Faculty and Staff

William McComas

William McComas

Parks Family Professor of Science Education

College of Education and Health Professions

(CIED)-Curriculum & Instruction

Phone: 479-575-7525

Fax: (479) 575-6676

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William F. McComas is the inaugural holder of the Parks Family Endowed Professorship in Science Education at the University of Arkansas where he directs the Project to Advance Science Education (PASE).  This follows a career as a biology and physical science teacher in suburban Philadelphia and professorship at University of Southern California. He has earned B.S. degrees in Biology and Secondary Education, M.A. degrees in Biology and Physical Science and the Ph.D. in Science Education from the University of Iowa.

At the University of Arkansas he teaches classes in educational research methods, curriculum design, the history and philosophy of science for science educators, issues in science education, advanced science teaching methods and The Darwin Course, a highly interdisciplinary class for honors undergraduates.  He is also the director for the Professoriate, a campus-wide program sponsored by the UA Graduate School designed to assist doctoral students in securing positions and earning tenure and promotion in higher education institutions.

McComas has served in leadership roles with the National Science Teachers Association, the International History, Philosophy and Science Teaching Group, the National Association of Biology Teachers and the Association for Science Teacher Education.  McComas is a recipient of the Outstanding Evolution Educator and Research in Biology Teaching awards, the Ohaus award for Innovations in College Science Teaching and the ASTE Outstanding Science Teacher Educator award.

McComas is interested in the improvement of laboratory instruction including science fairs, evolution education, the interaction of the philosophy of science and science teaching, science education for gifted students, and science instruction in museums and field settings. 

He has written and edited several books including The Nature of Science in Science Education: Rationales and Strategies.  He has given more than 100 keynote speeches, workshops and presentations at public events and professional meetings in the U.S. and in more than a dozen other countries.  In 2012 McComas was a Fulbright Fellow at the Centre for the Advancement of Science and Mathematics Teaching and Learning (CASTeL) at Dublin City University, Ireland.  In 2014 he was named the Editor of the American Biology Teacher, an award winning journal of research and practice in life science and biology education.

He has chaired more than 30 doctoral dissertations.  Thirteen former students now hold professorships in science, science education or post-doctoral fellowships in education at locations worldwide with many others of his students involved in science education leadership positions in museums, schools and in classrooms.

Bill McComas is married to Kim Krusen McComas, who is a Clinical Professor with the Arkansas UTeach Program.  They live in Fayetteville, Arkansas with children Will and Emily who, by some curious coincidence, show keen interests in math, science and travel.  Will is a biomedical engineering major and Emily is a pre-veterinary science major both at the University of Arkansas. 

Books and Monographs

  1. McComas, W.F. (Ed.) (2014).The Language of Science Education.  An Expanded Glossary of Terms Related to Science Teaching and Learning. Boston: Sense Publishers.

  2. McComas, W.F. (Ed.) (2013).The National Association of Biology at 75 Years: A History of the Organization.Published by the National Association of Biology Teachers.

  3. McComas, W. F. (Ed.) (2006).Investigating Evolutionary Biology in the Laboratory: A Complete Guide to Enhancing Laboratory Instruction.Dubuque, IA:Kendall/Hunt Publishing Co.

  4. McComas, W. F. (Ed.) (2002).Investigating Environmental Biology in the Laboratory.Reston, VA: The National Association of Biology Teachers.

  5. McComas, W. F. (Ed.) (1998).The Nature of Science in Science Education: Rationales and Strategies.Dordrecht, Netherlands: Kluwer (Springer) Academic Publishers.

