Biography

I am a high school biology educator at Hopewell Valley Central High School in Pennington, NJ. I have taught all levels of biology over the last 10 years, and currently I teach AP and Honors Biology. I graduated from The College of New Jersey in 2015 with a B.S. in Biology-Secondary Education. I have dedicated my career to participating in and leading professional development that promotes student engagement and scientific literacy. I spent the early part of my career as a board member of the Biology Teachers Association of NJ. Most recently, I participated in the Humane Genetics study led by Dr. Brian Donovan, which aimed to reduce racism in the biology classroom by revising teaching practices in genetics. The work in this study inspired me to further pursue my education through the Masters in Biological Sciences program at Clemson University, where I am currently enrolled.

 Personal Statement

My desire to become a teacher came from the experience I had with undergraduate research. I was lucky enough to study under Dr. Tracy Kress for all four years of my undergraduate at TCNJ, where I eventually published my work in RNA Biology. I realized entering the lab for the first time as an undergraduate that I never really understood how science worked in the real world at all. This experience set me on a path to provide a classroom experience where we don’t just learn about science, rather we “do” science just like a real scientist does everyday. I want students to leave the classroom with both knowledge and skills that can make them informed citizens in our ever-changing world.

Since the start of my teaching career I have worked on bringing innovative practices to the classroom such as problem-based learning and phenomena-based learning to promote stronger scientific literacy in students. I have had a lot of support from great colleagues and mentors over the years, including Rob Richard, my college professor who started it all and nominated me for this award. In my career, I hope to inspire both my students and other educators to improve the way we teach and learn science.

Biography

I received my undergraduate degree from Austin College, in Sherman, Tx and my graduate degree in Biology from Texas A&M University at Commerce. I hold a doctorate of education from the University of Denver. My research areas include secondary gifted programming, rural gifted programming, and the use of AP classes for gifted students.  I have  been a teacher for the past 15 years.  For the first 10 years I  taught AP Environmental Science and AP Biology in Plano, Texas.  For the past five years, I have taught in southeastern Colorado at Florence Junior Senior High School where I teach AP Environmental Science, Dual-Credit Biology, and 9th grade Biology.  In addition to teaching, I work as a consultant for the College Board, and have been fortunate to lead trainings across the US.  In my free time I enjoy hiking, gardening, traveling, and spending time with friends and family.

 Personal Statement

I never meant to get into education - I kinda stumbled into it via substitute teaching, thought I would stick around for a few years while I figured out what else I wanted to do, and somewhere along the way I fell in love with teaching students and other teachers.  Over the 17 years that I have taught, my teaching philosophy has always been simple, I want kids to learn to love science and be curious about the natural world around them.  I don’t care if they end up studying science or going into a career in science, but I want them to learn to love science.  I want them to go home at night and tell their parents about the things that they learned. I want to have classes that start discussing point A, but ultimately end at point Z because students ask questions that drive the discussion based on what they want to know. I have learned that the student/teacher relationship always comes first, but if that is on solid ground, science learning can grow by leaps and bounds.

Biography

I’m Corinne Zimmerman, a high school biology and anatomy teacher at Homewood-Flossmoor High School in Illinois, where I helped implement NGSS storylines into the biology curriculum and I also designed the curriculum for our Honors Anatomy & Physiology course. My work as an educator is grounded in justice, equity, diversity, and inclusion, and I strive every day to create spaces where students, especially those historically underrepresented in science, feel seen, valued, and empowered.

I began my teaching career at Joliet Central High School, a high-needs school serving a predominantly Latino and multilingual student population. There, I helped develop an asynchronous biology credit recovery program to support students balancing academic challenges with family and work responsibilities. I also served as a cultural coach, helping teachers implement culturally responsive strategies, and organized “Critical Community Conversations” to engage families in discussions about equity and race.

Before returning to the classroom, I served as a district science curriculum director, leading professional learning aligned to the Understanding by Design framework and our district’s equity goals. I’m especially passionate about connecting students with real-world opportunities, whether through field trips to local hospitals, participation in STEAM nights, or simply making science feel meaningful and relevant to their lives.

I grew up in a low-income, single-parent household, I understand the power of representation, advocacy, and belief. I teach because I was once the student who needed someone to believe in me. Now, I hope to be that person for my students every single day.

 Personal Statement

In my classroom, science is a vehicle for empowerment. I design learning experiences that are hands-on, culturally relevant, and story-driven so that students can see the connections between biology and their everyday lives. From modeling genetic diseases like sickle cell anemia to exploring environmental justice through local water supply issues, my goal is to foster curiosity, scientific literacy, and self-confidence in all learners.

