences creates engaged scholars and a scientifically literate public.

We have made great strides in moving from incremental interventions to systemic, structural and lasting change. Our majors now provide a more diverse STEM workforce and generate new ideas that are improving health, quality f life and discovery for all peoples and parts of the globe.  Our non-majors leave still loving and exploring science and they learn to critique and evaluate knowledge claims about health, vaccines and evolution.  Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of past

We have not yet solved all the inequities in K-12 or undergraduate education or in health disparities in local communities, but we have come a long way.  The experiments in education are now bolder, the future looks more just, more equitable and more creative.

OK...How's that???

Prior to arriving at Emory in 1990, Pat taught at large state universities and tiny liberal arts colleges.  This experience gave her the opportunity to teach nearly every course in Biology.  She loves teaching because transmitting the joys (and trials) of the process of science to students gives them the tools for lifelong learning and discovery.  Science is not merely a body of accumulated facts and theories, but an exhilarating process of discovery.  Good teachers are constant learners, inventing, creating and discovering new ways to facilitate learning.  As her friend John Jungck says, “teachers must move from the position of sage on the stage to guide on the side.”  Learning is an active process- students are not vessels into which we pour our accumulated wisdom; they are participants is generating, constructing and linking knowledge by placing new content in the context of what they know and by developing critical analysis skills so that they can generate reasonable hypotheses, test them, analyze carefully and draw reasonable conclusions.  Good teachers and good students should “Question Authority” as the bumper sticker on her door suggests.  Don’t just believe!  Delve into it, connect, apply, and make it your own!

Pat is a member of the Biology faculty and the NBB faculty and directs the Hughes Undergraduate Science Initiative and our Emory College Center for Science Education. She is  the oldest of 11 kids.  She is married to Fred Marsteller, who is a consultant in Biostatistics and Research Design.  Her son Sean was the founding Director of LearnLink.  He and his wife now live in Canada.

1. cases and pbl
2. Evolution
3. faculty development
4. quantitative biology
5. Quantitative reasoning
6. quantitative skills

Suzanne Macey, Ph.D. is the manager of the Network of Conservation Educators and Practitioners (NCEP) and a Biodiversity Scientist at the Center for Biodiversity and Conservation (CBC) at the American Museum of Natural History (AMNH). As the NCEP Manager, Suzanne leads the editorial processes for biodiversity conservation teaching and learning modules, the publication Lessons in Conservation, and other educational materials for the CBC. Suzanne also teaches and contributes to NCEP's training events and to curriculum development for programs in the AMNH's Education Department and Columbia University. Suzanne's biological research currently includes studies focused on the behavioral ecology, health, and conservation genetics of endangered turtle species. As part of her research projects, Suzanne mentors high school, undergraduate, and graduate students. Suzanne earned a Ph.D. in Biological Sciences and a Graduate Certificate in Conservation Biology at Fordham University prior to joining the CBC team.

1. Biodiversity
2. conservation
3. ecology
4. online education
5. professional development
6. Research Coordination Network
7. turtles
8. undergraduate education

Pat is currently Faculty Development Ambassador for BioQUEST and Emeritus Faculty from Emory University! Pat Marsteller directed the Emory College Center for Science Education and was a faculty member in the department of Biology at Emory. She studied evolution of animal behavior for her MS degree at University of South Carolina and evolution and quantitative genetics for her PhD at the University of Florida.  She worked with alligators for her MS thesis, investigating whether they could use the sun, the moon and the stars to navigate. Her dissertation research focused on a quantitative genetic analysis, using with fruit flies as a model system, to investigate genetic and environmental influence on life history patterns and traits such as longevity and quantity and timing of reproduction. She has taught courses evolution, Darwin and the idea of evolution and many other courses over her 30 years of college teaching.  She also works with college and pre-college faculty on developing curriculum materials and on using active learning strategies in the teaching of science and mathematics. She is the PI of the ScienceCasenetwork and NeuroCaseNet and a helper on HITS and Molecular CaseNet.

 Pat’s grand project is to prepare Faculty of the Future to teach well, to be creative, to be excellent mentors. She believes that we all have a responsibility to educate the public about science. Her other grand project relates to increasing diversity in science...She is in charge of special programs to increase success for underrepresented groups, women and first genration students at undergraduate, graduate, postdoc and faculty levels. support for these initiatives comes from NSF, HHMI, and NIH.  She is co-PI of the Emory Initiative for Maximizing Student Development project, among many projects that support student research.

Draft Undergraduate STEM Education 2040: An Optimists Perspective

The intersecting crises of 2020 (covid, antiracist protests and climate change) finally led faculty groups and funders to a social justice agenda for STEM education. Thousands of faculty read Ibram Kendi’s How to be an Antiracist and began to realize that open education resources (OER) and open pedagogy (OP) were needed to address the racial and ethnic disparities in health, impacts of climate change, and institutional practices.  A revolution began!

Graduate and postdoctoral programs added Social Justice, Equity, Diversity and Inclusion to professional development programs.  NSF reinstated the GK12 program and created a new Graduate-Undergraduate curriculum development program.  Institutions moved from general statements about social justice and serving all students to investing in reward systems and data tools to assess progress toward a just system that serves society. All types of institutions, community colleges, liberal arts institutions and research focused institution have over these years established networks and partnerships and formal transfer agreements. Faculty tenure and promotion guidelines were revised to include public scholarship and reflection on open pedagogies and professional development in applying social justice principles.  Discipline based education faculty were hired (on tenure track) in nearly every department. Since that watershed year our faculties have become more diverse and our curricula have changed.

The movement to integrate research into STEM courses developed into a movement to include students as co-creators of curricular materials.  Faculty worked together across departmental boundaries to assess content, curricular frameworks, and applications of each course and program to society.  Science literacy, data literacy, and application to social issues took priority.

Revised materials called for all people to be represented in texts and OER materials. and current research.

As a result, now in 2040 students not only feel welcomed as learners but enabled to be content creators and researchers from the first course. From the first course, students now learn to critique and evaluate knowledge claims. Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of historical and future science and application. Our faculties are more diverse and representative and thus constantly bring new perspectives to our teaching and research missions.

Our classrooms are now more open spaces that support the evidence based active learning practices and enable collaborative teams to create new knowledge. Our institutions intersect closely with local communities and our students investigate and solve problem with local community groups. 

From the very first course, we teach students to think like scientists, to evaluate and weigh evidence, to communicate clearly and to place scientific data in context.  Instead of focusing on science as a body of knowledge, we allow students to inquire, investigate and communicate. Inquiry-based approaches such as problem-based learning (PBL) and investigative case-based learning (ICBL) have documented success in enhancing conceptual understanding and increasing skills in problem solving, critical thinking, communication and self-assessment. By using complex, authentic problems to trigger investigation in lab and library, our students develop critical thinking, problem solving, and collaborative skills. These methods allow students to experience science integrated with other disciplines such as mathematics (graphs, statistics), history (social, economic and political context of the issue), and language arts (conveying research results) and enhance their capacity for creative and responsible real-world problem solving. Inquiry science courses integrate ethical dimensions of science. Debates on cloning, DNA testing, limits of prediction, and potential perils as well as benefits of science deepen understanding for all students.  Combining such approaches with practice in communicating science to different audiences creates engaged scholars and a scientifically literate public.

We have made great strides in moving from incremental interventions to systemic, structural and lasting change. Our majors now provide a more diverse STEM workforce and generate new ideas that are improving health, quality f life and discovery for all peoples and parts of the globe.  Our non-majors leave still loving and exploring science and they learn to critique and evaluate knowledge claims about health, vaccines and evolution.  Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of past

We have not yet solved all the inequities in K-12 or undergraduate education or in health disparities in local communities, but we have come a long way.  The experiments in education are now bolder, the future looks more just, more equitable and more creative.

OK...How's that???

Prior to arriving at Emory in 1990, Pat taught at large state universities and tiny liberal arts colleges.  This experience gave her the opportunity to teach nearly every course in Biology.  She loves teaching because transmitting the joys (and trials) of the process of science to students gives them the tools for lifelong learning and discovery.  Science is not merely a body of accumulated facts and theories, but an exhilarating process of discovery.  Good teachers are constant learners, inventing, creating and discovering new ways to facilitate learning.  As her friend John Jungck says, “teachers must move from the position of sage on the stage to guide on the side.”  Learning is an active process- students are not vessels into which we pour our accumulated wisdom; they are participants is generating, constructing and linking knowledge by placing new content in the context of what they know and by developing critical analysis skills so that they can generate reasonable hypotheses, test them, analyze carefully and draw reasonable conclusions.  Good teachers and good students should “Question Authority” as the bumper sticker on her door suggests.  Don’t just believe!  Delve into it, connect, apply, and make it your own!

