WHF Catalog :: Our Authors::Biology

David E. Sadava

David E. Sadava is the Pritzker Family Foundation Professor of Biology, Emeritus, at the Keck Science Center of Claremont McKenna, Pitzer, and Scripps, three of The Claremont Colleges. In addition, he is Adjunct Professor of Cancer Cell Biology at the City of Hope Medical Center. Twice winner of the Huntoon Award for superior teaching, Dr. Sadava has taught courses on introductory biology, biotechnology, biochemistry, cell biology, molecular biology, plant biology, and cancer biology. In addition to Life: The Science of Biology, he is the author or coauthor of books on cell biology and on plants, genes, and crop biotechnology. His research has resulted in many papers coauthored with his students, on topics ranging from plant biochemistry to pharmacology of narcotic analgesics to human genetic diseases. For the past 15 years, he has investigated multi-drug resistance in human small-cell lung carcinoma cells with a view to understanding and overcoming this clinical challenge. At the City of Hope, his current work focuses on new anti-cancer agents from plants.

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Sapling Learning

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Charles Scalet

Charles Scalet is Professor Emeritus and Emeritus Department Head of the Department of Wildlife and Fisheries Sciences at South Dakota State University, where he served as active department head from 1976 to 2007. When he retired in 2007, Dr. Scalet became the longest serving faculty member in the department's history.

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Paul R. Schimmel

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Matthew P. Scott

Matthew P. Scott is Professor of Developmental Biology, Genetics and Bioengineering at Stanford University School of Medicine and Investigator at the Howard Hughes Medical Institute. He is a member of the National Academy of Sciences and the American Academy of Arts and Sciences and a past president of the Society for Developmental Biology. He is known for his work in developmental biology and genetics, particularly in areas of cell-cell signaling and homeobox genes and for discovering the roles of developmental regulators in cancer. Dr. Scott teaches cell and developmental biology to undergraduate students, development and disease mechanisms to medical students and developmental biology to graduate students at Stanford University

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Matthew P. Scott

Matthew P. Scott is Professor of Developmental Biology, Genetics and Bioengineering at Stanford University School of Medicine and Investigator at the Howard Hughes Medical Institute. He is a member of the National Academy of Sciences and the American Academy of Arts and Sciences and a past president of the Society for Developmental Biology. He is known for his work in developmental biology and genetics, particularly in areas of cell-cell signaling and homeobox genes and for discovering the roles of developmental regulators in cancer. Dr. Scott teaches cell and developmental biology to undergraduate students, development and disease mechanisms to medical students and developmental biology to graduate students at Stanford University

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Harry W. Seeley

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Michele Shuster

Michèle Shuster, Ph.D. is an assistant professor in the biology department at New Mexico State University in Las Cruces, New Mexico. She focuses on the scholarship of teaching and learning, studying introductory biology, microbiology, and cancer biology classes at the undergraduate level, as well as working on several K-12 science education programs. Michèle is an active participant in programs that provide mentoring in scientific teaching to postdoctoral fellows, preparing the next generation of undergraduate educators. She is the recipient of numerous teaching awards, including a Donald C. Roush Excellence in Teaching Award at NMSU. Michèle received her Ph.D. from the Sackler School of Graduate Biomedical Sciences at Tufts University School of Medicine, where she studied meiotic chromosome segregation in yeast.

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Karin Silet

Karin Silet, MA, is a Senior Instructional Specialist with the Research Education and Career Development Core of the UW Institute for Clinical and Translational Research (ICTR). Ms. Silet was the project director for ICTR’s CTSA Strategic Goal grant examining “best practices” for mentoring junior faculty conducting clinical and translational research. As part of this project, Karin conducted focus group interviews with over 100 mentors and mentees across 4 medical centers. She is currently leveraging the data from this project to contribute to a mentor development website being built by ICTR’s mentorship team. Karin is the also the coordinator of ICTR’s non-credit educational programming which provides instruction on the knowledge, skills and behaviors essential for success in clinical and translational research. Prior to joining ICTR, Karin worked as an Outreach Specialist in UW’s School of Educa¬tion and as the Continuing Education Specialist at University of California-Berkeley. Karin holds a Masters in English from Bucknell University and has completed Doctoral coursework at the University of Toronto.

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Gunjan Sinha

Gunjan Sinha is a freelance science journalist who writes regularly for Scientific American, Popular Science, Science, and Nature Medicine. Her article on the biochemistry of love, “You Dirty Vole,” was published in The Best American Science Writing 2003. She holds a graduate degree in molecular genetics from the University of Glasgow, Scotland, and currently lives in Berlin, Germany.

