Bishop, Karl - Husson College - Science and Humanities

个人简介

Karl Bishop graduated from high school in Ohio and moved west to attend college in the Rocky Mountains at Western State College in Gunnison, Colorado. Karl earned a double-major Bachelor's degree in chemistry and physics. After starting his graduate education in physics at the University of Maine, Karl moved to Syracuse, New York, where he earned a Ph.D. in Biophysics at Syracuse University. Karl then moved to San Francisco for a post-doctoral fellowship in the Department of Pharmaceutical Chemistry at the University of California. Upon completion of his academic training Karl has held a number of positions in industry and academia before returning to Maine to raise a family. Karl has published articles in many scientific journals (Biochemistry, Journal of Magnetic Resonance, Nucleic Acids Research, Proceedings of the National Academy of Sciences, and the Journal of the American Chemical Society) as well as several book chapters. His research program covers a broad range of topics ranging from nucleic acid structure and drug development to ceramic membranes used in sustainable energy development. A research program for undergraduates encompassing these areas is available in the Chemistry Program at Husson University in cooperation with Zeomatrix, LLC, a materials science company based in Orono, Maine. Karl is a co-founder of Zeomatrix and serves as its Chief Technical Officer. As the chemistry program at Husson University grows, summer internship opportunities will be available for students interested in a career in applying chemical principles to developing products for environmental remediation and alternative energy sources.

研究领域

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Christopher Howard received his Bachelor's of Science in Psychology from Georgia Southwestern State University (2004), a Master's of Science in Experimental Psychology degree from Augusta State University (2007), and his PhD in Experimental Psychology from Auburn University (2010). The focus of his current research centers on examining ways to translate principles and research findings from experimental psychology to applied educational settings. Currently, he is conducting research on the testing effect - a cognitive phenomenon that occurs when long-term retention of information is enhanced by initial testing relative to equivalent periods of study. This line of research has received growing attention in cognitive psychology within the last decade. The benefit of his area of research is three-fold: (a) it provides research-based findings that can serve to enhance the effectiveness of educational training in teaching; (b) it expands current knowledge of psychological phenomenon by examining their nature under varied educational conditions and with differing degrees of experimental control; and (c) the findings could have practical implications for improving instructors' assessment techniques and thereby facilitate student learning. Christopher's research on the testing effect compliments his other research in the scholarship of teaching and learning (SoTL). In the last several years, he has conducted or assisted with research on diverse topics including enthusiasm, academic dishonesty, ethical perceptions of professorial behavior, classroom-based accommodations for ADHD students, assessment practices in introductory psychology, teacher performance evaluation, and the qualities and characteristics of master teachers.