Pat is a member of the Biology faculty and the NBB faculty and directs the Hughes Undergraduate Science Initiative and our Emory College Center for Science Education. She is  the oldest of 11 kids.  She is married to Fred Marsteller, who is a consultant in Biostatistics and Research Design.  Her son Sean was the founding Director of LearnLink.  He and his wife now live in Canada.

1. cases and pbl
2. Evolution
3. faculty development
4. quantitative biology
5. Quantitative reasoning
6. quantitative skills

Hi all.  I have been reading your biographies and am really looking forward to meeting you all soon.

I found HHMI resources some time ago, and use the Pocket Mouse video in the Intro bio class I currently teach at Dine College.  In that class, and the two semester A&P sequence I also teach, I have students calculate the mean and standard deviation of data they have collected.  The opportunity to be part of this Faculty Mentoring Network and improve those units was really exciting to me because I don't feel that the units are as successful as they could be in helping students understand the importance of data analysis and interpretation.  I also hope to develop data analysis units that can be incorporated into several courses at all Dine College campuses that will support our student assessment goals.

To tell you about the college where I work, there are going to be a lot of place names you probably won't be familiar with, but that is OK, since most people aren't.  I am a Science Faculty at Dine College in Tuba City, Arizona.  Dine College is a Tribal College on the Navajo Nation.  The main campus is in Tsaile, AZ.  Other branch campuses are located in Shiprock & Crownpoint, New Mexico and Window Rock & Chinle, AZ, all located within the Navajo Nation.  Chinle, AZ is the town of Canyon de Chelly, which you might know of.  It is Arizona's other canyon!

I taught high school biology in Chinle, AZ in the 90s.  In the 2000s I went back to school and earned a MS in Biology.  After that I did some additional graduate work, and then became adjunct faculty at Central New Mexico Community College in Albuquerque, NM.  In January 2016 I moved to Tuba City and my job with Dine College.  My teaching load alternates between intro bio for majors and non-majors, a class I call A&P lite (one semester survey class) and a 2 semester A&P class that is part of the health career AS degree tract.  

The Navajo Nation is the largest in terms of tribal land area (27,425 square miles)  and in terms of enrolled members (>300,000 people).  The Navajo and Cherokee Nations have similar population sizes, and some sources give the nod to the Cherokee Nation for most enrolled members.  Not quite half of Navajos live on the Rez (Reservation) where they struggle with many different issues.  Tuba City borders Moenkopi, one of 12 villages located on the Hopi Rez.  The Hopi Rez (2,531 square miles) is completely surrounded by Navajo land.  There are about 19,500 Hopi tribal members.  This means that my classroom has both Navajo and Hopi students, with an occasional member of another ethnic group.

I am from Albuquerque, NM, where I have a home, and where I am spending most of my summer.   In Tuba City, I live in housing provided by my employer, as it is not possible for a non-Navajo to acquire housing on the Navajo Nation otherwise.  I live in a mobile home on campus.  Other faculty live in Flagstaff, AZ and commute three to four days per week.

When not teaching (or driving between Albuquerque and Tuba City) I love to get outdoors; cycling, hiking, backpacking, and kayaking all vie for spots on my days off.  In Albuquerque, I also get to spend time with my partner, Steve and our friends, plus our dog, cats and chickens.  It is a bit of a strange set of circumstances, but I like my job and have tried to make the most out of my new location in Arizona, exploring new places, cultures and meeting new people.

1. biology teaching
2. evolutionary biology
3. science education

I am a structural biologist, dedicated to promoting a molecular view of biology. I enjoy visualizing biomolecular structures, learning about their interactions and understanding their functions in atomic detail. I am also interested in pedagogy, visual thinking, spatial reasoning, and topics related to diversity, equity, inclusion, and belonging.

1. biology teaching
2. case studies
3. Molecular structure
4. molecular visualization and analysis
5. Protein Structure
6. teaching with cases
7. Using cases online
8. writing cases

I have been an Assistant Professor in Environmental Science at Mount St. Mary's University since the fall of 2021. Previously, I was a CAS Diversity Post Doctoral Fellow in the Integrative Biology Department of Oklahoma State University from 2018-2021. I worked within small OK reservoirs, collecting water quality data and measuring the phyto and zooplankton communities in order to better quantify seasonal turnover in old and young reservoirs. I received a PhD in Ecology and Evolutionary Biology under the direction of Dr. Lawrence J. Weider at the University of Oklahoma. My working thesis involved using theory and experimentation to better understand how population structure influences community properties and stability. I am using Daphnia as a model organism, linking their life-history traits to communities through size-distributions.

I joined QUBES in 2019 because I am passionate about integrating experimental design and analysis (and the coding skills that go with it) into course curricula and undergraduate research experiences. I've grown very fond of using Swirl with R as a self-paced tool to ease coding anxiety and to scaffold analyses in course materials.

In a resting egg (aka aquatic nutshell), I get excited over equations and graphs, while trying to keep myself grounded in real systems.

1. biostatistics
2. data analysis
3. ecology
4. Management Of Data
5. quantitative skills
6. Swirl
7. swirlify

I'm a zoologist and paleoecologist currently an Assistant Professor at University of Wisconsin - River Falls with a joint appointment in the Department of Biology and the Department of Plant and Earth Science. My education background includes a Ph.D. in earth sciences from the University of Minnesota and an M.S. degree in earth sciences and B.S. degree in biology, both from Syracuse University. I teach an array of courses from introductory biology and geology to upper level courses such as zoology, mammalogy, and paleoecology. My students and I conduct research that focuses on illuminating the processes and interactions that shape patterns of biodiversity across varying scales of space and time. We investigate questions ecology, paleoecology, and paleoenvironmental questions using biogeochemical data, geospatial data, and the fossil record. Recent work used stable isotopes to investigate food resource partition by small mammals in response to environmental change today and over the last 4 million years in the Great Plains. Work beyond River Falls extends to participating in the Project EDDIE community as a workshop convener and a mentor for the Faculty Mentoring Network (FMN) that is a collaboration between Project EDDIE and QUBES. Outside of the classroom, Andrew enjoys playing basketball, hockey, hiking, landscaping, and exploring the world with his family.

Before arriving at UW-River Falls, I held Visiting Assistant Professor appointments at Macalester College, the University of Minnesota, and Gustavus Adolphus College. He taught a variety of courses spanning the disciplines of biology (biodiversity, interpreting landscapes) and earth sciences (paleobiology, sedimentology and stratigraphy). Most recently, he worked at the Science Education Resource Center (SERC) at Carleton College where his work focused on strengthening higher education through collaborative partnerships such as mentoring faculty developing teaching activities that have students use publicly available datasets to answer environmental questions. Andrew’s

1. ecology
2. field based methods
3. large dataset
4. open-inquiry
5. paleoecology
6. Quantitative reasoning
7. stable isotopes

Suzanne Macey, Ph.D. is the manager of the Network of Conservation Educators and Practitioners (NCEP) and a Biodiversity Scientist at the Center for Biodiversity and Conservation (CBC) at the American Museum of Natural History (AMNH). As the NCEP Manager, Suzanne leads the editorial processes for biodiversity conservation teaching and learning modules, the publication Lessons in Conservation, and other educational materials for the CBC. Suzanne also teaches and contributes to NCEP's training events and to curriculum development for programs in the AMNH's Education Department and Columbia University. Suzanne's biological research currently includes studies focused on the behavioral ecology, health, and conservation genetics of endangered turtle species. As part of her research projects, Suzanne mentors high school, undergraduate, and graduate students. Suzanne earned a Ph.D. in Biological Sciences and a Graduate Certificate in Conservation Biology at Fordham University prior to joining the CBC team.

1. Biodiversity
2. conservation
3. ecology
4. online education
5. professional development
6. Research Coordination Network
7. turtles
8. undergraduate education

Pat is currently Faculty Development Ambassador for BioQUEST and Emeritus Faculty from Emory University! Pat Marsteller directed the Emory College Center for Science Education and was a faculty member in the department of Biology at Emory. She studied evolution of animal behavior for her MS degree at University of South Carolina and evolution and quantitative genetics for her PhD at the University of Florida.  She worked with alligators for her MS thesis, investigating whether they could use the sun, the moon and the stars to navigate. Her dissertation research focused on a quantitative genetic analysis, using with fruit flies as a model system, to investigate genetic and environmental influence on life history patterns and traits such as longevity and quantity and timing of reproduction. She has taught courses evolution, Darwin and the idea of evolution and many other courses over her 30 years of college teaching.  She also works with college and pre-college faculty on developing curriculum materials and on using active learning strategies in the teaching of science and mathematics. She is the PI of the ScienceCasenetwork and NeuroCaseNet and a helper on HITS and Molecular CaseNet.