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Timothy F. Slater

Timothy F. Slater holds the University of Wyoming Excellence in Higher Education Endowed Chair for Science Education where he holds faculty appointments in the College of Education, the College of Science, and the School of Energy Resources. Internationally known for his work in the teaching and learning of astronomy, he serves as the Director of the Cognition in Astronomy & Physics Education Research CAPER Team where his research focuses on uncovering learners' conceptual models when engaging in science. Prior to becoming a chaired professor at the University of Wyoming, Dr. Slater was a tenured professor in the Astronomy Department at the University of Arizona where he constructed the first Ph.D. program focusing on astronomy education research. Winner of numerous teaching awards, Dr. Slater has been elected to the Council and Board of Directors for the American Astronomical Society, the Astronomical Society of the Pacific, the Society of College Science Teachers, the National Science Teachers Association, and serves on the Editorial Board of the Astronomy Education Review. Dr. Slater and his wife spend much of the summer traveling cross country on their motorcycle, hiking in the mountains with their children, and continuing their quest for the perfect location to watch sunsets.

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Stephanie J. Slater

Stephanie J. Slater, Ph.D., is the Director of Research for the Center for Astronomy & Physics Education Research (CAPER), where her research focuses on student conceptual understanding as influenced by students' spatial reasoning abilities and cognitive load, and research-based inquiry curriculum development. Dr. Slater earned a M.S. in Science Education from Montana State University and B.S. degrees in Biology and Mathematics from Harding University. Her Ph.D. is from the University of Arizona in the Department of Teaching, Learning and Sociocultural Studies.

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Robert R. Sokal

Robert R. Sokal has taught biometry and related courses for almost half a century at the University of Kansas, at Stony Brook, and abroad. In both his teaching and research, he has promoted the use of statistics in biology. A native of Vienna, Austria, he went to high school and college in Shanghai, China, where he obtained a bachelor’s degree in biology at St. John’s University. Graduate studies in zoology at the University of Chicago led to a Ph.D. in 1952. He spent 18 years as a faculty member in Entomology at the University of Kansas, joining the then new department of Ecology and Evolution at Stony Brook in 1968. His research has ranged over a diverse group of topics: quantitative methods in systematics (numerical taxonomy), ecological genetics of laboratory populations, spatial analysis of distributions of organisms and their genes, and in recent years, statistical approaches to problems in physical anthropology. Including translated volumes, he has published 15 books, and over 200 articles. Dr. Sokal was elected President of four international scientific societies and an honorary member of several others. He is a member of the U.S. National Academy of Sciences and a fellow of the American Academy of Arts and Sciences and of the American Association for the Advancement of Science. He was also awarded the Charles Darwin Lifetime Achievement Award in Physical Anthropology. Currently, he is a Distinguished Professor Emeritus at Stony Brook University.

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Christine Sorkness

Christine A. Sorkness, PharmD is a Professor at the University of Wisconsin (UW) School of Pharmacy and School of Medicine and Public Health. She is also the Senior Associate Executive Director of the UW Institute for Clinical and Translational Research (ICTR). In this role, she directly oversees functioning of the Community Engagement and Research Core, the Collaborative Center for Health Equity, and the ICTR Pilot Awards Program. Her research interests have focused on the evaluation (both clinical efficacy and comparative effectiveness) of new and existing therapies in the treatment of children and adults with asthma, including minority populations. Dr. Sorkness serves as a mentor to the ICTR KL2 trainees and graduate students, a variety of pharmacy and medicine specialty residents and fellows, and as a consultant for campus training grants. Dr. Sorkness served as a leader on the multi-site randomized controlled trial to test the effectiveness of this mentor training curriculum.

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Kimberly Spencer

Kimberly Spencer, BS is an Associate Research Specialist for the University of Wisconsin Madison’s Institute for Clinical and Translational Research. Since joining ICTR in 2010, she has provided support on mentoring efforts, including a nationwide study testing the effectiveness of a research mentor-training program for clinical and translational researchers. Currently Ms. Spencer is working with ICTR to build a website that will provide mentoring resources for mentors and trainees, as well as specialized training curricula for users to implement research mentor training. Ms. Spencer graduated from Carroll University with a degree in psychology and has also provided support on several research grants with the Medical College of Wisconsin and worked as a line therapist with the Wisconsin Early Autism Project.

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David E. Sadava

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