     

    Chapters in Books and Monographs

  6. McComas, W.F. (2014).The Nature of Science in the Science Curriculum, Instructional Standard and in Teacher Education Programs in the United States in Matthews, M.R. (Ed). International handbook of research in history, philosophy and science teaching.  Dordrecht,   Netherlands: Springer Academic Publishers. (Chapter 61, pp 1993-2023)

  7. McComas, W.F. (2013).Uma proposta de classificação para os tipios de aplicação da história da ciência na formaçãs cientifica: implicações para a pesquisa e desenvolvimento.In Cibelle Celestino Silva and Maria Elice Brzezinski Prestes (Eds.) Aprendendo ciência e sobre sua natureza: abordagen históricas e filosóficas.(pp. 425-450). São Carlos, Brazil: TipgraphiaEditoria Expressa.

  8. McComas, W.F. (2010).The history of science and the future of science education: A typology of approaches to the history of science in science instruction.In Kokkotas, P.V., Malamitsa, K.S. and Rizaki, A.A. (Eds.) Adapting Historical Knowledge Production to the Classroom (pp. 37-54).Rotterdam: Sense Publishers.

  9. McComas, W.F. and McComas, K.K. (2009).The contributions of science and mathematics to STEM education: A view from beyond the disciplines of technology and engineering.In The Overlooked STEM Imperatives: Technology and Engineering. (pp. 26-34). International Technology Education Association.

  10. McComas, W. F. (2008).Proposals for core nature of science content in popular books on the history and philosophy of science: Lessons for science education.In Lee, Y. J. & Tan, A. L. (Eds.) Science education at the nexus of theory and practice. (pp. 259-270). Rotterdam: Sense Publishers.Also appears in Greek translation in Koulaidis, V., Apostolu, A. and Kampourakis, K. (Eds.) The nature of science: Didactical approaches.Athens, Greece: Child Services Editions.

  11. McComas, W. F. (2006).What evolution is and why we should accept it: Definitions, deconstruction, evidence and evolutionary biology.In W. F. McComas, (Ed.) Investigating evolutionary biology in the laboratory (pp. 18-28).Dubuque, IA: Kendall/Hunt Publishing Co.

  12. McComas, W. F. (2006).Philosophical challenges in evolution education.In W. F. McComas, (Ed.) Investigating evolutionary biology in the laboratory (pp. 29-40).Dubuque, IA:Kendall/Hunt Publishing Company.

  13. McComas, W. F. (2006).Historical challenges in evolution education.In W. F. McComas, (Ed.) Investigating evolutionary biology in the laboratory (pp. 41-56).Dubuque, IA: Kendall/Hunt Publishing Company.

  14. McComas, W. F., Abraham-Silver, L., and Ma, L. (2006).Cognitive challenges in evolution education.In W. F. McComas, (Ed.) Investigating evolutionary biology in the laboratory (pp. 57-81).Dubuque, IA:Kendall/Hunt Publishing Company.

  15. McComas, W. F. (2005).Exemplary practice is exemplary research.Forward to Analysing exemplary science teaching.S. Alsop, L. Bencze and E. Pedretti (Eds).Oxford U. Press.

  16. McComas, W. F. (2002).Science and its myths. In M. Shermer (Ed.). The Skeptics encyclopedia of pseudoscience (pp. 430-442).Santa Barbara, CA: ABC CLIO Press.Also published as The Principle Elements of the Nature of Science: Dispelling the Myths in the California Journal of Science Education (2005) 5(2), 37-67.

  17. McComas, W. F., Clough, M. P., and al-Almazroa, H.(1998). A review of the role and character of the nature of science in science education.In W. F. McComas (Ed.).Nature of science in science education: rationales and strategies.Kluwer (Springer) Academic Publishers, 3-39.

  18. McComas, W. F. and Olson, J. (1998).The nature of science in international science education standards documents.In W. F. McComas (Ed.) Nature of science in science education: rationales and strategies (pp. 41-52). Kluwer (Springer) Academic Publishers.

  19. McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths of science. In W. F. McComas (Ed.) Nature of science in science education: rationales and strategies (pp. 53-70).Kluwer (Springer) Academic Publishers.

  20. McComas, W. F. (1998). A thematic approach to the nature of science for science teachers.In W. F. McComas (Ed.) Nature of science in science education: rationales and strategies. (pp. 211-222).Kluwer (Springer) Academic Publishers.

