Dr. Rhodes is featured in ACUE’s modules: Using Concept Maps and Other Visualization Tools and Using Student Achievement and Feedback to Improve Your Teaching.

As a multidisciplinarian, Rhodes teaches both introductory and senior-level Biology and Physiology courses at Kansas State University while simultaneously investigating the impacts different curricular methods have on learning and retention within these STEM subjects. Her research specifically focuses on methods to improve course experiences for low prior knowledge learners as well as students who are less likely to pursue and remain in STEM degree fields. In addition, Rhodes works with other educators in a variety of settings to help them improve their pedagogical approaches in ways that are most effective for their students.

Dr. Reneau is featured in ACUE’s modules: Engaging Underprepared Students, Using Concept Maps and Other Visualization Tools, Using Advanced Questioning Techniques, and Developing Fair, Consistent, and Transparent Grading Practices.

Reneau is an Assistant Professor of Biological Sciences at Florida Agricultural and Mechanical University (FAMU) where she teaches General Biology and Evolutionary Biology. Her General Biology lecture course is taught as in an Active Learning style where students learn through collaboration with each other, engage in the content using innovative strategies, and utilize Learning Assistants to facilitate group discussions.

Reneau has taught both undergraduate and graduate students and mentors students in her research program. Her research interests include environmental genomics, molecular systematics, and comparative genomics. Her research focuses on the contributions of genetics, physiology, and abiotic factors to evolutionary adaptation and gene expression in stressful environments. Reneau is also the Coordinator of the Learning Assistant Program—a key initiative in support of the College of Science and Technology’s efforts to increase student success in STEM disciplines.

Reneau earned her BS in Biology Education from the University College of Belize. She holds an MS in Biology from Western Kentucky University and a PhD from the University of Oklahoma. She was a postdoc at Tulane University. Reneau is the recipient of FAMU’s 2015 Innovative Teaching Award.

Dr. Puhak is featured in ACUE’s modules: Planning an Effective Class Session, Connecting With Your Students,  and Providing Clear Directions and Explanations.

Puhak is an Associate Teaching Professor in the Department of Mathematics and Computer Science and the director of College Algebra and Basic Math at Rutgers University, Newark where he teaches courses in Algebra, Statistics, Calculus, Differential Equations, and Applied Math.

Currently, Puhak oversees the College Algebra program at Rutgers, serves on the University Senate and the Senate’s Executive Committee, and works with the Scholars Training and Enrichment Program, a summer academic boot camp for incoming freshman students from underperforming school districts entering Rutgers Business School.

Puhak holds a PhD in Applied Mathematics from Lehigh University. He is a recipient of the Chancellor’s Excellence Award, an honor presented to members of the Rutgers campus community who have made exceptional contributions to teaching, research, or service.

Adam Persky is featured in the ACUE module: Promoting a Civil Learning Environment.

Persky is a Clinical Professor at the UNC Eshelman School of Pharmacy Division of Pharmacotherapy and Experimental Therapeutics. He teaches Physiology and Pharmacokinetics and has received several of the school’s teaching awards, including Best Overall Instructor.

Persky was named an Atlantic Coast Conference Teaching Scholar during the program’s inaugural year (2009–2010). He has published articles on teaching and learning, is the Associate Editor for the American Journal of Pharmaceutical Education, and is on the editorial board for College Teaching. He has given numerous workshops across the country on a variety of topics related to teaching and learning.

Persky earned his BS in Biology from Purdue University. He holds an MS in Exercise Science from the University of Massachusetts Amherst and a PhD in Pharmaceutical Sciences from the University of Florida. He did an industry-sponsored postdoctoral fellowship in Pharmacokinetics and Pharmacodynamics at the University of North Carolina at Chapel Hill and GlaxoSmithKline.

Dr. Paternostro is featured in ACUE’s module: Providing Clear Directions and Explanations.

Paternostro is a Professor in the Department of Physiology and Pharmacology in the West Virginia University (WVU) School of Medicine. He also serves as his department’s Associate Chair for Education. He teaches Human Physiology for undergraduate, doctoral, dental, and medical students. Paternostro also oversees a teaching practicum for doctoral students to help train future educators.

Previously, he served as Associate Vice President for Academic Services at the Pennsylvania College of Technology, as special mission affiliate of the Pennsylvania State University. In this capacity he oversaw college-wide retention activities.

Paternostro has expertise in various pedagogical techniques used in creating and delivering engaging, interactive large group lectures. He has been honored with numerous teaching awards including the Alpha Phi Foundation Professor of the Year Award from James Madison University, the West Virginia School of Medicine Distinguished Teacher Award, and the Percival L. MacLachlan Basic Sciences Award as selected by the second year medical students in recognition of excellence in teaching basic medical sciences. Most recently, Paternostro received the WVU Health Sciences Vice President’s Award for Outstanding Achievement in Teaching.

Paternostro earned his BA in Biology from Kenyon College in 1985 and his PhD from the University of Illinois in 1992.

Dr. O’Malley is featured in ACUE’s module: Developing Self-Directed Learners and Motivating Your Students

O’Malley teaches a wide variety of undergraduate Psychology courses ranging from statistics and research methods, to conservation psychology with a service-learning component, to an advanced seminar on the psychology of happiness.

O’Malley graduated summa cum laude from Butler University with a BA in Psychology and returned to join the faculty after receiving her MA and PhD in Industrial-Organizational Psychology from the University of Akron. The role of feedback in the learning process is a recurring theme in O’Malley’s scholarly work. Her publications have appeared in outlets including Journal of Management, Journal of Diversity in Higher Education, and Teaching of Psychology. She has collaborated with over 40 undergraduate research students in her organizational psychology lab since 2009.