 Pat’s grand project is to prepare Faculty of the Future to teach well, to be creative, to be excellent mentors. She believes that we all have a responsibility to educate the public about science. Her other grand project relates to increasing diversity in science...She is in charge of special programs to increase success for underrepresented groups, women and first genration students at undergraduate, graduate, postdoc and faculty levels. support for these initiatives comes from NSF, HHMI, and NIH.  She is co-PI of the Emory Initiative for Maximizing Student Development project, among many projects that support student research.

Draft Undergraduate STEM Education 2040: An Optimists Perspective

The intersecting crises of 2020 (covid, antiracist protests and climate change) finally led faculty groups and funders to a social justice agenda for STEM education. Thousands of faculty read Ibram Kendi’s How to be an Antiracist and began to realize that open education resources (OER) and open pedagogy (OP) were needed to address the racial and ethnic disparities in health, impacts of climate change, and institutional practices.  A revolution began!

Graduate and postdoctoral programs added Social Justice, Equity, Diversity and Inclusion to professional development programs.  NSF reinstated the GK12 program and created a new Graduate-Undergraduate curriculum development program.  Institutions moved from general statements about social justice and serving all students to investing in reward systems and data tools to assess progress toward a just system that serves society. All types of institutions, community colleges, liberal arts institutions and research focused institution have over these years established networks and partnerships and formal transfer agreements. Faculty tenure and promotion guidelines were revised to include public scholarship and reflection on open pedagogies and professional development in applying social justice principles.  Discipline based education faculty were hired (on tenure track) in nearly every department. Since that watershed year our faculties have become more diverse and our curricula have changed.

The movement to integrate research into STEM courses developed into a movement to include students as co-creators of curricular materials.  Faculty worked together across departmental boundaries to assess content, curricular frameworks, and applications of each course and program to society.  Science literacy, data literacy, and application to social issues took priority.

Revised materials called for all people to be represented in texts and OER materials. and current research.

As a result, now in 2040 students not only feel welcomed as learners but enabled to be content creators and researchers from the first course. From the first course, students now learn to critique and evaluate knowledge claims. Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of historical and future science and application. Our faculties are more diverse and representative and thus constantly bring new perspectives to our teaching and research missions.

Our classrooms are now more open spaces that support the evidence based active learning practices and enable collaborative teams to create new knowledge. Our institutions intersect closely with local communities and our students investigate and solve problem with local community groups. 

From the very first course, we teach students to think like scientists, to evaluate and weigh evidence, to communicate clearly and to place scientific data in context.  Instead of focusing on science as a body of knowledge, we allow students to inquire, investigate and communicate. Inquiry-based approaches such as problem-based learning (PBL) and investigative case-based learning (ICBL) have documented success in enhancing conceptual understanding and increasing skills in problem solving, critical thinking, communication and self-assessment. By using complex, authentic problems to trigger investigation in lab and library, our students develop critical thinking, problem solving, and collaborative skills. These methods allow students to experience science integrated with other disciplines such as mathematics (graphs, statistics), history (social, economic and political context of the issue), and language arts (conveying research results) and enhance their capacity for creative and responsible real-world problem solving. Inquiry science courses integrate ethical dimensions of science. Debates on cloning, DNA testing, limits of prediction, and potential perils as well as benefits of science deepen understanding for all students.  Combining such approaches with practice in communicating science to different audiences creates engaged scholars and a scientifically literate public.

We have made great strides in moving from incremental interventions to systemic, structural and lasting change. Our majors now provide a more diverse STEM workforce and generate new ideas that are improving health, quality f life and discovery for all peoples and parts of the globe.  Our non-majors leave still loving and exploring science and they learn to critique and evaluate knowledge claims about health, vaccines and evolution.  Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of past

We have not yet solved all the inequities in K-12 or undergraduate education or in health disparities in local communities, but we have come a long way.  The experiments in education are now bolder, the future looks more just, more equitable and more creative.

OK...How's that???

Prior to arriving at Emory in 1990, Pat taught at large state universities and tiny liberal arts colleges.  This experience gave her the opportunity to teach nearly every course in Biology.  She loves teaching because transmitting the joys (and trials) of the process of science to students gives them the tools for lifelong learning and discovery.  Science is not merely a body of accumulated facts and theories, but an exhilarating process of discovery.  Good teachers are constant learners, inventing, creating and discovering new ways to facilitate learning.  As her friend John Jungck says, “teachers must move from the position of sage on the stage to guide on the side.”  Learning is an active process- students are not vessels into which we pour our accumulated wisdom; they are participants is generating, constructing and linking knowledge by placing new content in the context of what they know and by developing critical analysis skills so that they can generate reasonable hypotheses, test them, analyze carefully and draw reasonable conclusions.  Good teachers and good students should “Question Authority” as the bumper sticker on her door suggests.  Don’t just believe!  Delve into it, connect, apply, and make it your own!

Pat is a member of the Biology faculty and the NBB faculty and directs the Hughes Undergraduate Science Initiative and our Emory College Center for Science Education. She is  the oldest of 11 kids.  She is married to Fred Marsteller, who is a consultant in Biostatistics and Research Design.  Her son Sean was the founding Director of LearnLink.  He and his wife now live in Canada.

1. cases and pbl
2. Evolution
3. faculty development
4. quantitative biology
5. Quantitative reasoning
6. quantitative skills

Universal Design for Learning Consultant at BioQUEST.

I have worked on both the QUBES and BioQUEST projects out of Pittsburgh, PA since 2016. In these roles I work to support initiatives around Open Educational Resources and the design and implementation of professional development that focuses on Universal Design for Learning.

Email: hco1 "at" pitt "dot" edu

Name badge: Hayley Orndorf

1. Accessibility
2. instructional design
3. learning design
4. Open Educational Resources (OER)
5. professional development
6. UDL
7. Universal Design for Learning

I'm a zoologist and paleoecologist currently an Assistant Professor at University of Wisconsin - River Falls with a joint appointment in the Department of Biology and the Department of Plant and Earth Science. My education background includes a Ph.D. in earth sciences from the University of Minnesota and an M.S. degree in earth sciences and B.S. degree in biology, both from Syracuse University. I teach an array of courses from introductory biology and geology to upper level courses such as zoology, mammalogy, and paleoecology. My students and I conduct research that focuses on illuminating the processes and interactions that shape patterns of biodiversity across varying scales of space and time. We investigate questions ecology, paleoecology, and paleoenvironmental questions using biogeochemical data, geospatial data, and the fossil record. Recent work used stable isotopes to investigate food resource partition by small mammals in response to environmental change today and over the last 4 million years in the Great Plains. Work beyond River Falls extends to participating in the Project EDDIE community as a workshop convener and a mentor for the Faculty Mentoring Network (FMN) that is a collaboration between Project EDDIE and QUBES. Outside of the classroom, Andrew enjoys playing basketball, hockey, hiking, landscaping, and exploring the world with his family.

Before arriving at UW-River Falls, I held Visiting Assistant Professor appointments at Macalester College, the University of Minnesota, and Gustavus Adolphus College. He taught a variety of courses spanning the disciplines of biology (biodiversity, interpreting landscapes) and earth sciences (paleobiology, sedimentology and stratigraphy). Most recently, he worked at the Science Education Resource Center (SERC) at Carleton College where his work focused on strengthening higher education through collaborative partnerships such as mentoring faculty developing teaching activities that have students use publicly available datasets to answer environmental questions. Andrew’s

1. ecology
2. field based methods
3. large dataset
4. open-inquiry
5. paleoecology
6. Quantitative reasoning
7. stable isotopes

Theron L. Peterson and Dorothy R. Peterson Professor of Biology

As a member of the NIBLSE leadership team, Dr. Morgan is helping to establish a network of educators seeking to integrate bioinformatics into life science education. Using genomic and bioinformatics approaches, Dr. Morgan and his research students investigate how plant pathogens infect host plants at the molecular level.

https://orcid.org/0000-0001-7995-8067

1. bioinformatics
2. biostatistics
3. Genomics and Genetics
4. R

I am a structural biologist, dedicated to promoting a molecular view of biology. I enjoy visualizing biomolecular structures, learning about their interactions and understanding their functions in atomic detail. I am also interested in pedagogy, visual thinking, spatial reasoning, and topics related to diversity, equity, inclusion, and belonging.