  21. McComas, W. F. (1996). The affective domain and science, technology and society instruction: A meta-analytic review.In R. E. Yager (Ed.) Science/technology/society as reform in science education (pp. 70-83). Albany, NY: SUNY Press.

  22. McComas, W. F. (1993). The nature of science supervision: A review of the literature. Chapter 4 in G. M. Madrazo and L. L. Motz (Eds.) Sourcebook for science supervisors, 4th edition. Washington, DC: National Science Teachers Association.

  23. McComas, W. F. (1993).STS education and the affective domain.In R. E. Yager (Ed.) What Research Says to the Science Teacher, VII.The science, technology and society movement.Washington, DC: National Science Teachers Association.

     

    Refereed Articles

                   

  24. Jiang, F. and McComas, W.F. (2014).The Use of Computer-Assisted Text Classification to Locate and Evaluate Nature of Science Content in Recent Popular Science Writing. Science & Education (23)9, 1785-1809.

  25. McComas, W.F. (2012, March).Darwin’s error: Using the story of pangenesis to illustrate aspects of the nature of science in the classroom.American Biology Teacher 74(3), 151-156.

  26. McComas, W.F. (2012, February).Darwin’s invention: Inheritance and the “mad dream” of pangenesis.American Biology Teacher 74(2), 86-91.

  27. McComas, W.F. (2011, November).Science fairs: A new look at an old tradition. The Science Teacher, 78(8), 34-38.

  28. McComas, W.F. (2010, Fall).Educating science critics, connoisseurs and creators: What gifted students should know about how science functions. Gifted Education Communicator, 41(3), 14-17.

  29. Kampourakis, K. and McComas, W. F. (2010).Charles Darwin and evolution: Illustrating human aspects of science. Science & Education, 19 (6-8), 637-654.

  30. McComas, W.F. (2010).Where is the "origin" in the Origin of Species?American Biology Teacher, 72(2), 62-3.

  31. Farland-Smith, D. and McComas, W.F. (2009).Teaching the human dimension of science.Science and Children, 46(9), 48-51.

  32. McComas, W. F. (2009, February).Thinking, teaching and learning science outside the boxes: Interdisciplinarity in science instruction.The Science Teacher, 76(2), 24-28.

  33. McComas, W. F. (2008).Seeking historical examples to illustrate key aspects of the nature of science.Science & Education, 17(2/3), 249-263.

  34. McComas, W. F. (2008). Back to the Future?Reconsidering the role of 19th century nature-study in 21st century science teaching.The Science Teacher, 75(2), 24-28.

  35. McComas, W. F. (2007).Biology education under the microscope. Examining the history and current state of biology education.The Science Teacher, 74(7), 28-33.

  36. McComas, W. F. (2006).Science teaching beyond the classroom: The role of informal learning environments.The Science Teacher, 72(10), 26-30.

  37. McComas, W. F. (2005).Laboratory instruction in the service of science teaching and learning.The Science Teacher, 72(7), 24-29.

  38. McComas, W. F. (2004).Keys to teaching the nature of science: Focusing on the nature of science in the science classroom.The Science Teacher, 71(9), 24-27.

  39. McComas, W. F. (2004).Look before you leap: Demonstrating the limits of induction.The Science Teacher, 71(9), 62-63.

  40. McComas, W. F. (2003).A textbook case: Laws and theories in biology Instruction.International Journal of Science and Mathematics Education, 1(2), 1-15.

  41. McComas, W. F. (2003).The nature of the ideal environmental science curriculum: Advocates, textbooks and conclusions.American Biology Teacher, 65(3), 171-78.

  42. McComas, W. F. (2002).The ideal environmental science curriculum: History, rationales, misconceptions & standards, American Biology Teacher, 64(9), 665-672.

