Mike is a high school teacher in his seventh year of teaching. He has a BS in Biology, an MSEd in Science Education, and an MS in Genetics, Genomics, and Bioinformatics. Mike strives to have a very hands-on class, developing somewhat of a “fun and over-the-top” reputation with the labs and activities that he has developed. Outside of the advanced science courses he teaches, he works with students in two science-based extracurriculars: the Ecology Club, where students run initiatives to improve the school’s sustainability, and the NASA HUNCH Program, through which he has brought three teams to the finals to present their biomedical projects at NASA’s Space Center. Along with teaching at the high school level, Mike also adjuncts at a local university where he teaches lab-based courses.

Outside of teaching, Mike is involved with the Master Teacher Program of NYS, in which he ran a place-based PLT last year. He also has mentored dozens of teachers in mastery-based learning with the Modern Classrooms Project, developed a free online course on how to use neuroscience principles to teach students better studying methods, and is currently working with ACASE on the development of freely available NGSS-aligned assessments.

Missing participating in research, and noticing a concerning lack of scientific literacy and preparation among students, Mike decided to reapply for grad school. He is currently a student at the University at Buffalo, where he is a doctoral student doing research into pedagogical changes at the secondary level that can increase scientific literacy.

Personal Statement:

As the Phil Collins song from Tarzan goes, “in teaching you will learn.” Learning is in no way limited to our students, but rather does, and should, include our own learning as well.

I strive to continually improve my class each year. I am happy to be back in the position of a student and conducting research so that all of my future students might benefit from what I learn through this experience.

David Amidon is a middle school science teacher at the Onondaga Nation School, part of the LaFayette School District near Syracuse, NY. A Central New York native, he spends his time with his family, watching his sons from the sidelines and helping with the Booster Club at their school. He earned his BA in Biology from SUNY Geneseo and MEd from SUNY Oswego.

David’s professional highlights include National Board Certification, selection to the New York State Master Teacher Program, serving as a global ambassador for the Space Academy for Educators program, and receiving NY’s Empire State Excellence in Teaching Award from the Governor’s Office. David is also a NASA/JPL Solar System Ambassador, a Certified American Meteorological Society (AMS) Teacher, and he sailed as a NOAA Teacher at Sea. He has presented Climate Change lessons for the National Center for Science Education (NCSE) many times, including the American Association for the Advancement of Science (AAAS) in Washington DC, and as an invited speaker for the Science Teachers Association of New York State (STANYS) annual conference. Finally, he also serves on the Board of Directors for the National Middle Level Science Teachers Association (NMLSTA) and the AMS Board on Pre-College Education, as well as a Subject Area Representative for STANYS.

In addition to earning the 2024 Ecology/Environmental Science Teaching Award, David has also received national teacher of the year awards from the American Geosciences Institute and the National Middle Level Science Teachers Association, the Outstanding Earth Science Teacher Award from the National Association of Geoscience Teachers, the Excellence in Science Teaching Award from STANYS, and is a two-time recipient of the Presidential Innovation Award for Environmental Educators from the White House Council on Environmental Quality and the U.S. Environmental Protection Agency.

Personal Statement:

In the classroom, I strive to engage my students by focusing on place-based and experiential learning strategies. If I can help connect what we are learning to what they see every day, then there is a better chance they will remember that down the road. My students have compared indigenous and modern food webs, created action plans to limit single use plastic, helped coordinate an environmental-themed concert with the local symphony, and accurately predicted the annual ozone minimum. I view science as more of a way to connect people to our world than a collection of facts. I wrote an essay for the National Center for Science Education’s (NCSE) “ClimateEdNow series (https://ncse.ngo/why-i-teach-climate-science) that sums up this thought:

As a middle school science teacher, I know that my daily routines and lessons will not be foremost in my students’ minds when they look back on their schooling. It is the nature of the job — there are lots of things fighting for the attention of a 13-year-old. When they come back and talk to me as seniors or college graduates, what stands out are the big-ticket items like projects and field trips, maybe some embarrassing moments, and the atmosphere of the class. The details from years ago are often fuzzy. But, importantly, the big ideas and connections we made are there. What sticks is the “Why?” and “How?,” not so much the jargon and the trivial. Climate Change is one of those big topics I hope they keep in the forefront of their minds down the road.