1. biology teaching
2. case studies
3. Molecular structure
4. molecular visualization and analysis
5. Protein Structure
6. teaching with cases
7. Using cases online
8. writing cases

I have been an Assistant Professor in Environmental Science at Mount St. Mary's University since the fall of 2021. Previously, I was a CAS Diversity Post Doctoral Fellow in the Integrative Biology Department of Oklahoma State University from 2018-2021. I worked within small OK reservoirs, collecting water quality data and measuring the phyto and zooplankton communities in order to better quantify seasonal turnover in old and young reservoirs. I received a PhD in Ecology and Evolutionary Biology under the direction of Dr. Lawrence J. Weider at the University of Oklahoma. My working thesis involved using theory and experimentation to better understand how population structure influences community properties and stability. I am using Daphnia as a model organism, linking their life-history traits to communities through size-distributions.

I joined QUBES in 2019 because I am passionate about integrating experimental design and analysis (and the coding skills that go with it) into course curricula and undergraduate research experiences. I've grown very fond of using Swirl with R as a self-paced tool to ease coding anxiety and to scaffold analyses in course materials.

In a resting egg (aka aquatic nutshell), I get excited over equations and graphs, while trying to keep myself grounded in real systems.

1. biostatistics
2. data analysis
3. ecology
4. Management Of Data
5. quantitative skills
6. Swirl
7. swirlify

I'm a zoologist and paleoecologist currently an Assistant Professor at University of Wisconsin - River Falls with a joint appointment in the Department of Biology and the Department of Plant and Earth Science. My education background includes a Ph.D. in earth sciences from the University of Minnesota and an M.S. degree in earth sciences and B.S. degree in biology, both from Syracuse University. I teach an array of courses from introductory biology and geology to upper level courses such as zoology, mammalogy, and paleoecology. My students and I conduct research that focuses on illuminating the processes and interactions that shape patterns of biodiversity across varying scales of space and time. We investigate questions ecology, paleoecology, and paleoenvironmental questions using biogeochemical data, geospatial data, and the fossil record. Recent work used stable isotopes to investigate food resource partition by small mammals in response to environmental change today and over the last 4 million years in the Great Plains. Work beyond River Falls extends to participating in the Project EDDIE community as a workshop convener and a mentor for the Faculty Mentoring Network (FMN) that is a collaboration between Project EDDIE and QUBES. Outside of the classroom, Andrew enjoys playing basketball, hockey, hiking, landscaping, and exploring the world with his family.

Before arriving at UW-River Falls, I held Visiting Assistant Professor appointments at Macalester College, the University of Minnesota, and Gustavus Adolphus College. He taught a variety of courses spanning the disciplines of biology (biodiversity, interpreting landscapes) and earth sciences (paleobiology, sedimentology and stratigraphy). Most recently, he worked at the Science Education Resource Center (SERC) at Carleton College where his work focused on strengthening higher education through collaborative partnerships such as mentoring faculty developing teaching activities that have students use publicly available datasets to answer environmental questions. Andrew’s

1. ecology
2. field based methods
3. large dataset
4. open-inquiry
5. paleoecology
6. Quantitative reasoning
7. stable isotopes

Pat is currently Faculty Development Ambassador for BioQUEST and Emeritus Faculty from Emory University! Pat Marsteller directed the Emory College Center for Science Education and was a faculty member in the department of Biology at Emory. She studied evolution of animal behavior for her MS degree at University of South Carolina and evolution and quantitative genetics for her PhD at the University of Florida.  She worked with alligators for her MS thesis, investigating whether they could use the sun, the moon and the stars to navigate. Her dissertation research focused on a quantitative genetic analysis, using with fruit flies as a model system, to investigate genetic and environmental influence on life history patterns and traits such as longevity and quantity and timing of reproduction. She has taught courses evolution, Darwin and the idea of evolution and many other courses over her 30 years of college teaching.  She also works with college and pre-college faculty on developing curriculum materials and on using active learning strategies in the teaching of science and mathematics. She is the PI of the ScienceCasenetwork and NeuroCaseNet and a helper on HITS and Molecular CaseNet.

 Pat’s grand project is to prepare Faculty of the Future to teach well, to be creative, to be excellent mentors. She believes that we all have a responsibility to educate the public about science. Her other grand project relates to increasing diversity in science...She is in charge of special programs to increase success for underrepresented groups, women and first genration students at undergraduate, graduate, postdoc and faculty levels. support for these initiatives comes from NSF, HHMI, and NIH.  She is co-PI of the Emory Initiative for Maximizing Student Development project, among many projects that support student research.

Draft Undergraduate STEM Education 2040: An Optimists Perspective

The intersecting crises of 2020 (covid, antiracist protests and climate change) finally led faculty groups and funders to a social justice agenda for STEM education. Thousands of faculty read Ibram Kendi’s How to be an Antiracist and began to realize that open education resources (OER) and open pedagogy (OP) were needed to address the racial and ethnic disparities in health, impacts of climate change, and institutional practices.  A revolution began!

Graduate and postdoctoral programs added Social Justice, Equity, Diversity and Inclusion to professional development programs.  NSF reinstated the GK12 program and created a new Graduate-Undergraduate curriculum development program.  Institutions moved from general statements about social justice and serving all students to investing in reward systems and data tools to assess progress toward a just system that serves society. All types of institutions, community colleges, liberal arts institutions and research focused institution have over these years established networks and partnerships and formal transfer agreements. Faculty tenure and promotion guidelines were revised to include public scholarship and reflection on open pedagogies and professional development in applying social justice principles.  Discipline based education faculty were hired (on tenure track) in nearly every department. Since that watershed year our faculties have become more diverse and our curricula have changed.

The movement to integrate research into STEM courses developed into a movement to include students as co-creators of curricular materials.  Faculty worked together across departmental boundaries to assess content, curricular frameworks, and applications of each course and program to society.  Science literacy, data literacy, and application to social issues took priority.

Revised materials called for all people to be represented in texts and OER materials. and current research.

As a result, now in 2040 students not only feel welcomed as learners but enabled to be content creators and researchers from the first course. From the first course, students now learn to critique and evaluate knowledge claims. Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of historical and future science and application. Our faculties are more diverse and representative and thus constantly bring new perspectives to our teaching and research missions.

Our classrooms are now more open spaces that support the evidence based active learning practices and enable collaborative teams to create new knowledge. Our institutions intersect closely with local communities and our students investigate and solve problem with local community groups. 

From the very first course, we teach students to think like scientists, to evaluate and weigh evidence, to communicate clearly and to place scientific data in context.  Instead of focusing on science as a body of knowledge, we allow students to inquire, investigate and communicate. Inquiry-based approaches such as problem-based learning (PBL) and investigative case-based learning (ICBL) have documented success in enhancing conceptual understanding and increasing skills in problem solving, critical thinking, communication and self-assessment. By using complex, authentic problems to trigger investigation in lab and library, our students develop critical thinking, problem solving, and collaborative skills. These methods allow students to experience science integrated with other disciplines such as mathematics (graphs, statistics), history (social, economic and political context of the issue), and language arts (conveying research results) and enhance their capacity for creative and responsible real-world problem solving. Inquiry science courses integrate ethical dimensions of science. Debates on cloning, DNA testing, limits of prediction, and potential perils as well as benefits of science deepen understanding for all students.  Combining such approaches with practice in communicating science to different audiences creates engaged scholars and a scientifically literate public.

We have made great strides in moving from incremental interventions to systemic, structural and lasting change. Our majors now provide a more diverse STEM workforce and generate new ideas that are improving health, quality f life and discovery for all peoples and parts of the globe.  Our non-majors leave still loving and exploring science and they learn to critique and evaluate knowledge claims about health, vaccines and evolution.  Our STEM courses are better coordinated and they incorporate visualization, research design and models, but they also examine the ethics of scientific practices and the social justice implications of past

We have not yet solved all the inequities in K-12 or undergraduate education or in health disparities in local communities, but we have come a long way.  The experiments in education are now bolder, the future looks more just, more equitable and more creative.

OK...How's that???

Prior to arriving at Emory in 1990, Pat taught at large state universities and tiny liberal arts colleges.  This experience gave her the opportunity to teach nearly every course in Biology.  She loves teaching because transmitting the joys (and trials) of the process of science to students gives them the tools for lifelong learning and discovery.  Science is not merely a body of accumulated facts and theories, but an exhilarating process of discovery.  Good teachers are constant learners, inventing, creating and discovering new ways to facilitate learning.  As her friend John Jungck says, “teachers must move from the position of sage on the stage to guide on the side.”  Learning is an active process- students are not vessels into which we pour our accumulated wisdom; they are participants is generating, constructing and linking knowledge by placing new content in the context of what they know and by developing critical analysis skills so that they can generate reasonable hypotheses, test them, analyze carefully and draw reasonable conclusions.  Good teachers and good students should “Question Authority” as the bumper sticker on her door suggests.  Don’t just believe!  Delve into it, connect, apply, and make it your own!