Dr. Ogden is featured in ACUE’s modules: Leading the First Day of Class and Developing Self-Directed Learners.

Ogden is a Teaching Assistant Professor at West Virginia University (WVU) and a Faculty Associate with the WVU Teaching and Learning Commons. She is the course coordinator for Pre-calculus and has taught a variety of undergraduate mathematics courses including College Algebra and Calculus. Her research interests include course design and development, online and blended learning environments, and teacher education. Ogden recently developed a flipped classroom teaching model to promote active learning in her classrooms.

Ogden is a former high school mathematics teacher. She earned her BS in Secondary Education with a specialization in mathematics grades 5-12, MS in Mathematics, and PhD in Education from West Virginia University.

Dr. Moss is featured in ACUE’s modules: Planning an Effective Class Session, Helping Students Persist in Their Studies, Providing Clear Directions and Explanations, and Checking for Student Understanding.

Moss is an Associate Professor, the Director of Bands, and the Chair of the Department of Music at California State University, Los Angeles, where she directs the Wind Ensemble and Symphonic Band, teaches undergraduate and graduate conducting, and instructs in instrumental music education methods.

Previously, Moss was at the Conservatory of Music at Brooklyn College of The City University of New York where she served as Director of the Conservatory Wind Ensemble and Coordinator of Music Education. For six years, she taught middle school band and private bassoon lessons in Chandler, Arizona and Seattle, Washington where her bands received honors and awards from regional and state festivals.

Moss earned her master’s degree in Wind Conducting and her DMA in Music Education and Bassoon Performance, studying with Kenneth Singleton, Richard Mayne, and Charles Hansen. She was recently awarded a planning grant from the Lipton/Modarres Fellowship for Excellence in Teaching and Learning to develop a Pre-Service Teaching component within the BM in Music Education program at CSULA. She can be seen presenting at conferences across the United States on topics ranging from effective rehearsing and good ensemble tone to practical tips for non-percussionist band directors. Her professional memberships include the College Band Directors National Association, the National Association for Music Educators, the California Band Directors Association, the National Band Association, and the National Honor Society Phi Kappa Phi.

Dr. Miesfeld is featured in ACUE’s module: Using Active Learning Techniques in Large Classes.

Miesfeld uses active learning methods in his upper division biochemistry course designed for students who are pursuing careers as healthcare professionals. This two-semester course covers the range of topics that students need to understand fundamental concepts in modern biochemistry, as well as provide them with the foundation they need for competitive national exams in their chosen fields. This popular course averages nearly 450 students per section and is taught in a state-of-the-art classroom in the Environment and Natural Resources building on the University of Arizona campus.

As a Professor of Biochemistry at the University of Arizona for nearly 30 years, Miesfeld has taught biochemistry to medical students, graduate students, undergraduate biochemistry majors, and most recently, undergraduate life science majors for which a biochemistry course is required for their own major. These teaching experiences have led him to develop a teaching style that incorporates active learning methods for large classes using a “content and context” philosophy. Specifically, the degree of difficulty and conceptual underpinnings of modern biochemistry (content), combined with a class size of 450 junior and senior level STEM students (context), impacts the effectiveness of active learning methods with regard to both the type of methods used, and the amount of time devoted to active learning exercises. His approach uses a balanced presentation of compelling lecture material, intermixed with student-driven activities (multiple-choice questions and short answer responses), which leads to a hybrid classroom environment that is very effective in a large classroom environment.

Miesfeld earned his PhD in Biochemistry from Stony Brook University in New York, and was a Research Fellow in the Biochemistry and Biophysics Department at the University of California, San Francisco, before joining the faculty at the University of Arizona. His research group studies eukaryotic cell signaling, with a specific focus on metabolic regulation in blood-feeding Dengue Fever mosquitoes. Miesfeld, and his colleague Dr. Megan McEvoy at the University of Arizona, have coauthored a Biochemistry textbook to be published by W.W. Norton Publishing in Summer 2016 that is based on the material taught in their two-semester biochemistry course.

Dr. Lineweaver is featured in ACUE’s modules: Leading the First Day of Class, Planning Effective Class Discussions, Facilitating Engaging Class Discussions, Providing Clear Directions and Explanations, and Teaching Powerful Note-Taking Skills.

Dr. Lineweaver is a Clinical Neuropsychologist by training, and currently a Professor of Psychology at Butler University in Indianapolis, Indiana. She is also the director of Butler’s Neuroscience Minor. She teaches Biological Bases of Behavior, Advanced Applied Neuroscience, and several interdisciplinary, co-taught courses including a natural science core curriculum course focused on the Biology, Chemistry, and Psychology of food, a natural science core curriculum course focused on the Neuroscience of music, and a social science core curriculum course focused on the Biology, Sociology, and Psychology of mental illness.

Lineweaver’s research interests center around stereotypes and beliefs about aging, self-perceptions of cognitive functioning, cognition in patients with neurodegenerative disorders, epilepsy, or ADHD, and the effects of music on affect, behavior, cognition, and the prescribed medications of older adults with dementia. She mentors 10-12 undergraduate students in her research lab each year, many of whom are published co-authors of hers before or soon after they graduate.

An Ohio native, Lineweaver completed her undergraduate work at Butler University, earning her BS in both Arts Administration and Psychology. She was awarded a Master’s degree from Georgia Institute of Technology in Experimental Psychology with an emphasis in Cognitive Aging before completing her PhD in Clinical Neuropsychology at the University of California, San Diego.