I place a strong emphasis on creating inclusive spaces where every student feels seen and valued, particularly those who have historically been underrepresented in STEM. I strive to dismantle barriers through restorative practices, differentiated instruction, and real-world outreach opportunities. Whether it’s connecting students to diverse professionals in the medical field or encouraging them to pursue science electives they didn’t think were “for them,” I want my students to walk away knowing they belong in science and that science belongs to them.

Biography

Cynthia Brame is an associate professor of the practice in Biological Sciences at Vanderbilt University, where she teaches introductory biology, genetics, biochemistry, and pedagogy courses. Originally trained as a biochemist, Dr. Brame focuses her research on developing, understanding, and sharing science teaching practices that improve the undergraduate experience for all students, with a particular focus on understanding ways that undergraduate learning assistants (LAs) can decrease psychosocial barriers for students in gateway science and math courses. Dr. Brame is the author of Science Teaching Essentials: Short Guides to Good Practice (2019), served as founding co-editor of the CBE Life Sciences Education Evidence-Based Teaching Guides, and is the director of Vanderbilt’s  LA program. 

 Biography

I became an educator to be a change agent for STEM and science education, but I fell in love with teaching because of my students.  As a NCSU Teaching Fellow, I earned my BS in Secondary Science Education-Biology and discovered a passion for molecular biology, biochemistry and genetics.  Collaborative university and community partnerships unlocked my creative potential for curriculum development, so I earned my MS and EdS in Curriculum and Instruction from Missouri Baptist University.  Determined to advocate for STEM integration in the life sciences throughout my career, I received grants to equip my classroom with biotechnology to immerse my students in genetics applications in all the life science courses I taught.  I am a 2025 Georgia Finalist for the PAEMST, the 2024 OBTA for Georgia, a finalist for 2025 Georgia TOTY, and the 2024 GSTA Science TOTY.  I serve on the GSTA Board as the High School Science Representative and the Advocacy Committee Co-Chair.  To provide relevance and context for students’ learning, I advocate for STEM literacy through phenomena/case-based instruction and storylines.  For my Master's thesis, I conducted action research on the impact of case-based instruction on student engagement and achievement which eventually led me to write and publish three different case studies on various genetic conditions.  I am a Vernier Trendsetter, a CDC Ambassador Fellow, a Scaling Up for STEM Alumnus and a GaDOE Teacher Policy Fellow.  I aim to unlock the creative potential of students to help them connect our classroom to community, careers and citizenship.

Personal Statement

A number of my students share with me how after one of my classes they see the world through a different lens because we focus on making sense of the natural world around us.  Providing opportunities that encourage students to be curious and to utilize their own creative potential is my passion.  The publication of The Framework put into words a teaching philosophy that allows me to create a learning environment that promotes collaboration, fosters critical thinking, and provides students the opportunity to experience how scientists think and what scientists do to better understand our natural world and our role in it.  Integrating STEM through biotechnology and genetics helps to put this philosophy into practice.  Through modeling, scientific investigation, and more, my students start to understand how knowledge of DNA and heredity has led to innovations in biotechnology which enable us to design solutions for medicine, agriculture, pharmacogenomics, and many other industries.  Currently, I am developing an AP with WE Service program with the Georgia Cancer Center centered on public health with a focus on Sickle Cell Anemia and cancer biology, particularly HER2 and BRCA2 mutations.  In July 2025, I will attend a computational materials engineering teacher institute at MIT as part of the Materials Genome Initiative to further develop a Protein Innovation Project I created so students can see how knowledge of DNA, proteins and gene expression can generate ideas for innovations for new materials that can solve all kinds of problems.  Enhancing these experiences with career exploration and community partnerships helps me to cultivate the next generation of innovators through genetics education.  

 Biography

Dr. Joanne Jezequel has been a dynamic science educator at Kennesaw Mountain High School for over 20 years. She created and leads the school’s unique “Triple Play” course—an integrated curriculum combining Honors Anatomy & Physiology, AP Biology, and Post-AP Advanced DNA/Genetics. She also teaches AP Psychology and has served as an AP Reader for over a decade. A member of the school’s Guiding Coalition, she has received multiple instructional grants, been recognized by students as the teacher “most likely to teach you a life lesson,” and coaches tennis.

Originally a post-graduate level clinical sciences professor, Dr. Jezequel recently taught Anatomy lecture and lab courses at Kennesaw State University, while concurrently fulfilling her role at KMHS. Her vast teaching experience spans a wide range of science and health-related subjects showcasing her versatility and expertise. Beyond the classroom, she wrote and edited the script for an award-winning animated biology video on the cell, an example of her passion for making complex content accessible and engaging.