Pat is a member of the Biology faculty and the NBB faculty and directs the Hughes Undergraduate Science Initiative and our Emory College Center for Science Education. She is  the oldest of 11 kids.  She is married to Fred Marsteller, who is a consultant in Biostatistics and Research Design.  Her son Sean was the founding Director of LearnLink.  He and his wife now live in Canada.

1. cases and pbl
2. Evolution
3. faculty development
4. quantitative biology
5. Quantitative reasoning
6. quantitative skills

Theron L. Peterson and Dorothy R. Peterson Professor of Biology

As a member of the NIBLSE leadership team, Dr. Morgan is helping to establish a network of educators seeking to integrate bioinformatics into life science education. Using genomic and bioinformatics approaches, Dr. Morgan and his research students investigate how plant pathogens infect host plants at the molecular level.

https://orcid.org/0000-0001-7995-8067

1. bioinformatics
2. biostatistics
3. Genomics and Genetics
4. R

A nationally recognized consultant, scientist, science educator, and higher education leader, Dr. Oates joined WPI from the National Science Foundation, where she had been serving as deputy director of the Division of Undergraduate Education. At the NSF, Karen managed a budget of over $380 million and a staff of more than 35 charged with supporting innovative programs to strengthen undergraduate and graduate education and helped revitalize American entrepreneurship and competitiveness.

Karen brings a variety of perspectives on faculty development, career and executive counseling, leading change and setting a collaborative culture as well as service learning and business-higher education partnerships.

Among the honors she has received are the Bruce Albert’s Award, presented by the American Society to Cell Biology for excellence in science education reform, and the Distinguished Public Service Award, the highest civilian honor presented by the City of Harrisburg Pennsylvania. In 2012, she was inducted as a fellow into the prestigious American Association for the Advancement as  Science Education fellow, and in 2016 a Sigma Xi distinguished lecturer. She  was the chief architect of the WPI,  National Academy of Engineers – Global Grand Challenge Scholar program.

After receiving her Bachelor’s Degree from RIT, and her  Ph.D. at George Washington University Medical Center in Biochemistry, she worked as a visiting scientist at the National Institutes of Health, National Cancer Institute Oncology and Hematology Division. She began her academic career at George Mason University, where, as associate dean for the newly established College of Integrated and Interdisciplinary Studies, she helped create George Mason’s New American College environment. She later served as inaugural provost for the Harrisburg University of Science and Technology, and  established the National Center for Science and Civic Engagement and helped secure NSF funds SENCER which works to improve undergraduate STEM/STEAM education by connecting learning to critical civic questions.  In 2018 Karen and Amy Shachter founded S4HE,  (Success 4 Higher Education, www.S4HE.com), working to support faculty and institutional academic programs and strategic initiatives across the united states and abroad. Karen is the Co-Pi on the NSF RAPID grant related to COVID -19 Vaccination Science which aims to develop educational  resources.

1. COVID19

I’m a biochemist by training, but over the last 10 years have gotten more interested in bioinformatics. My research presently focuses on microbes. Wet lab work involves the processes of membrane traffic and autophagy in fungi, while bioinformatics work involves analysis of horizontal gene transfer between bacteria and bacteriophages.  This last forms our new community science project in our community of practice, Genome Solver.  Take a look at our website: 

https://qubeshub.org/community/groups/genomesolver

Very Irish, Microbe lover, Researcher, Educator

More about me:

Davida Smyth is an Associate Professor of Microbiology at Texas A&M University in San Antonio. There she conducts research with her undergraduate team in the area of comparative microbial genomics and evolution, studying Staphylococcus aureus from animals and from humans, and is researching the role of the built environment, wastewater, and anthropogenic activity in driving antibiotic resistance, a major global health threat. She also engages in pedagogical research on improving civic and scientific literacy in biology and integrating authentic research into the curriculum to improve student engagement and success in science. She is a Senior SENCER Leadership Fellow and PULSE Fellow and Ambassador. She is Deputy Director of the National Center for Science and Civic Engagement.

1. Antibiotic Resistant Bacteria
2. CUREs
3. microbiology
4. PBL
5. reading
6. Urban Microbial Ecology

I'm a zoologist and paleoecologist currently an Assistant Professor at University of Wisconsin - River Falls with a joint appointment in the Department of Biology and the Department of Plant and Earth Science. My education background includes a Ph.D. in earth sciences from the University of Minnesota and an M.S. degree in earth sciences and B.S. degree in biology, both from Syracuse University. I teach an array of courses from introductory biology and geology to upper level courses such as zoology, mammalogy, and paleoecology. My students and I conduct research that focuses on illuminating the processes and interactions that shape patterns of biodiversity across varying scales of space and time. We investigate questions ecology, paleoecology, and paleoenvironmental questions using biogeochemical data, geospatial data, and the fossil record. Recent work used stable isotopes to investigate food resource partition by small mammals in response to environmental change today and over the last 4 million years in the Great Plains. Work beyond River Falls extends to participating in the Project EDDIE community as a workshop convener and a mentor for the Faculty Mentoring Network (FMN) that is a collaboration between Project EDDIE and QUBES. Outside of the classroom, Andrew enjoys playing basketball, hockey, hiking, landscaping, and exploring the world with his family.

Before arriving at UW-River Falls, I held Visiting Assistant Professor appointments at Macalester College, the University of Minnesota, and Gustavus Adolphus College. He taught a variety of courses spanning the disciplines of biology (biodiversity, interpreting landscapes) and earth sciences (paleobiology, sedimentology and stratigraphy). Most recently, he worked at the Science Education Resource Center (SERC) at Carleton College where his work focused on strengthening higher education through collaborative partnerships such as mentoring faculty developing teaching activities that have students use publicly available datasets to answer environmental questions. Andrew’s

1. ecology
2. field based methods
3. large dataset
4. open-inquiry
5. paleoecology
6. Quantitative reasoning
7. stable isotopes

Megan A. Jones Patterson (Megan A. Jones) has always seen a connection between nature, science, and education. She is passionate about sparking curiosity and fostering learning in students of all ages.

Her work with the National Ecological Observatory Network (NEON) focused on undergraduates, graduate students, and early career professionals. Ecological sciences are entering the age of big data and Megan worked with colleagues and community members to provide the NEON data user community with resources to ensure they have the stills to work with large ecological data sets like those offered by NEON.

Megan earned a BSc in Wildlife Biology at Humboldt State University prior to going to Florida State University where she earned a MS in College Science Teaching and a PhD in Biological Science with a focus on evolutionary behavioral ecology. Her dissertation research focused on fitness consequences of cooperative courtship displays in the neotropical avian family Pipridae (manakins). Megan has a strong background in ecological fieldwork, particularly with birds, in both temperate and tropical ecosystems ranging from Alaskan tundra to the Australian bush to Ecuadorian cloud forest. For her, science, education, and natural history are not only a career but also a passion.

I am a structural biologist, dedicated to promoting a molecular view of biology. I enjoy visualizing biomolecular structures, learning about their interactions and understanding their functions in atomic detail. I am also interested in pedagogy, visual thinking, spatial reasoning, and topics related to diversity, equity, inclusion, and belonging.

1. biology teaching
2. case studies
3. Molecular structure
4. molecular visualization and analysis
5. Protein Structure
6. teaching with cases
7. Using cases online
8. writing cases

Dr. Arietta Fleming-Davies has been a QUBES postdoc since February 2016.  Her primary mentor is Jeremy Wojdak at Radford University.  Arietta’s background is in population and disease ecology, and she received her Ph.D from Duke University for her work on population dynamics and community interactions in a plant-ant mutualism.  Other ecological interests include ecology and evolution of infectious disease.  At QUBES, Arietta’s work has centered on various in-person and online faculty mentoring networks related to using data in the classroom and addressing math anxiety in undergraduate biology students, including a network on TIEE modules, in collaboration with the Education branch of the Ecological Society of America.  Arietta has also led or co-led several in-person workshops on DryadLab, the educational branch of Dryad Data repository, at the Life Discovery biology education conference and the Ecological Society of America meeting.  She also led a workshop on "Teaching with R" at the recent Summer Institute on Teaching Quantitative Biology.  Arietta will be starting a faculty position in the Biology Department at the University of San Diego in fall 2017.

