Biography

jeff cubs I am originally from the Chicago area, but attended middle school and high school in the east bay. I currently live in San Francisco with my wife and two sons. I love hanging out with my boys, playing/watching basketball and baseball, thinking about what tattoos to get next, and enjoying the diversity of people, cultures, and experiences in the bay area.

For college, I temporarily left northern California to go to UCLA. There I earned degrees in marine biology and music (saxophone performance). While at UCLA, and in between undergraduate and graduate school, I worked on various research projects relating to marine ecology and terrestrial habitat restoration. I completed my graduate research in biology at SFSU. My work dealt with speciation in marine fishes, and specifically the genetics of diamond turbot (flatfish) populations from California and Mexico. As a grad student, I also spent scuba diving a large amount of time studying issues in science education through the Science Education Partnership and Assessment Laboratory (SEPAL) at SFSU. Since graduate school, I have taught general biology, human biology, and anatomy/physiology at Skyline College, College of Marin, Laney College, De Anza College, and Foothill. Among other activities, during that time I have worked on multiple projects focused on issues of equity and inclusion in the classroom, helped re-write general biology and human biology lab curricula, taught in learning communities involving biology and language arts students, published and presented papers in the field of biology education research, and worked with faculty and administrators across the state on course articulation and transfer pathways. In 2014, I was interviewed for a series of professional development videos on active learning. You can see clips from my interview as part of the video here.

Most recently, I designed and piloted Foothill's first service learning course in the biology department - Learners Engaged in Advocating for Diversity in Science. I then led the creation of a new certificate in Bio-Health Diversity & Inclusion leadership, which is now available to Foothill students.

I love studying biology and learning about how students perceive the subject. Teaching biology allows me to continually advance my knowledge and apply that knowledge in new situations. By working with students, I get to explore many different perspectives on the nature of science and the relevance of biology to all people's lives!

Courses Taught

Human Anatomy & Physiology (Bio 40 Series), Foothill College
Learners Engaged in Advocating for Diversity in STEM (Bio 81), Foothill College
Human Biology (Bio 11), De Anza College
Body Language (Bio 11/EWRT 1A Learning Community), De Anza College
Human Anatomy & Physiology (Bio 40 Series), De Anza College
Body Language (Bio 11/Spch 10 Learning Community), De Anza College
Form & Function in the Biological World (Bio 6A), De Anza College
Principles of Biology (Bio 110), Skyline College
Basic Human Anatomy & Physiology (Bio 24), Laney College
Introduction to Biology (Bio 10), Laney College
Principles of Biology (Bio 11), Laney College
Introduction to Biology Lab (Bio 110L), College of Marin

Education

B.S. in Marine Biology (UCLA)
B.A. in Music - Saxophone Performance (UCLA)
M.S. in Ecology & Systematic Biology (SFSU)