Through that lens, I also try to weave ecology/ environmental science in any topic I can. I am fortunate to be based in a fairly rural area very close to a larger city. My students go outside. We can see the forest on the hill outside my window and go to the creek in the back. We look for fossils and take pictures. When I can not make a local connection, then I seek out real and current issues that can evoke strong emotions. Images of phenomena such as hurricane landfall, garbage patches in the ocean, clear-cut rainforests, or wildfires capture attention and make the science real. Using these to introduce in-person events and projects helps reinforce what we are learning and devise solutions. I feel this engagement helps my students integrate what we are learning into their own active knowledge. That is why I strive to create unique learning experiences and try new ideas to keep our work current, interesting, and relevant.

Briana Pobiner, PhD, is a research scientist and museum educator in the Human Origins Program at the Smithsonian National Museum of Natural History and an Associate Research Professor in the Center for the Advanced Study of Human Paleobiology at the George Washington University. She is a paleoanthropologist who studies the evolution of human diets through fossils and fieldwork. After helping create the Hall of Human Origins at the Smithsonian, which opened in 2010, she now leads the Human Origins Program's public engagement efforts. In her evolution education research, Briana studies the teaching and learning of human evolution in formal and informal learning environments, and is particularly interested in creating educational materials and experiences that are welcoming to people of religious faith. She is the recipient of the 2021 American Association of Biological Anthropologists and Leakey Foundation Communication and Outreach Award in Honor of Camilla Smith and a 2021 National Center for Science Education Friend of Darwin award.

Personal Statement:

I fell in love with science through the story of how we became human, and I am passionate about sharing with others my enthusiasm for the narrative of human evolution, diversity, and unity that I find so captivating. I am constantly striving to make human evolution an accessible, engaging, and inclusive hook to entice students, teachers, and other public audiences to dive deeper into the nature and process of science. Whether it's creating human evolution-focused curriculum materials for high school biology classrooms and museum-based school programs, facilitating public programs and supporting volunteers in the Hall of Human Origins, or talking with visitors to our human origins traveling library exhibit, I'm grateful to have many opportunities to help shine light on the compelling mystery of how we know what we know about humanity's past.

Dr. Krista Lucas is an Assistant Professor of Teaching of Biology at Pepperdine University, where she has worked since 2014. She teaches a variety of courses in the biology and sustainability programs at Pepperdine to both science and non-science majors. Her research is in the areas of science identity and scientific literacy, especially in college students who are non-STEM majors. Krista holds a Ph.D. in STEM Education from the University of California, Santa Barbara, a Master’s in Teaching - Secondary Science from the University of North Carolina - Chapel Hill, and a Bachelor's in Biology from Occidental College. Krista has worked in schools with all age groups, from volunteering as an elementary science teacher to teaching middle school life science, to teaching high school biology and AP Environmental Science. She was a member of the Curriculum Council in her neighborhood school district for two years and is an active volunteer at her sons’ school. Krista enjoys spending time with her husband and two sons at concerts and playing board games.

Personal Statement:

At the core of my teaching philosophy is the need for increased scientific literacy as a society and I strive to encourage this attribute in my students. In my experience teaching primarily non-science majors, I have found that this begins with students believing in their ability to think scientifically and using class time effectively to give them practice at honing this skill. My classes do not resemble the stereotypical undergraduate science classes. The bulk of my classes are composed of real-life scientific problems that students solve in groups, from determining how herbicides act during different parts of photosynthesis, to the mystery of the Tylenol poisonings in the 1980s, to the evolution of antibiotic resistance in Staphylococcus aureus.