  43. Olson, J. K., Cox-Petersen, A. M. and McComas, W. F.(2001). The inclusion of informal environments in teacher preparation.Journal of Science Teacher Education, 12(3), 155-173.

  44. McComas, W. F. and Moore, L.S. (2001). The expectancy effect in the secondary school laboratory: Issues and opportunities. American Biology Teacher, 63(4), 246-252.

  45. Bell, R., Abd-El-Khalick, F., Lederman, N.G., McComas, W.F., and Matthews, M.R. (2001).  Nature of Science and Science Education: A Bibliography. Science & Education, 10(1/2), 187-204.

  46. McComas, W.F., Clough, M.P., Scott, E., Smith, M.U. & Lederman, N.G. (July, 2000) The Nature of Science: An NSTA Position Statement. Adopted by the National Science Teachers Assn.

  47. Leonard, W. H., McComas, W. F. and Mason, C. L. (2000).Why it’s not a good time for science education in the once-golden state of California.California Science Teachers Association Journal, Winter, 4-7.

  48. McComas, W. F. and Cox-Petersen, A. M. (1999).Enhancing undergraduate science instruction through science education partnerships: The G-STEP model.Journal of College Science Teaching, 29(2), 120-125.

  49. McComas, W. F., Clough, M. P., and Al-mazroa, H.(1998). The role and character of the nature of science in science education.Science & Education, 7(6), 511-532.

  50. Lederman, N. G., McComas, W. F. and Matthews, M. R. (1998).Editorial.Science & Education, 7(6), 507-509.

  51. McComas, W. F. and Wang, H. A. (1998). Blended science instruction: The promise and peril of reconnecting the sciences for instruction.School Science and Mathematics, 98(6), 340-348.

  52. Smith, M. U., Lederman, N. G. Bell, R. L., McComas, W.F. & Clough, M.P. (1997).How great is the disagreement about the nature of science? A response to Alters. Journal of Research in Science Teaching, 34(10), 1101-03.

  53. McComas, W. F. (1997). Reexamining the nature of science: Lessons of misconceptions and misunderstandings from a science educator. Skeptic, 5(2), 88-95.

  54. McComas, W. F. (1997).The discovery and nature of evolution by natural selection: Misconceptions and lessons learned from the history of science.American Biology Teacher, 59(8), 492-500.

  55. McComas, W.F. (1997).An ecological perspective of the laboratory teaching environment. Science Education International, 8(2), 12-16.

  56. McComas, W. F. (Spring, 1997).The nature of the laboratory experience: A guide for describing, classifying and enhancing hands-on activities.California Science Teachers Association Journal, 6-9.

  57. McComas, W. F. (October 13, 1996).Op-Ed Article: “Shrinking Student-to-Teacher Ratios Poses Difficult Choices.”Los Angeles Times (Valley Edition).

  58. McComas, W. F.(1996). Myths of science: Reexamining what we think we know about the nature of science. School Science and Mathematics, 96(1), 10-16.

  59. McComas, W. F. and Colburn, A. I. (1995).Laboratory learning: A neglected dimension of science teacher education.  Journal of Science Teacher Education, 6(2), 120-124.

  60. Alters, B. J. and McComas, W. F. (1994).Punctuated equilibrium: The missing link in evolution education. American Biology Teacher, 56(6), 334-340.

  61. McComas, W. F. and Alters, B. J.(1994). Modeling modes of evolution:Comparing phyletic gradualism and punctuated equilibrium.American Biology Teacher, 56(6), 354-360.

  62. McComas, W.F., Blunck, S. M., McArthur, J. M. and Brockmeyer, M. A. (1991). Changing the focus: Fostering the development of Science, Technology and Society Programs in Schools.Bulletin of Science, Technology and Society, 12(6), 294-298.

  63. McComas, W. F. (1991).Using laboratory experiences to communicate aspects of evolutionary theory in secondary school biology: An analysis of teacher resources. American Biology Teacher, 53(4).

  64. McComas, W. F. (1990).How long is a long time?Constructing the link between geology and biology. American Biology Teacher, 52(3) 161-7.