National Awards

2018 Recipient: Outstanding Undergraduate Science Teaching Award. Society for College Science Teachers.

Papers, Presentations, & Books

Featured Talks, Plenaries, and Interviews

Plenary Speaker: American Physiological Society Institute on Teaching and Learning. June 24, 2022.
Keynote Speaker: US Air Force Academy Education Innovation Week. May 21, 2022.
Friday Plenary: Attending to Diversity and Inclusion in Undergraduate STEM Curricula. AAC&U STEM Education Conference. November 5, 2021.
Panelist: National Academies of Sciences Engineering Medicine Roundtable on Systemic Change in Undergraduate STEM Education. September 27-28, 2021.
Plenary Talk: Are there any scientists in health science courses? Exploring science identity among pre-nursing and pre-allied health students. SABER West. Irvine, CA. January 19th, 2020.
Invited Update Seminar: Investigating Inclusive Curricula in the A&P Classroom: Scientist Spotlight Homework Assignments. Human Anatomy & Physiology Society (HAPS) 33rd Annual Conference. Portland, Oregon. May 24th, 2019.
Online with LSE Webinar Series: Addressing Diversity and Inclusion in the Life Sciences Curriculum
Annotated Paper: Scientist Spotlights paper annotated here as part of LSE's Anatomy of an Education Study series.
Keynote Address: Highlighting Diversity While Covering Biology Content. Schinske, J. BABEC 2018 Kickoff Meeting (Bay Area Bioscience Education Community). San Bruno, CA. September 8, 2018.
Foundational Cell Biology Workshop: Assessment in Real-Time: It's Not All About the Final Exam. Schinske, J. ASCB-EMBO National Meeting. Philadelphia, PA. December 3, 2017.
Interviewed In: Supiano, B. 2017. Could Grades Be Counterproductive? The Chronicle of Higher Education, August 10, 2017.
"High-Impact" Opening Session Talk: Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Course. Schinske, J., Perkins, H., Snyder, A., and Wyer, M. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. Minneapolis, MN. July 14, 2016.
Plenary Session: Active Learning Exercises that Enhance Students' Academic Identities & Sense of Belonging. Schinske, J. POGIL Southwest Regional Workshop. Santa Clara, CA. June 9, 2016.
Lunchtime Plenary Talk: Shifting Students' Stereotypes of Scientists to Enhance Science Identity in a Diverse Community College Context. Snyder, A., Cardenas, M, Kaliangara, J., Perkins, H., Wyer, M., and Schinske, J. Understanding Interventions 2015 Annual Conference, San Diego, CA. May 15-17, 2015.
Panelist & Featured Presenter: AAAS Community College Forum: Innovations in Teaching & Lessons from Education Research. Schinske, J. AAAS Annual Conference, San Jose, CA. February 12, 2015.
Interviewed In: Savage, N. 2013. A Sense of Community. Nature 495: 129-131.

