Recent honors include: D2L Innovation in Teaching and Learning Award, Society for Teaching and Learning in Higher Education (2017), Residence Life Campus Partner of the Year (2012), Innovator of the Year Award (McMaster VPR, 2010), and the President’s Award for Excellence in Course and Resource Design (2010). He also regularly consults on curriculum development for universities and several policy groups including the Council of Ontario Universities Online Workgroup and the Innovation and Productivity Roundtable for the Ontario Ministry of Training, Colleges, and Universities.

With an active interest in curriculum and education, Joe is regularly invited to deliver keynotes and workshops on blended learning, applied cognition in teaching practice, presentation design, and productivity. In addition, he directs the Education & Cognition Lab, which aims to understand how cognitive principles such as attention, memory, and learning can be applied to develop evidence-based interventions in education and training, and organizes the annual McMaster Symposium on Education & Cognition (edcog.ca), which brings together cognitive scientists, educators, and policy makers to explore how cognitive science can be applied to educational policy and instructional design. The program has been prominently featured in Maclean’s, Globe and Mail, Toronto Star, and numerous education media outlets. Kipp received his BA in Zoology from Colorado College, MS in Ecology and Comparative Behavior from Johns Hopkins University, and PhD in Zoology and Entomology from Pennsylvania State University.Īssociate Professor in Psychology, Neuroscience and Behavior, McMaster University, Hamilton, Ontario, follow him on Twitter is actively involved in the scholarship of teaching and learning, Joseph (Joe) Kim coordinates the innovative McMaster Introductory Psychology () program, which combines traditional lectures with interactive online resources and small group tutorials. In addition, he has published three books on the case method, Start with a Story: The Case Study Method of Teaching College Science (NSTA 2006, reprinted by the NCCSTS in 2013), Science Stories: Using Case Studies to Teach Critical Thinking (NSTA Press, 2012), and Science Stories You Can Count On: 51 Case Studies with Quantitative Reasoning in Biology (NSTA Press, 2014). He has conducted numerous workshops on case-based education and is the author of a regularly featured column on case studies in the Journal of College Science Teaching. As Director of the National Center for Case Study Teaching in Science (NCCSTS), he leads a national effort to reform undergraduate science education through the use of active learning strategies, focusing on case-based and problem-based learning. Department of Education, The Pew Charitable Trusts, and the National Science Foundation to further the development and dissemination of case-based teaching in science in the United States.

To date, he has received over $3.4 million in grants from the U.S. SUNY Distinguished Teaching Professor, Department of Biological Sciences, and Director, National Center for Case Study Teaching in Science, University at Buffalo, Buffalo, as a biologist and physiological ecologist with post-doctoral experience in marine biology, Clyde (Kipp) Herreid has been using case teaching methods for over 30 years.

National case study center