  65. McComas, W. F. (1989).The issue of valid and effective student evaluation.Education and Urban Society, 22(1) 72-82.

  66. McComas, W. F. & Penick, J. E. (1989).Exemplary biology programs in secondary school biology.American Biology Teacher, 51(3), 137-141.

  67. McComas, W. F. (1988).Variation, adaptation and evolution at the zoo.American Biology Teacher, 50 (6), 379-383.

     

    Books, Chapters and Articles Accepted for Publication

     

  68. McComas, W.F. (ed.) The Nature of Science in Science Education: Rationales and Strategies, 2nd edition.  (Anticipated in 2015).  Dordrecht, Netherlands: Springer Academic Publishers. (Book).

  69. McComas, W.F. and Kampourakis, K. Cases in the history of biology, chemistry, geology and physics that exemplify the nature of science.Accepted in the Review of Science, Mathematics and ICT Education.

     

    Books, Chapters and Articles Submitted and/or Accepted for Publication

     

  70. Jiang, F. and McComas, W.F.The effects of inquiry teaching on student science achievement and attitudes using propensity score analysis of PISA data. Accepted in the International Journal of Science Education.

  71. Kaplan, S., McComas, W.F., and Manzone, J. Teaching science and gifted students: Using depth, complexity and authentic inquiry in the discipline. To be published in In K.S. Taber (Ed.) International Perspectives on Science Education for the Gifted.Routledge.

     

    Projects and Publications in Development

     

  72. McComas, W. F.Laboratory Learning.A book-length treatment of the history of, rationales for and exemplary practices related to instruction in the science laboratory.

  73. McComas, W. F. An assessment of student and faculty perceptions of the actual and ideals states of undergraduate laboratory instruction.

     

    Non-Refereed Articles, Conference Proceedings and Related Publications

     

  74. McComas, W.F. (2009, Fall).Does Arkansas Have the Science Education Standards that it Needs? University of Arkansas Department of Education Reform, Office of Education Policy Newsletter 6(2), 2-3 and 6.

  75. McComas, W.F. (2009, Fall).Should policymakers demand that all classroom teachers in Arkansas be certified?University of Arkansas Department of Education Reform, Office of Education Policy Newsletter 6(2), 2-3 and 6.

  76. McComas, W.F. and Sundt, M. (2005).Pathways to teaching: Attracting and keeping good teachers.USC Urban Ed, The magazine of the Rossier School of Education.Spring/Summer 2005, pp. 26-28.

  77. McComas, W.F. and Colbert, J. A. (2004/5).Learning, teaching and thinking science.USC Urban Ed, Fall/Winter 2004-05, pp. 48-52.

  78. McComas, W.F. (2003).The Nature of Science: What Consensus Exists Within Popular Books on the Subject?The proceedings of the Seventh International History, Philosophy and Science Teaching Conference, Winnipeg, Manitoba, Canada (July, 2003).

  79. McComas, W. F. (Editor and Producer) (2003).The proceedings of the Sixth International History, Philosophy and Science Teaching Conference, Denver, Colorado (November, 2001).Published as an interactive CD ROM.

  80. McComas, W. F. (2001).Experiential science learning and participants’ understanding of the nature of science.In D. Psillos, et al (Eds.) The Proceedings of the Third International Conference of the European Science Education Research Association: Vol. II (pp. 548-550).

  81. McComas, W.F. (1995).A thematic introduction to the nature of science.In F. Finley, D. Allchin, D. Rhees and S. Fitfield (Eds.), Proceedings of the Third International History, Philosophy and Science Teaching Conference: Vol. II.(pp. 726-737).Minneapolis: U. of Minnesota Press.

  82. McComas, W. F. (1993).The effects of an intensive summer laboratory internship on secondary students’ understanding of the nature of science as measured by the test on understanding science (TOUS).(ERIC Document Reproduction Service No. ED 377 029).