In my classroom, students also develop the ability to research and discuss current scientific issues that can be applied to their lives outside of the classroom. I assign students a final project that requires them to find a science story in the news, investigate the primary literature, and make connections to course content. Through my research program I have learned that following their experience in non-majors introductory biology, students see themselves as science people and also believe that I see them as science people. This is also important as general education science is students’ last exit from the discipline, so providing them with opportunities to engage with scientific material and be scientists encourages them to be science people, while also improving their scientific literacy. Each semester I have the incredible experience of watching students have fun learning and gain confidence interacting with science.

Dr. Abdalla Ibrahim Zanouny is an Assistant Professor of Genetics and Biology at the University of Houston. With over a decade of experience teaching at various institutions, including the University of Wisconsin-Madison, Madison Area Technical College, Minia University in Egypt, and King Saud University, Dr. Zanouny brings a wealth of knowledge and expertise to his role.

Dr. Zanouny employs a distinctive teaching approach that emphasizes engagement and fun. At the University of Houston, he has designed and taught Genetics courses centered on real-world applications. These courses empower students to analyze mutations and identify novel genes. His dedication to hands-on learning has resulted in courses that equip students with the fundamental skills necessary for conducting independent genetics research.

Beyond the classroom, Abdalla is a passionate science communicator. His YouTube channel and public speaking engagements serve as platforms to educate the public about complex scientific topics in a clear and engaging manner. Additionally, his involvement as a judge in regional, national, and international science fairs, as well as his active social media presence, showcases his dedication to sharing science with the community.

Dr. Zanouny is equally committed to nurturing the next generation of educators. He has actively participated in programs like TeachHouston, inspiring and mentoring aspiring teachers. Furthermore, his mentorship of graduate teaching assistants has provided them with the necessary tools and support to excel in their teaching roles.

Abdalla holds a Bachelor of Agricultural Sciences degree from Minia University, Egypt, a Master's degree from King Saud University, Saudi Arabia, and a PhD in Plant Breeding and Plant Genetics from the University of Wisconsin-Madison.

I grew up in New York City where I earned my B.S. and M.S. degrees in biology at Fordham University. After earning my Doctorate in Zoology at Indiana University Bloomington, studying social behavior in fish, I joined the faculty at the University of Maryland Eastern Shore where I conducted research on biological rhythms and foraging in crabs and taught marine sciences. In 1992, I joined Oklahoma State University as Coordinator for their Introductory Biology Course and focused my research in the area of Biology Education. In 2002, I earned the rank of Professor and was appointed as the first Edward E. Bartlett Professor of Pedagogy in Integrative Biology in 2017. At OSU, I served as Coordinator for the University Faculty Preparation Program and later as Co-Director for OSUTeach.  I have authored or coauthored over 100 articles, book chapters, books, or manuals, been principal or co-principal investigator on grants awarded by NSF, HHMI, EPA, U.S. Forest Service and OSU and mentored over a dozen outstanding M.S. and Ph.D. students and countless undergraduates.  My professional service includes NSTA Council Member, President of the Society of College Science Teachers (SCST), Chair of the NABT Four Year College and University Section, and President of NABT. My work has been recognized by several awards including NABT Four-Year College & University Biology Research in Teaching Award, SCST Outstanding Undergraduate Science Teacher Award, and OSU Regents Distinguished Teaching Award. I retired in January 2024 and spend time traveling with my wonderful wife to visit our son, daughter-in-law and delightful young grandchildren in Albuquerque, my son in Washington, D.C. or wherever we feel like. 