Email:  arietta.flemingdavies@gmail.com

QUBES Citations

1. ecology
2. evolutionary ecology
3. infectious disease
4. mutualisms
5. species interactions
6. statistics

I received my PhD in 2010 from the University of Virginia for work on population dynamics and migration in salamanders. Since then my research has ranged from studying reptiles threatened by climate change in New Zealand to testing how thermal limits impact the spread of the gypsy moth, an invasive forest pest in eastern North America.

Andrew Hasley, who often goes by, Drew, is currently a Postdoctoral Teaching Scholar in the Biotechnology Program at North Carolina State University. He teaches courses in fundamental biotechnology skills, professional development, biotechnology ethics, and environmental DNA analysis and applications to ecology and environmental science. He plans to research implementation of UDL strategies in lab- and field-based courses.

Most recently, Dr. Hasley co-managed BioQUEST's Universal Design for Learning initiative. This initiative focuses on providing professional development for undergraduate biology faculty at 2- and 4-year institutions to help them adopt and apply a UDL approach to their teaching.

Dr. Hasley earned a Ph.D. in genetics from University of Wisconsin - Madison in 2016. His graduate work ranged from the use of whole genome expression to study zygotic gene activation in zebrafish, to the evolution of early embryonic cleavage patterns in vertebrates, to the relevance of genetics and biotechnology to the concept of Novel Ecosystems and biodiversity conservation. He then completed a postdoc with Dr. Nicole Perna at UW-Madison researching how metabolic genes and networks evolve in enterobacteria using bioinformatics and phylogenetics.

In addition to his genetics research, Dr. Hasley has devoted substantial effort to outreach and research on strategies for making biology, especially quantitative biology, education more accessible for students with disabilities. This focus has broadened to an interest in Universal Design for Learning, a framework for creating instructional environments that are usable by, accessible to, and inclusive of, as many students as possible. Work in this area has included curriculum development and numerous workshops and presentations, nearly always in collaboration with talented colleagues. Dr. Hasley can provide a, sadly, rare perspective to discussions of UDL in biology education as he is himself a blind biologist who has been blind since birth. He is currently preparing apublication with colleagues to share a UDL-aligned adaptation of an activity to teach phylogenetic tree interpretation and reading to undergraduate students. The authors are excited to share the intended and unintended benefits this activity has had for students in the classroom.

He currently lives in Bemidji, Minnesota with his wife, Dr. Megan Fitzpatrick, who is a Research Scientist with the Minnesota department of Natural Resources. He is interested in career opportunities that will allow him to combine is passions for scientific research and teaching.

1. Accessibility
2. Bioinformatics and Genomics
3. Diversity and Inclusion
4. ecology
5. Evolution
6. genetics
7. quantitative biology
8. UDL

I'm a zoologist and paleoecologist currently an Assistant Professor at University of Wisconsin - River Falls with a joint appointment in the Department of Biology and the Department of Plant and Earth Science. My education background includes a Ph.D. in earth sciences from the University of Minnesota and an M.S. degree in earth sciences and B.S. degree in biology, both from Syracuse University. I teach an array of courses from introductory biology and geology to upper level courses such as zoology, mammalogy, and paleoecology. My students and I conduct research that focuses on illuminating the processes and interactions that shape patterns of biodiversity across varying scales of space and time. We investigate questions ecology, paleoecology, and paleoenvironmental questions using biogeochemical data, geospatial data, and the fossil record. Recent work used stable isotopes to investigate food resource partition by small mammals in response to environmental change today and over the last 4 million years in the Great Plains. Work beyond River Falls extends to participating in the Project EDDIE community as a workshop convener and a mentor for the Faculty Mentoring Network (FMN) that is a collaboration between Project EDDIE and QUBES. Outside of the classroom, Andrew enjoys playing basketball, hockey, hiking, landscaping, and exploring the world with his family.

Before arriving at UW-River Falls, I held Visiting Assistant Professor appointments at Macalester College, the University of Minnesota, and Gustavus Adolphus College. He taught a variety of courses spanning the disciplines of biology (biodiversity, interpreting landscapes) and earth sciences (paleobiology, sedimentology and stratigraphy). Most recently, he worked at the Science Education Resource Center (SERC) at Carleton College where his work focused on strengthening higher education through collaborative partnerships such as mentoring faculty developing teaching activities that have students use publicly available datasets to answer environmental questions. Andrew’s

1. ecology
2. field based methods
3. large dataset
4. open-inquiry
5. paleoecology
6. Quantitative reasoning
7. stable isotopes

Megan A. Jones Patterson (Megan A. Jones) has always seen a connection between nature, science, and education. She is passionate about sparking curiosity and fostering learning in students of all ages.

Her work with the National Ecological Observatory Network (NEON) focused on undergraduates, graduate students, and early career professionals. Ecological sciences are entering the age of big data and Megan worked with colleagues and community members to provide the NEON data user community with resources to ensure they have the stills to work with large ecological data sets like those offered by NEON.

Megan earned a BSc in Wildlife Biology at Humboldt State University prior to going to Florida State University where she earned a MS in College Science Teaching and a PhD in Biological Science with a focus on evolutionary behavioral ecology. Her dissertation research focused on fitness consequences of cooperative courtship displays in the neotropical avian family Pipridae (manakins). Megan has a strong background in ecological fieldwork, particularly with birds, in both temperate and tropical ecosystems ranging from Alaskan tundra to the Australian bush to Ecuadorian cloud forest. For her, science, education, and natural history are not only a career but also a passion.

I'm a zoologist and paleoecologist currently an Assistant Professor at University of Wisconsin - River Falls with a joint appointment in the Department of Biology and the Department of Plant and Earth Science. My education background includes a Ph.D. in earth sciences from the University of Minnesota and an M.S. degree in earth sciences and B.S. degree in biology, both from Syracuse University. I teach an array of courses from introductory biology and geology to upper level courses such as zoology, mammalogy, and paleoecology. My students and I conduct research that focuses on illuminating the processes and interactions that shape patterns of biodiversity across varying scales of space and time. We investigate questions ecology, paleoecology, and paleoenvironmental questions using biogeochemical data, geospatial data, and the fossil record. Recent work used stable isotopes to investigate food resource partition by small mammals in response to environmental change today and over the last 4 million years in the Great Plains. Work beyond River Falls extends to participating in the Project EDDIE community as a workshop convener and a mentor for the Faculty Mentoring Network (FMN) that is a collaboration between Project EDDIE and QUBES. Outside of the classroom, Andrew enjoys playing basketball, hockey, hiking, landscaping, and exploring the world with his family.

Before arriving at UW-River Falls, I held Visiting Assistant Professor appointments at Macalester College, the University of Minnesota, and Gustavus Adolphus College. He taught a variety of courses spanning the disciplines of biology (biodiversity, interpreting landscapes) and earth sciences (paleobiology, sedimentology and stratigraphy). Most recently, he worked at the Science Education Resource Center (SERC) at Carleton College where his work focused on strengthening higher education through collaborative partnerships such as mentoring faculty developing teaching activities that have students use publicly available datasets to answer environmental questions. Andrew’s

1. ecology
2. field based methods
3. large dataset
4. open-inquiry
5. paleoecology
6. Quantitative reasoning
7. stable isotopes

Megan A. Jones Patterson (Megan A. Jones) has always seen a connection between nature, science, and education. She is passionate about sparking curiosity and fostering learning in students of all ages.

Her work with the National Ecological Observatory Network (NEON) focused on undergraduates, graduate students, and early career professionals. Ecological sciences are entering the age of big data and Megan worked with colleagues and community members to provide the NEON data user community with resources to ensure they have the stills to work with large ecological data sets like those offered by NEON.

Megan earned a BSc in Wildlife Biology at Humboldt State University prior to going to Florida State University where she earned a MS in College Science Teaching and a PhD in Biological Science with a focus on evolutionary behavioral ecology. Her dissertation research focused on fitness consequences of cooperative courtship displays in the neotropical avian family Pipridae (manakins). Megan has a strong background in ecological fieldwork, particularly with birds, in both temperate and tropical ecosystems ranging from Alaskan tundra to the Australian bush to Ecuadorian cloud forest. For her, science, education, and natural history are not only a career but also a passion.

Contact information: mphillips AT flmnh DOT ufl DOT edu Twitter: @StellarSquirrel

Molly is a biologist with a background in evolution, ecology, and natural history, which includes five years of experience working in natural history collections. As the Education and Outreach Coordinator, Molly is responsible for coordinating and implementing the E&O activities of iDigBio and communicating and facilitating coordination and networking among the TCNs in order to promote, encourage, develop, and implement relevant E&O and related Broader Impact activities.