  83. McComas, W.F. (1990).Measuring attitudes.In McComas, W. F., Meyers, L. H., Yager, R. E. and Blunck, S.M. The Iowa Chautauqua program: What assessment results indicate about S/T/S instruction.In D. W. Cheek and L. J. Waks (Eds.) Technological Literary V: Proceedings of the National Technological Literacy Conference. Arlington, Virginia, February 2-4, 1990. (ERIC Document Reproduction Service No. ED 325 429).

  84. McComas, W.F. (1989). Assessing progress in S/T/S education. In McComas, W. F., Blunck, S. B. and Brockmeyer, M. A. and Yager, R. E.Science, technology and society: The Iowa Chautauqua model for inservice teacher training.In D. W. Cheek and L. J. Waks (Eds.) Technological Literary IV: Proceedings of the National Technological Literacy Conference. Arlington, Virginia, February 3-5, 1989. Bloomington, IN: ERIC Clearinghouse for Social Studies/Social Science Education (ERIC Document No. ED 315 326).

  85. McComas, W.F. and Yager, R. E. (Eds.) (1988). Assessing science instruction in five domains of science education.Iowa City: University of Iowa, Science Education Center.

  86. Yager, R. E., Blunck, S. M., Binadja, A., McComas, W. F. & Penick, J. E. (1988). Assessing the impact of S/T/S instruction in 4-9 science in five domains.Iowa City, IA: The Science Education Center of the University of Iowa (ERIC ED 292 641).

2006-present.  Professor of Science Education and inaugural holder of the Parks Family Endowed Professorship in Science Education (Reappointed to a second five year term in 2011). Department of Curriculum and Instruction, College of Education and Health Professions.  University of Arkansas, Fayetteville, AR  72701. I have developed a new M.Ed. degree (with a focus area in science education, among others) to add to our existing Ph.D. in curriculum and instruction.  Supporting courses include Issues in Science Education, the Philosophy of Science and Advanced Science Teaching Methods.  In addition, I teach Educational Research Methods, Interdisciplinary Strategies and Curriculum Foundation courses for all students in the secondary Master of Arts in Teaching program.  Additional duties have included Assistant Department Head and Graduate Coordinator (2009-2014), Director of the campus-wide Future Professoriate Program (2007- ) sponsored by the University of Arkansas Graduate School and Senior Advisor to UTeach, Arkansas (2010- ), Vice Chair of the UA Faculty Senate (2013- ).

1992-2006. Associate Professor of Science Education, Founding Director of the Program to Advance Science Education (PASE).  Vice Chair and Chair of the Division of Learning and Instruction (1998-2002), Rossier School of Education, University of Southern California, Los Angeles, CA  90089-0031.  I developed a master's program in science education and science education concentrations within the existing doctoral degrees. Further, I established courses in elementary science education methods and three linked science content/pedagogy classes in biology, physical science and earth/space science to enhance science content and pedagogy for elementary teachers.  Administrative duties included responsibility for graduate student admissions and scholarships, departmental budgeting, staffing and departmental faculty teaching schedules.

1991-92. Visiting Assistant Professor.  Science Education Center of the University of Iowa.  Iowa City, IA  52242.  Member of the off-campus master’s program instructional team.

1990-91. Teaching Assistant.  Science Education Center of the University of Iowa.  Duties involved assisting in instruction in the science teaching methods class and monitoring students during their internship experiences.  In addition, responsibilities included placing, visiting and evaluating student teachers along with the design of an orientation manual for the interns and their cooperating teachers.

Spring 1990. Non-majors Biology Adjunct Instructor.  Montgomery Country Community College.  Blue Bell, PA  19422. 

1988-89. Research Assistant.  Science Education Center of the University of Iowa.  Research coordinator for the Science, Technology and Society (S/T/S) project which examined the effectiveness of the S/T/S teaching philosophy by assessing student achievement in cognitive and affective domains.  Duties included the design of assessment instruments, workshop presentations, research protocol design, data analysis, and the production of monthly articles and technical reports.

