2016 OUSTA Winner: Jeff Schinske
My broad goal is to make biology accessible, exciting, and relevant for all students. I seek to cultivate an inclusive, welcoming, and supportive classroom environment that promotes equity and belonging.Jeff Schinske
Jeff Schinske is a biology instructor at Foothill College in Los Altos, California. He is passionate about researching equity and inclusivity in science education, and then implementing data-driven changes in his classroom. He has taught introductory biology for majors, biology for non-majors, human biology, and human anatomy and physiology at Skyline College, College of Marin, Laney College, and De Anza College. He is currently a co-coordinator for the human anatomy and physiology courses at Foothill College. Jeff has helped re-write the curricula for general biology and human biology lab courses. He developed and implemented both Biology & Developmental English and a Biology & Speech learning communities, which included peer mentoring. He designed and published a Scientist Spotlight assignment that aims to alter student stereotypes about scientists (and who can be one) and consistently uses active learning in his classroom. While at De Anza College, he worked with colleagues at Stanford University to design a day-long, course-embedded visit to Stanford School of Medicine to teach students about the process of science and promote graduate studies. This has developed a foundation for future De Anza student internships at Stanford.
Outside of teaching and conducting science education and equity research, Jeff is a co-director of the NSF-funded program, Community College Biology Faculty Enhancement through Scientific Teaching (CCB FEST http://www.sfsusepal.org/programs/ccb-fest/). It provides current and aspiring community college biology instructors with pedagogical training, intellectual resources, and a collaborative community of peers, as they work to scientifically self-evaluate their courses and make changes using undergraduate education best practices. He has worked with faculty and administrators across the state on course articulation and transfer pathways, serves on the editorial board of the journal, Life Sciences Education, and has numerous publications himself. Jeff was interviewed for the iBiology Scientific Teaching Series: Active Learning Module (videos here and here), and has facilitated workshops on inclusivity, assessment, and active learning for audiences ranging from community college instructors to faculty and postdocs at large research universities
Jeff holds a BS in Marine Biology and BA in Saxophone Performance, both from UCLA, and an MS in Ecology & Systematic Biology from San Francisco State University. During graduate school, he studied speciation in marine fishes, specifically the genetics of diamond turbot (flatfish) populations from California and Mexico. He also studied issues in science education through the Science Education Partnership and Assessment Laboratory. His experiences as a student, student mentor, and saxophone instructor in Compton, CA have helped shape his teaching philosophy and passion for equity in science education.
Past OUSTA winners (2010 – 2015)
2013: Mike Klymkowski
Dr. Klymkowsky is a Professor of Molecular, Cellular, and Developmental Biology at the University of Colorado Boulder. Driven by a recognition of the deficiencies in student understanding due to defects in course and curricular design, since the early 2000’s he has been involved in developing assessment methods, including the NSF funded Biology Concept Inventory, and educational materials, including a re-designed introductory molecular biology course, Biofundamentals, and an on-line laboratory course (virtuallaboratory.net).
2012: Kimberly Tanner
Dr. Kimberly Tanner is Associate Professor of Biology at San Francisco State University. A neurobiologist by training, Tanner is an innovative teacher who employs inquiry-based learning and interactive methods in her highly rated classes for biology majors, non-majors, and science education graduate students. She is a national leader in biology education research whose groundbreaking work has helped to define and raise the visibility of science education specialists in the higher education community. Her current research addresses the impact of scientist-teacher partnership models, the development of novel approaches to classroom assessment, and the effectiveness of approaches to promoting gender equity in the sciences.
2011: Melanie Cooper
A faculty member in the Clemson University Chemistry Department since 1987, Melanie M. Cooper is the alumni distinguished professor of Chemistry there. She was also recently appointed interim chair of the Department of Engineering and Science Education at Clemson.
Her research has focused on methods to assess and improve students’ conceptual understanding and problem-solving abilities and strategies, using interventions that promote metacognitive activity. An outgrowth of this research has been the development and assessment of evidence-driven, research-based curricula, including the NSF-funded general chemistry curriculum, Chemistry, Life, the Universe, and Everything. Dr. Cooper received her undergraduate, graduate, and PhD degrees from the University of Manchester in England, and she carried out her postdoctoral work in organic chemistry before turning to chemistry education as her area of research.
2010: Robert Beichner
Dr. Robert Beichner delivered the Marjorie Gardner Lecture on Friday, March 11 at the NSTA/SCST National Meetings in San Francisco. The title of his lecture is “The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project.” In this talk, Dr Beichner discussed the need for reform, the SCALE-UP classroom environment, and examine the findings of studies of learning.
A recipient of numerous awards for teaching, use of educational technology and service, Dr. Beichner has made significant contributions to undergraduate science education through his innovative work with the “Student-Centered Active Learning Environment for Undergraduate Program (SCALE-UP). The SCALE-UP project takes teaching practices that have proven effective in small classes, such as group learning, and amplifies them into classrooms for large classes. Dr. Beichner is also a national leader in publishing and scholarship. In addition to authoring nine books, including the leading introductory calculus-based physics text in the country, Dr. Beichner was founding editor of Physical Review Special Topics – Physics Education Research, a journal of the American Physical Society. Dr. Beichner received his award at the SCST Luncheon during the NSTA/SCST National Conference in Philadelphia, PA on March 20, 2010.
2009: Dee Silverthorn
The 2009 winner of the Society for College Science Teachers (SCST) Outstanding Undergraduate Science Teacher Award (OUSTA) is Dr. Dee Silverthorn. Dr. Silverthorn is currently a Senior Lecturer in the School of Biological Sciences at the University of Texas at Austin. Dr. Silverthorn was selected for her innovative work in teaching physiology. More specifically, for her efforts at increasing the use of inquiry-based teaching methods at her own University, where she has previously won 12 teaching awards, and also for helping instructors around the world learn and implement innovative teaching strategies that promote active learning. In addition to her numerous key-note speeches and published research articles, Dr. Silverthorn served as Editor and Chief for Advanced in Physiology Education from 2001 to 2007. Dr. Silverthorn received her award at the SCST Luncheon during the NSTA/SCST National Convention in New Orleans, LA, on March 21th, 2009. Thank you to Springer for their continued support of our OUSTA Award
2008: Nancy Elwess
2007: Murray Jensen
2006: Ken Sajwan
2003: No winner
2002: Jerry Waldvogel
2001: Eleanor Siebert
Dr. Eleanor Siebert was provost and academic vice president for Mount St. Mary’s College in Los Angeles. Prior to that, she had been Professor of Chemistry and served as Chair of the college’s Department of Physical Sciences and Mathematics. She earned a bachelor’s degree in chemistry from Duke University and a doctorate in chemistry from UCLA. Siebert was a member of the Mount St. Mary’s faculty for 38 years. She is author of Experiments for General Chemistry and Foundations for General Chemistry; she has co-edited Teaching Tips: Innovations in Undergraduate Science Teaching (2004), College Pathways to the Science Education Standards (2001) and Methods of Effective Teaching and Class Management for University and College Teachers of Science (1997). She is past president of the Society for College Science Teachers; past college director of the National Science Teachers Association; past chair of the American Chemical Society’s Committee on Public Relations and Communications; and a member of the Council Policy Committee. She served as chief reader for the Educational Testing Service AP Chemistry Program and consultant to the AP Chemistry Test Development Committee for the College Board. Siebert was a senior commissioner for the Western Association of Schools and Colleges and represents the senior commission on the Association of Community Colleges and Junior Colleges, which accredits two-year institutions in California and the Pacific Islands. She began her career as a research chemist in industry and has authored numerous research articles in chemistry.
She retired in 2013.