I have taught most of my life, starting in third grade when I was asked to “lecture” about dinosaurs to all the other classes and grades. For most of my teaching career I was a pretty traditional lecturer.  My first venture into active learning (it was not called that then) was when I was assigned to teach a large introductory environmental science class with 10 days’ notice, no textbook, no notes or syllabus from the normal instructor and just a book of readings. Student feedback and performance convinced me that my foray into collaborative learning and student-driven discussion was successful, but my department head thought it too chaotic and assigned me to teaching in the local prison where the students were not allowed to interact.  So I became an increasingly entertaining lecturer and by the time I joined OSU I received great reviews.    I was shocked then to learn from a colleague in secondary-science education (Jeff Weld) that I was shortchanging my students, throwing facts at them instead of teaching science as a process and helping students construct a conceptual understanding.  I decided that good teaching is not what I do but what I get my students to do. Furthermore, students should learn scientific theories and biological principles in a realistic context that emphasizes the integrative nature of biology through collaboration, exploration, and introduction of new information as needed. Teaching should incorporate students prior knowledge, experiences, and identities. This has guided me through four major revisions of the introductory biology course I oversaw, progressively replacing the didactic terminology-laden lectures and pencil and paper laboratories I inherited with active learning, relevant scenario-driven theory sessions and an independent CURE laboratory in which students develop their own investigations and publish their work in a course journal. Along the way, I strove to encourage hundreds of teaching assistants and preservice teachers (with the help of my colleague Julie Angle) to adopt similar, research-based and inclusive teaching strategies. 

Anne Gill is a teacher in the Cypress Fairbanks ISD. She graduated from Texas A&M University where she received her Bachelor’s in Wildlife and Fisheries Science and has her master’s in Evolutionary Biology through the University of Illinois. She has been teaching for the past 22 years. She has taught Chemistry Honors, Aquatics, Anatomy and Physiology, Environmental Systems, Environmental Science AP, Environmental Science Dual Credit, and AP Biology. Anne has taught AP Biology for the past 19 years and has dedicated her time to learning as much as she can about the course.

Anne has spent many summers taking classes about AP Biology and now teaching the course material to other teachers and students. She is a consultant for College Board and works in the summer with AP Institutes, one-day courses for teachers and students, and has worked with the National Mathematics and Science Initiative doing consultant work for them for the past nine years concerning AP Biology. Anne has been an AP reader and table leader for the past 15 years.

Anne was awarded the local Wal-Mart Teacher of the Year in 2006. She was awarded the Outstanding Biology Teacher for the State of Texas in 2013, and the Wall of Fame for the Cypress Fairbanks that year as well. She also received the Alton L. Biggs Excellence in Biology Teaching Award in 2018. Anne is currently the Secretary and Treasurer for the Texas Association of Biology Teachers.

Teaching is more than a job, it involves guiding, inspiring, and challenging students to develop their knowledge, skills, and understanding. Working with a diverse group of young adults energizes me every day. They are kind, concerned, authentic, and want to learn. I get to help make a lasting impact on the students and foster their curiosity for science. By creating an engaging and supportive environment, I aim to empower my students to reach their full potential and become lifelong learners and lovers of Biology!

As an educator with eight years of experience, my journey has been deeply rooted in a passion for teaching and a commitment to fostering a supportive learning environment for my students. I spent seven years teaching middle school, developing a solid connection with my students, and honing my skills in creating engaging and inclusive classrooms. In my most recent year, I have specialized in teaching biology, which has always fascinated me, and I love to share it with my students.

I began my academic journey at Butler University, earning a bachelor's in biology and secondary education. This dual focus allowed me to deepen my understanding of the biological sciences while equipping me with the pedagogical skills needed to communicate complex concepts to young learners effectively. Seeking to further my expertise and leadership capabilities, I pursued a master's degree in education administration from Ball State University.

My teaching philosophy is centered on the belief that every student has the potential to excel when provided with the right tools and encouragement. I strive to make my classroom a place where students feel safe to explore, ask questions, and develop a genuine curiosity for the subject matter. I use a variety of teaching strategies, including technology integration, collaborative projects, and inquiry-based learning, to ensure that my lessons are engaging and effective.

Staying current with the latest advancements in education and biology is crucial, so I actively participate in professional development and educational communities. This continuous learning helps me bring fresh ideas and perspectives to my classroom, enhancing the learning experience for my students.

My goal as an educator is to inspire and empower my students, helping them realize their full potential. Teaching is not just a profession for me; it is a passion and a calling I am proud to pursue daily.