Dr. Jezequel holds a BA in American Studies—where she was likely the only liberal arts major selecting Genetics as an elective—an MA in Secondary Science/Biology Education, an Ed.S. in Curriculum and Instruction, and an Ed.D. in Curriculum and Teaching. Years ago, she also earned a Doctor of Chiropractic degree. This eclectic academic background informs her holistic and captivating teaching style.

Dr. Jezequel continues to inspire students and colleagues through her innovative curriculum design, interdisciplinary approach, and dedication to excellence in science education.

Personal Statement

As the world hurtles into the future, society will inevitably face countless decisions requiring thoughtful regulations and guidelines—decisions best made by a population grounded in scientific understanding. An authentic grasp of the life sciences must be a cornerstone of this global conversation. I see my legacy as equipping my students with a deep sense of personal responsibility to be vital, contributing members of society—armed with the shield of scientific literacy, committed to lifelong learning, and dedicated to making the world a better place for having been here.

Biography

 Lia Kim is a dedicated early-career biology teacher at James Logan High School in Union City, California. She was raised in Seoul, South Korea, and Hau‘ula, Hawai‘i, and her multicultural background has influenced her commitment to bridging rigorous scientific inquiry with inclusive, culturally responsive teaching practices. Coming from generations of educators, Lia was especially influenced by her grandmother, Sook-Ja Kwon, a lifelong Korean studies teacher who taught her that genuine care and joy can profoundly shape students’ lives. Lia earned her B.S. in Earth Systems with a concentration in Sustainable Food and Agriculture and completed her M.A. in Education at Stanford University.

Passionate about ecological research, Lia has led projects ranging from studying tripartite symbiosis in Bishop Pine forests to investigating the environmental impacts of genetically engineered microorganisms as a BioRETS INSPIRE Teacher Fellow at Stanford. These experiences have deepened her understanding of complex ecological systems and inspired her to integrate cutting-edge research into hands-on learning experiences for students.

In the classroom, Lia strives to reimagine biology education by honoring land-based practices and intergenerational knowledge that have guided communities for centuries. She designs inquiry-driven lessons grounded in real-world phenomena and students’ curiosities, utilizes Virtual Reality headsets to provide first-person embodied experiences, and engages students in music, art, and community-based projects that reflect her commitment to creativity and care-- empowering them to see themselves and their communities as leaders in science. In recognition of her dedication, she was named James Logan High School’s 2024 Teacher of the Year.

 Biography

I am a Navajo Microbiologist woman teaching science and conducting research with students who I relate to and who relate to me. I am Bitter Water Clan, and I am born for Red Running Into the Water People Clan. I grew up on my family’s ranch in Sanostee, NM, a rural part of the Navajo Reservation.

I am an Assistant Professor of Biology at the University of New Mexico (UNM)-Valencia Campus where I started teaching in Fall of 2020. I discovered my passion for microbiology at Diné College, a community college in Shiprock, NM. To pursue my passion, I earned my B.S. and M.S in Microbiology from Arizona State University and the University of Iowa, respectively.

I am also passionate about mentoring and encouraging the next generation of Native American and Hispanic students, therefore I returned to my home state. I earned my PhD in Biology at UNM where I investigated how bacteria gathered iron from within caves at Carlsbad Caverns National Park (CCNP). Then I enhanced my teaching pedagogy as a UNM-ASERT Postdoctoral fellow where I worked with teaching mentors from local colleges.

Now, I live my passion, which is teaching Biology and Microbiology and bringing research into my courses. My students bring their own perspectives to understanding the research question, Is the overall health of an individual affected by their oral microbial diversity, and they present their findings. In my free time, I enjoy riding my horses, bike riding with my husband, Chris, and camping in the mountains.

Personal Statement

I value that I am relatable to my students and that I am honest in talking about my background. I think it’s important, because it sets the stage for a sense of trust and community at the beginning of the semester.

My teaching philosophy is rooted in knowing that my students leave my classroom trusting themselves, trusting their critical thinking process, and are proactive leaders of their own education. Through the semester, I facilitate active learning strategies that include critical thinking problems, which I believe helps students build trust in their reasoning thereby leading to building confidence in their learning.

I love teaching at the community college level because it gives me an opportunity to understand my students personally. Not only am I guiding them through the required course material, but I am also encouraging them to try their best, holding them accountable to class participation and completing assignments, and reminding them of the expectations that they have of themselves. When students are feeling overwhelmed with balancing coursework, their jobs, and raising their families, my job is to remind them to take it one step at a time and that it’s going to be okay. 

In closing, what brings the most joy to my teacher’s heart is the confidence I see in their thinking and explanation from the first time I meet them to when they are completing my microbiology course. No longer are they worried that a critically thinking problem that we are working on can have more than one answer. I trust that at the end of my courses, my students are confident learners, and they will take charge of their educational and career paths.