1988-89. Instructor in the Science Education Center of the University of Iowa.  Responsibility for the design of Science Teaching Methods I, the first of three courses leading to secondary science teacher licensure.  This course focused on science instruction in the elementary school providing secondary teachers in training with background in child development.  Responsibilities included the development of a comprehensive readings manual to complement the practicum and seminar portions of this course.  In addition to teaching, I supervised students in the practicum setting in local schools.

1978-88 and 1989-90. Biology, General Science, and Life Science Teacher.  Norristown Area School District, Norristown, PA  19403.  I taught general science and life science at the middle level for two years and college preparatory and remedial biology and physical science at the secondary level for ten years.  As a biology instructor I used BSCS Green, Modern Biology, and Prentice-Hall Biology texts in both regular and summer sessions, developed a biology laboratory manual and aided in the development and evaluation of a program of individualized biology instruction.  Co-sponsor of international programs with responsibility for arranging a student exchange program to the Castleview School Sunderland, England.

1977-78. Biology, Earth Science and Environmental Science Teacher.  Wissahickon Senior High School, Ambler, PA  19002.  I taught ninth-grade ISCS Earth Science and several sections of traditional biology and developed an elective course in environmental science for advanced students.

2014;     Recipient of the Innovative Teaching Award from the University of Arkansas College of Education and Health Professions, the highest such honor in the College.

2012;     Recipient of the Faculty STAR Award from the University of Arkansas Department of Curriculum and Instruction, the highest departmental award.    

2012;     Fulbright Teaching and Research Fellowship to Dublin City University, Ireland. Spring semester.

2011;     Recipient of the Research Award from the University of Arkansas Department of Curriculum and Instruction.

2011;     Honoree at the 12th Annual Faculty Appreciation Banquet.  University of Arkansas Associated Student Government.

2010;     Recipient of the Four Year College and University Biology Research in Teaching Award; National Association of Biology Teachers and Leica Microsystems.

2008;     Distinguished Alumnus Award from the Lower Merion High School (PA) Alumni Association.

2007;     Evolution Education Award from the National Association of Biology Teachers, Biological Sciences Curriculum Study (BSCS) and American Institute of Biological Sciences (AIBS).

2004;     Associates Award for Excellence in Teaching, the highest such honor given by the University of Southern California.

2001;     Gustav Ohaus Award for Innovations in College Science Teaching awarded by the National  Science Teachers Association (NSTA) for the design and implementation of Science Instruction Beyond the Classroom: Rationales and Strategies a semester-long course designed to enhance the science teaching by connecting to non-formal environments such as zoos and museums.

2001;     Socrates Award from the Education Graduate Organization (EGO) of the USC Rossier School of Education.  Awarded by students to professors who have provided significant support through teaching and mentoring.

2002;     Named a Fellow of the USC Center for Excellence in Teaching, a competitive honor awarded to 5 professors a year.  The group provides workshops and seminars to enhance teaching skills and raise the awareness of the importance of teaching among professors and graduate students.

1998;     Distinguished Achievement Award from the Educational Press Association (EdPress) for the article “Discovery & Nature of Evolution by Natural Selection: Misconceptions & Lessons from the History of Science.” The American Biology Teacher, 59(8), 492-500 (October 1997).

1998;     Outstanding Science Teacher Educator awarded by the Association for Science Teacher Education (ASTE) formally the Association for the Education of Teachers in Science (AETS).

1995;     Included in Who's Who in American Education.

1989;     Named Outstanding Graduate Teaching Assistant awarded by the University of Iowa Council on Teaching Excellence.

1987;     Named Outstanding Science Teacher by the Montgomery County (PA) Science Teachers Association.

1986;     National award winner in the search for new laboratory activities sponsored by Prentice-Hall Publishing Company.

1986;     National Aeronautics and Space Administration Honors Teacher award recipient and participant in the Teacher in Space project.