Cheston Saunders has over a decade of experience teaching science with the North Carolina Community College System. Cheston’s interest in two-year colleges began while taking community colleges during high school as he fell in love with the open-admissions policy of the NC community colleges. As a first-generation college student, the dual-enrollment program afforded him to opportunity to gain valuable college experience that later led to his completion of degrees in biology, chemistry, biology education and leadership. Cheston’s innovative curriculum activities and research have been published in The American Biology Teacher, The Science Teacher, Science Activities, Life Sciences Education, and the Journal of College Science Teaching. Presently, Cheston’s research in community college biology education is focused on two arenas: 1) using metacognitive skills to reduce student science anxiety and 2) increasing information literacy among biology students. Cheston routinely teaches courses in a variety of modalities and routinely provides conference presentations on methods for providing engaging online science instruction.

In my experience, the difficulties most students experience when attempting to learn science arise from incongruences between the instructor’s teaching methods and the student’s learning styles; therefore, I practice the art of curriculum differentiation as I attempt to meet the needs of all students. By understanding and applying the psychological foundations of learning to my teaching, I strive to provide the proper scaffolding which the students can then use to construct their understanding of biological processes.

Furthermore, I recognize equity and equality as a fundamental goal and place responsibility for providing equitable access to science on all individuals involved with the science education system. As an instructor and scholar, I am committed to the success of all students, regardless of background and experience. To this end, I am involved with two national organizations to improve college science education, Inclusive Environments and Metrics in Biology Education and Research (iEMBER) and Factors Affecting Learning, Attitudes and Mindsets in Education Network (FLAMEnet).

I also believe that every student should have the learning resources needed to succeed in the classroom. As a science educator, the primary way I ensure equal and equitable access to course content is through the appropriate integration of technology into my instructional design. In science education, computer-based technology allows students to visualize natural phenomena and, as a result, overcome misconceptions. I believe the practical application of information technology requires the student to be treated as an autonomous individual. In essence, the web-based activity/module must be structured in a manner that allows for student flexibility, responsibility, and choice while providing opportunities for active participation.

By prescribing to constructivist educational theory, I view my role as an educator as a facilitator of student learning. The activities I require are designed to foster intellectual discourse between students so that while constructing their own understanding of a particular topic, students also continually develop the skills necessary for science communication, thereby preparing them for life in a technologically-advanced society.

My pedagogical approach to science instruction has been shaped by my own experiences as a student and, even though I have learned new strategies to engage and immerse learners in the curriculum, I feel as though my overall educational philosophy has remained constant over the years. I hold the belief that, as educators, we should not “teach the content” but rather, “teach the learner.” To that end, I see learning as a life-long adventure that affords us the opportunity to contemplate, investigate, and appreciate the natural world which surrounds us.

                Furthermore, I believe that community involvement is a vital responsibility of science educators. To this end, I routinely judge local and regional science fairs where I am afforded the opportunity to support and inspire future scientists. A student’s science fair experience has the potential to “make or break” a student’s scientific curiosity, a fact with spurred me to pen an article in the Journal of College Science Teaching on the importance of positive judging experiences.

                national science by serving on the Executive Board of the Society for College Science Teaching.

                Evolution is a cornerstone of biology education; however, as an instructor in a conservative rural area, I faced challenges based on student preconceptions. To overcome these barriers, I integrated Neil Shubin’s text Your Inner Fisher in my Principles of Biology course. I was inspired by the positive impact this had on my students. By embedding evolution throughout the semester, students began to see that evolution underpins other biological concepts. In addition, students must locate and read science research articles based on each chapter which fosters the development of information literacy skills.

                In conclusion, I support in the mission of community colleges and strive to meet students where they are and take them as far as they can go. I strive to impact community college biology education on local and national scales as demonstrated by my participation in countless conferences, presentations, publications, fellowships, grants, and organizations. By developing and disseminating engaging curricula, I hope to contribute to the continual improvement of the community college biology experience for all students.