In Science Education

Tripp, B., Cozzens, S., Hrycyk, C., Tanner, K.D., & Schinske, J.N. 2024. Content Coverage as a Persistent Exclusionary Practice: Investigating Perspectives of Health Professionals on the Influence of Undergraduate Coursework. CBE—Life Sciences Education, 23(1), ar5.
Chen Muscgove, M., Ko, M., Schinske, J.N., & Corwin, L.A. 2024. Broadening Participation in Biology Education Research: A role for affinity groups in promoting social connectivity, self-efficacy, and belonging. CBE—Life Sciences Education, 23(1), ar8.
Ovid, D., et al. 2023. Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments. CBE—Life Sciences Education, 22(2), ar22.
Chen Musgrove, M. M., Nied, S., Cooley, A., Schinske, J. N., & Corwin, L. A. 2022. Engaging with CC Bio INSITES: Experiences of barriers, supports, and belonging in community college faculty participating in biology education research. CBE—Life Sciences Education, 21(2), ar16.
Alvares, S. M., et al. 2022. Centering the Experiences of Community College Students and Faculty in Biology Education Research. CBE—Life Sciences Education, 21(3), ed1.
Aranda, M.L., et al. 2021. Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE—Life Sciences Education, 20, ar55.
Cooper, K. M., Schinske, J. N., & Tanner, K. D. 2021. Reconsidering the share of a think–pair–share: Emerging limitations, alternatives, and opportunities for research. CBE—Life Sciences Education, 20(1), fe1.
Harrison C., Nguyen T.A., Seidel S.B., et al. 2019. Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy. CBE—Life Sciences Education, 18(3), ar47.
Perkins, H., Wyer, M., and Schinske, J. 2018. Evaluation of Effects of an Intervention Aimed at Broadening Participation in STEM while Conveying Science Content. Chapter 4 in: Increasing Retention of Under-Represented Students in STEM through Affective and Cognitive Interventions, ed. Kishbaugh and Cessna. American Chemical Society.
Owens M., Seidel S., Wong M., et al. 2017. Classroom sound can be used to classify teaching practices in college science courses. Proceedings of the National Academy of Sciences 114 (12): 3085-3090.
Schinske J., et al. 2017. Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty. CBE - Life Sciences Education 16 (2): mr1.
Schinske J., Perkins, H., Snyder, A., and Wyer, M. 2016. Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE - Life Sciences Education 15 (3): ar47.
De Toro A., Kalpin B., Schinske J., and Woodbury E. 2016. Approaching Issues of Equity and Diversity in STEM Through Multidisciplinary STEM Faculty Learning Communities. National Conference on Race and Ethnicity in Higher Education (NCORE). San Francisco, CA. June 4, 2016.
Schinske J., Perkins H., Snyder A., and Wyer M. 2016. Exploring STEM Classroom Activities with Potential to Enhance Students' Sense of Belonging and Mitigate Stereotype Threat. National Conference on Race and Ethnicity in Higher Education (NCORE). San Francisco, CA. June 3, 2016.
Seidel S., Reggi A., Schinske J., Burrus L., and Tanner K. 2015. Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course. CBE - Life Sciences Education 14 (4): 1-14.
Schinske J. and Skager K. 2015. Body Language: Encouraging Early Success in Science through a Biology and English Composition Learning Community. National Learning Communities Conference, Kansas City, MO. November 14, 2015.
Wyer M., Schinske J., and Perkins H. 2015. Scientist Spotlights: Science Identity and Educational Innovation in Community Colleges and Beyond. American Association of Colleges and Universities Transforming STEM Education Conference, Seattle, WA. November 13, 2015.
Schinske J., Cardenas M., and Kaliangara J. 2015. Uncovering Scientist Stereotypes and their Relationships with Student Race and Student Success in a Diverse Community College Setting. CBE - Life Sciences Education 14 (3): 1-16.
Wyer M., Schinske J., and Perkins H. 2015. Diversity and Science Identity in Community Colleges. NSF ADVANCE/GSE Program Workshop, Baltimore, MD. May 31-June 2, 2015.
Schinske J. and Tanner K. 2014. Teaching More by Grading Less (or Differently). CBE - Life Sciences Education 13: 159-166.
Cardenas M., Kaliangara J., and Schinske J. 2014. What Types of People Do Science? A qualitative survey of scientist stereotypes in a community college setting. Society for the Advancement of Biology Education Research (SABER) Conference, Minneapolis, MN. July 17-20, 2014.
Seidel S., Reggi A., Schinske J., Burrus L., and Tanner K. 2014. Talk Matters: A Systematic Investigation of Instructor Talk in an Introductory Biology Course. Society for the Advancement of Biology Education Research (SABER) Conference, Minneapolis, MN. July 17-20, 2014.
Schinske J. 2015. Instructor's Manual for Visual Anatomy & Physiology, 2nd ed., by Martini, Ober, Nath, Bartholomew, and Petti. Pearson. San Francisco.
Schinske J. and Puglia M. 2015. Instructor's Manual for Fundamentals of Anatomy & Physiology, 10th ed., by Martini, Nath, and Bartholomew. Pearson. San Francisco.
Schinske J. 2014. "I'm not a science person." Addressing Subtle Biases Against Becoming a Science-Literate Student and Citizen. Partners in Learning Conference, De Anza College. March 7, 2014.
Schinske J. 2013. On equity & diversity in the A&P classroom: Initiating discussions about scientists from diverse backgrounds while covering A&P content. Human Anatomy & Physiology Society (HAPS) Annual Conference, Las Vegas, NV. May 25-29, 2013.
Schinske J. 2013. Instructor's Manual for Essentials of Anatomy & Physiology, 6th ed., by Martini and Bartholomew. Pearson. San Francisco.
Schinske J. 2013. Instructor's Manual for Visual Essentials of Anatomy & Physiology, by Martini, Ober, Bartholomew, and Nath. Pearson. San Francisco.
Schinske J. 2012. Taming the testing/grading cycle in classes centered around open-ended assessment. Human Anatomy & Physiology Society (HAPS) Annual Conference, Tulsa, OK. May 26-31, 2012.
Schinske J. 2012. On Fostering a Sense of Community Among Faculty. Partners in Learning Conference, De Anza College. March 2, 2012.
Content contributor to: Goodenough J. and B. McGuire. 2012. Biology of Humans, Fourth Edition. Pearson Benjamin Cummings. San Francisco.
Schinske J., Busch A., and Tanner K. 2011. Community College Biology Faculty Enhancement through Scientific Teaching (CCB FEST). American Association of Community Colleges/NSF Conference, Washington D.C. June 16-17, 2011.
Schinske J. 2011. Taming the Testing/Grading Cycle in Lecture Classes Centered Around Open-Ended Assessment. Journal of College Science Teaching 40(4): 46-52
Schinske J. 2011. Instructor's Manual for Visual Anatomy & Physiology, by Martini, Ober, and Nath. Pearson Benjamin Cummings. San Francisco.
Schinske J. 2011. Introductory-level courses at De Anza and the future of health professions. Partners in Learning Conference, De Anza College. March 4, 2011.
Schinske J., Busch A., and Tanner K. 2011. Community College Biology Faculty Enhancement through Scientific Teaching (CCB FEST). National Science Foundation TUES/CCLI Conference, Washington D.C. January 26-28, 2011.
Schinske J., Clayman K., Busch A., and Tanner K. 2008. Teaching the anatomy of a scientific journal article. The Science Teacher. October 2008: 49-56.
Schinske J. 2008. Using concept maps to encourage reflective learning and detect conceptual changes. Guest Lecture: Graduate Seminar in Science Education. San Francisco State University. May 5, 2008.
Busch A. and Schinske J. 2007. Creative ways to use assessment to guide your science teaching. City College of San Francisco Math, Science, & CTE Conference. June 2007.
Clayman K. and J. Schinske. 2007. Year 2: Formative Classroom Assessment. SFSU College of Science and Engineering Student Project Showcase.
Schinske, J. and K. Clayman. 2007. Using Google Earth to integrate biology, geography, and earth science in teaching evolution. San Francisco Unified School District Secondary Math and Science Professional Development Workshop. January 2007.
Clayman K. and J. Schinske. 2006. Exploring science classroom inquiry, equity, and assessment through partnership. SFSU College of Science and Engineering Student Project Showcase.