1. animal behavior
2. Biodiversity
3. ecology
4. natural history
5. natural history museums

I’m a biochemist by training, but over the last 10 years have gotten more interested in bioinformatics. My research presently focuses on microbes. Wet lab work involves the processes of membrane traffic and autophagy in fungi, while bioinformatics work involves analysis of horizontal gene transfer between bacteria and bacteriophages.  This last forms our new community science project in our community of practice, Genome Solver.  Take a look at our website: 

https://qubeshub.org/community/groups/genomesolver

Jeremy is an aquatic community ecologist at Radford University in Virginia. He is currently investigating predator functional diversity and better models to understand how multiple predator species affect prey populations. He teaches a variety of courses including Ecology and Adaptation, Parasitology, Tropical Field Biology, and Scientific Illustration.  Jeremy is a PI for the QUBES project, as well as the AIMS project that uses image analysis to engage students in mathematics and statistics, and the BIOMAAP project that hopes to reduce student's math anxiety through evidence-based interventions.  He is also a PI on an HHMI-funded Inclusive Excellence project (REALISE) that is reforming instruction and curriculum in Biology, Chemistry, and Physics at Radford University, with the aim of improving outcomes for all students. 

1. aquatic ecology
2. Community Ecology
3. host-parasite interactions
4. statistics

I currently work at HHMI BioInteractive in outreach and content development.  My focus at HHMI is to improve science education in undergraduate introductory biology courses.

Prior to joining HHMI BioInteractive, I was an educator for over 10 years in both the high school and community college settings. I have taught and developed curriculum in informal as well as formal educational settings and instructed biology and earth science courses for students ranging from elementary through college level. Before teaching, I managed a research lab in the cardiology department at the University of Pittsburgh for five years.

Outside of school and work, my focus is on my family! I have three kids: Julianne (Jules), Madeline (Maddie), and Kyle. My husband, Steve, teaches science and allows me to keep a crazy schedule. The five of us keep busy with karate, field hockey, wrestling, other kid-friendly stuff and we love to travel.   

1. bioinformatics
2. epigenetics
3. genetics
4. pedagogy
5. science education

Dr. Arietta Fleming-Davies has been a QUBES postdoc since February 2016.  Her primary mentor is Jeremy Wojdak at Radford University.  Arietta’s background is in population and disease ecology, and she received her Ph.D from Duke University for her work on population dynamics and community interactions in a plant-ant mutualism.  Other ecological interests include ecology and evolution of infectious disease.  At QUBES, Arietta’s work has centered on various in-person and online faculty mentoring networks related to using data in the classroom and addressing math anxiety in undergraduate biology students, including a network on TIEE modules, in collaboration with the Education branch of the Ecological Society of America.  Arietta has also led or co-led several in-person workshops on DryadLab, the educational branch of Dryad Data repository, at the Life Discovery biology education conference and the Ecological Society of America meeting.  She also led a workshop on "Teaching with R" at the recent Summer Institute on Teaching Quantitative Biology.  Arietta will be starting a faculty position in the Biology Department at the University of San Diego in fall 2017.

Email:  arietta.flemingdavies@gmail.com

QUBES Citations

1. ecology
2. evolutionary ecology
3. infectious disease
4. mutualisms
5. species interactions
6. statistics

Megan A. Jones Patterson (Megan A. Jones) has always seen a connection between nature, science, and education. She is passionate about sparking curiosity and fostering learning in students of all ages.

Her work with the National Ecological Observatory Network (NEON) focused on undergraduates, graduate students, and early career professionals. Ecological sciences are entering the age of big data and Megan worked with colleagues and community members to provide the NEON data user community with resources to ensure they have the stills to work with large ecological data sets like those offered by NEON.

Megan earned a BSc in Wildlife Biology at Humboldt State University prior to going to Florida State University where she earned a MS in College Science Teaching and a PhD in Biological Science with a focus on evolutionary behavioral ecology. Her dissertation research focused on fitness consequences of cooperative courtship displays in the neotropical avian family Pipridae (manakins). Megan has a strong background in ecological fieldwork, particularly with birds, in both temperate and tropical ecosystems ranging from Alaskan tundra to the Australian bush to Ecuadorian cloud forest. For her, science, education, and natural history are not only a career but also a passion.

Trained as a stream ecologist, I am an author and developer at SimBio, an educational software company.

1. aquatic ecology
2. behavior
3. climate change
4. Community Ecology
5. Ecology and Evolution
6. Ecosystem Ecology
7. teaching

Name tag: https://www.name-coach.com/geraldine-klarenberg

1. coding
2. Jupyter notebook
3. landscape ecology
4. python
5. R
6. statistics
7. time series

R. Deborah Overath, PhD, rejoined the Department of Natural Sciences at Del Mar College, a Hispanic-Serving community college in Corpus Christi, TX in January 2023 as Biology faculty. From 2017-2022 she served as Biology faculty at Texas Southmost College a community college in Brownsville, TX, where she also served as a department chair of the department in January 2018. The 2008 SACNAS Distinguished Undergraduate Mentor Awardee, Dr. Overath has held faculty positions at both 2-year colleges and 4-year universities since earning a PhD in genetics at The University of Georgia. Through a previous position at Del Mar College, she became involved in the HHMI SEA-PHAGES and Tiny Earth course-based research programs. Dr. Overath is interested in implementing course-based undergraduate research and developing critical and quantitative thinking and problem solving skills, as well as other recommendations of Vision and Change to encourage students, especially those from groups underrepresented in science, to persist in STEM majors and careers.

1. Ecological Society of America
2. Ecology and Evolution
3. General biology education
4. genetics

My goal is to promote computing in undergraduate education and research training. I hope to help other faculty develop coding exercises in R or Python for teaching, and using computing to enhance research. 

My selected tutorial videos on bioinformatics and computing at : 

http://hongqinlab.blogspot.com/2017/03/sample-videos-integrating-computing.html

1. aging
2. bioinformatics
3. computational biology
4. computer science
5. gene networks
6. genomics
7. graph algorithm
8. Mathematical Biology
9. python
10. RStudio
11. systems biology

Michelle Fisher is a member of The Science Case Network Steering Committee. She is an experienced case study author and user. Michelle has integrated case studies into her classes ever since 2002, after learning of case studies and PBLs and developing “Dam It! I’m in Swampeast Missouri”, an investigative case study at the LifeLines OnLine Summer Workshop. She uses case studies in each of her classes, whether they be face-to-face or online, to keep students engaged and allow students to understand of the relevance of science in their lives, promoting life-long learning. 

After completing her Bachelors of Science degree in marine biology through a collaborative agreement between Southeast Missouri State University in Cape Girardeau, MO and the Gulf Coast Research Laboratory in Ocean Springs, MS, Michelle received her Master of Natural Science degree from Southeast Missouri State University with an emphasis in aquatic toxicology. She has been an instructor of biological sciences for 15 years at Three Rivers College in Poplar Bluff, MO. She is currently a doctoral student at Prescott College in Prescott, AZ, working toward a Ph.D. in Sustainability Education. Her research interests lie in maintaining biocultural diversity in marine systems.

1. Biodiversity
2. curriculum

My interest in environmental issues and the biological sciences led me to pursue mathematical biology/ecology which allows me to explore biological phenomenon through a mathematical lens. My biological interests include many areas of population dynamics.  I have worked and am currently working on several models for the spread of various infectious diseases (HIV, HSV, MRSA, and Ebolavirus) through populations. Many of the papers resulting from this research emphasized methods for evaluating complex model responses as affected by large numbers of parameters.  Another branch of my research utilizes modeling and optimal control theory applied to differential equations and discrete difference equations to develop optimal management strategies for conserving/preserving dynamic ecological systems or managing the spread of a disease. Optimal control theory is a mathematical theory that determines the best or optimal strategy given competing objectives and various constraints. For example, when and how should treatment to a cancer patient be given to minimize the size of a tumor over some given time, while also minimizing the amount of treatment given and therefore the severity of negative side effects felt by the patient?  Optimal control theory provides a power set of mathematical theory to answer these types of questions and has been used in a wide variety of applications. Recently, I have begun using individual/agent-based modeling to explore questions in species conservation, particularly within small populations where individual stochasticity plays a larger role in population survival.  

See my curriculum vitae (posted on my website) for a complete and current list of my publications.