In Biology

Schinske J., Bernardi G., Jacobs D., and E. Routman. 2010. Phylogeography of the diamond turbot (Hypsopsetta guttulata) across the Baja California Peninsula. Marine Biology. 157(1): 123-134.
Schinske J. 2008. Why fish stop mating: speciation in the Pacific Ocean. Science in Action Speaker Series. Skyline College. April 3, 2008.
Schinske J. 2007. Phylogeography of the diamond turbot (Hypsopsetta guttulata). SFSU Department of Biology Master's Thesis.
Schinske J. and E. Routman. 2007. Incipient speciation in the diamond turbot (Hypsopsetta guttulata). SFSU College of Science and Engineering Student Project Showcase.
Schinske J. and S. Cohen. 2006. Ah receptor sequence variation from shiner surfperch (Cymatogaster aggregata) populations in polychlorinated biphenyl contaminated and reference sites around San Francisco Bay. NorCal SETAC Annual Convention. Davis, CA.
Anderson S., Schinske J., and J. Kluse. 2002. The relative importance of grazing and topography on oak performance since 1928. Ecological Society of America Annual Meeting Abstracts. 87: 65.
Anderson S., Kluse J., Launer A., J. Schinske. 2002. The value of conducting restorations as explicit experiments. Ecological Society of America Annual Meeting Abstracts. 87:64-65.
Schinske J. and G. Forrester. 2000. Sex change of the protogynous Caribbean reef fish, Coryphopterus glaucofraenum, in the field. UCLA Undergraduate Science Journal. 13: 110-114.
Rii S., Schinske J., and M. Rosales. 2000. Effects of habitat features and predation on distributions of mudflat clams. Bodega Marine Lab Student Reports, MBQ 2000.
Schinske J. 2000. Effects of the macroalgae, Ulva, on the relative distributions of two mudflat bivalve congeners and their dead shell material. Bodega Marine Lab Student Reports, MBQ 2000
Rosales M, Schinske J., and S. Rii. 2000. Use of PIT tags on the rocky intertidal fish Cebidichthys violaceus towards the establishment of a long-term study. Bodega Marine Lab Student Reports, MBQ 2000.