1. differential equations
2. Discrete Difference Equations
3. Individual & Agent Based Modeling
4. Infectious Disease Modeling
5. Mathematical Biology
6. Mathematical Ecology
7. mathematical modeling
8. Optimal Control Theory
9. population dynamics

I am a postdoctoral researcher and co-founder of Data Nuggets. I completed my PhD in Zoology and EEBB at the Kellogg Biological Station as a member of Gary Mittelbach’s Lab. My dissertation examined the ecological consequences of individual-level variation in foraging boldness in pond studies. During my graduate studies, I was involved in many K-12 education projects, which resulted in a growing passion for integrating authentic research and increasing students' interactions with data.

I am a postdoctoral researcher working on Data Nuggets, an innovative approach to bring authentic, cutting edge research and data into the classroom. Data Nuggets reveal to students how the process of science really works and increase the connections between scientists and the public. Our research will help to determine whether these activities can increase the mathematical skills of students and their ability to think scientifically and support claims using data. I completed my PhD in Plant Biology and EEBB at the Kellogg Biological Station as a member of Jennifer Lau’s Lab. My dissertation research focused on the role of biotic interactions during invasion and how release from enemies could drive the success of invasive plants.

1. data in the classroom
2. data literacy
3. Quantitative reasoning
4. science education

Contact information: mphillips AT flmnh DOT ufl DOT edu Twitter: @StellarSquirrel

Molly is a biologist with a background in evolution, ecology, and natural history, which includes five years of experience working in natural history collections. As the Education and Outreach Coordinator, Molly is responsible for coordinating and implementing the E&O activities of iDigBio and communicating and facilitating coordination and networking among the TCNs in order to promote, encourage, develop, and implement relevant E&O and related Broader Impact activities.

1. animal behavior
2. Biodiversity
3. ecology
4. natural history
5. natural history museums

I teach at Augustana College, which is a liberal arts college in Illinois.  I teach ecology, evolution, aquatic biology, and capstone experiences for biology and environmental studies students.  My research focuses on stream structure and ecosystem function in urban and agricultural areas. 

1. aquatic ecology
2. data in the classroom
3. Ecology and Evolution
4. learner-centered teaching

Meg Steinweg, a microbial ecologist, joined the biology faculty as an assistant professor at Roanoke College, VA in Fall 2015 following two years of teaching at the University of Wisconsin-Baraboo/Sauk County. Prior to that she completed a post-doctoral appointment at Oak Ridge National Laboratory, TN. Meg received her bachelors’ degree from Appalachian State University in Biology, and her MS and PhD in ecology from Colorado State University. Her teaching interests are focused on microbiology, ecology, nutrient transformations, introductory biology, and getting students actively involved in the scientific process. Meg’s research interests are focused on soil microbial responses to environmental disturbance, with a focus on drought.

1. incorporating more quantitative exercises in my courses

Trained as a stream ecologist, I am an author and developer at SimBio, an educational software company.

1. aquatic ecology
2. behavior
3. climate change
4. Community Ecology
5. Ecology and Evolution
6. Ecosystem Ecology
7. teaching

I am an Associate Professor in Biology at Old Dominion University. I completed my PhD in Mathematics at the University of Tennessee, and I took a scenic route from there to my current job. The majority of my time is now spent coordinating a long-term active surveillance project of ticks and tick-borne diseases, but I do still keep active in using all of that information to build mathematical models of tick-borne diseases.

1. Ticks and tick-borne diseases

Trained as a stream ecologist, I am an author and developer at SimBio, an educational software company.

1. aquatic ecology
2. behavior
3. climate change
4. Community Ecology
5. Ecology and Evolution
6. Ecosystem Ecology
7. teaching

My background is in plant ecophysiology, and has worked in that field with crops, savanna's grasses, and rainforest trees.  In the last ten years my research work has been in plant community ecology of dry forests and mangrove areas.  Currently I am interested in the field of ecoinformatics, using diverse public databases (ecology, environmental, biodiversity, herbaria, forestry, public health, epidemiology, et c.) for teaching, using research base learning projects.  Above all, my main duty is to teach ecology related courses using a quantitative approach; besides teaching ecology related courses, the major component of my academic work is mentoring undergraduate students. I am especially interested in helping students to develop critical thinking and quantitative analysis skills that are required and/or valuable across different disciplines within Biology programs.

1. quantitative biology and critical thinking

I am an ecologist with interests in community and landscape level phenomena, particularly as they apply to conservation and management of amphibians and reptiles.  I obtained my degrees from Michigan State University (M.S., 1999; Ph.D, 2004), and I have been teaching in the Biology Department of Anoka-Ramsey Community College in Coon Rapids, MN (suburb of Minneapolis) since 2003.  I teach a wide variety of courses, including courses for non-majors (Unifying Concepts of Biology, Medical Terminology, Environmental Science, Field Biology), and majors (Principles of Biology I and II, General Ecology, Directed Research).  In the last few years, we have been working on infusing undergraduate research into the community college setting, and I have been working to build a research program and mentor first and second year undergraduates in projects in the areas of amphibian landscape ecology, aquatic ecology, and turtle population ecology, as well as collaborating with faculty in other disciplines to increase the undergraduate research opportunities throughout our college and programs.  

1. citizen science
2. conservation biology
3. ecology
4. Herpetology

Aim:  To use science and education to improve conservation and management of nature in human-dominated landscapes.

Methods: Fieldwork (experiments, observational studies) on species, habitat assessments, computer modeling using Geographical Information Systems (GIS), meta-analysis.

Applications:  Adaptive Management of natural resources, conservation of threatened species and habitats, infrastructure design, curricular development.

Broader impacts:  Environmental quality, conservation of threatened species, improved infrastructure design and management, conservation education and capacity building.

Dr. Langen conducts research on the environmental impact of roads, on the effectiveness of public-private partnerships for wetland restoration, and on habitat management and conservation of birds and other animals. His road-related research has included the impacts of winter road management on roadside vegetation and lakes in the Adirondack Park, predictive modeling of hotspots of road mortality of amphibians and reptiles, design and functioning of wildlife barriers and passageways for turtles, and the impact of highways on habitat connectivity in Costa Rican National Parks. He leads professional development workshops in Latin America and North America on the environmental impact of roads and other infrastructure. Dr. Langen’s wetland research focuses on the environmental, economic, and social benefits and costs of wetland restoration to private landowners. His research on habitat management in birds focuses on cooperative projects between land-owners and conservationists for threatened species such as the golden-winged warbler or spruce grouse.  Dr. Langen’s teaching interests include how to best apply problem-based learning and inquiry approaches to improve teaching in ecology and conservation biology, using publically-available ‘big data’ including citizen science data for undergraduate teaching and research, and how to design undergraduate summer research internship programs to best achieve program objectives.

My background is in neurobiology of communication in electric fish and songbirds. As part of my research training, I did a lot of computer programming, applied math, digital signal processing, and statistics.

I've been developing content for HHMI's BioInteractive since 1997, including the Holiday Lectures on Science, scientific animations, virtual labs, click and learn interactives, classroom activities and posters. Because my background includes training in many numerical disciplines, I've been responsible for math and stats resource development for BioInteractive.

My most recent math resources are Spreadsheet Tutorials (http://www.hhmi.org/biointeractive/spreadsheet-data-analysis-tutorials) and a Sampling and Normal Distribution click and learn (http://www.hhmi.org/biointeractive/sampling-and-normal-distribution)

1. Excel
2. R
3. statistics

I currently work at HHMI BioInteractive in outreach and content development.  My focus at HHMI is to improve science education in undergraduate introductory biology courses.

Prior to joining HHMI BioInteractive, I was an educator for over 10 years in both the high school and community college settings. I have taught and developed curriculum in informal as well as formal educational settings and instructed biology and earth science courses for students ranging from elementary through college level. Before teaching, I managed a research lab in the cardiology department at the University of Pittsburgh for five years.

Outside of school and work, my focus is on my family! I have three kids: Julianne (Jules), Madeline (Maddie), and Kyle. My husband, Steve, teaches science and allows me to keep a crazy schedule. The five of us keep busy with karate, field hockey, wrestling, other kid-friendly stuff and we love to travel.   

1. bioinformatics
2. epigenetics
3. genetics
4. pedagogy
5. science education

I get excited about helping students from all backgrounds discover their inner scientist by exploring real problems with real data. As a long term team member and current Director of the Animal Diversity Web, I have been interested in exploring ways to structure data for querying and engage students in discovering patterns and diversity in the natural history of animals. I currently teach introductory biology courses at Colorado State University and am constantly on the hunt for new ways to help students understand how much science and biodiversity is a part of their every day lives. My background in bat genetics and systematics makes me especially enthusiastic about any bat-related news and I still occasionally get into the field to work with these amazing creatures!

1. animal diversity
2. databases
3. Data Discovery RCN
4. quant bio
5. Querying databases