Teaching Associate Professor, Chemical and Biological Engineering
As a Teaching Associate Professor, I aim to provide undergraduate students the best educational and classroom experience possible and to study how students learn science and engineering.
Everything that I do as a teacher all comes down to the fact that I want my students (and society as a whole for that matter) to appreciate, understand, and ultimately be excited about science and engineering. I believe that student excitement and engagement are the foundation for improving scientific literacy, building solid critical thinking and analysis skills, and preparing for successful scientific and engineering careers. For those students that already really like science and engineering, I want to cultivate their interests and help them prosper into the scientists, engineers, doctors, and researchers of tomorrow. I like to say that I know that I won’t ever find a cure for cancer, but maybe I will inspire a student who will someday do just that.
If you are a student in my classroom, I want you to leave every day saying “that was fun and I learned a lot!” I start every day with learning objectives, so that you know exactly what I want you to be able to do in the course. During class, you’ll be exposed to the course content through real-world situations that apply in some way to your daily lives so as to make the course material more relevant. You won’t just be sitting quietly and taking notes in my class either, I rarely lecture for more than five minutes at a time (and even when I do lecture it is more like a conversation than me speaking directly at you). Rather you will be actively engaged in the learning process and applying your knowledge by answering clicker questions, working with your classmates to brainstorm or solve problems, and analyzing data from scientific research articles. I do all of this for a reason, and that reason is that tons of research has shown that you will learn more if taught this way! I guarantee you’ll have at least a little bit of fun too!
In addition to using evidence-based principles when I teach, I am also interested in researching how students learn science. I am interested in assessing the efficacy of high structure teaching practices (involving pre-class assignments, in-class active learning, and weekly review assignments) in a variety of college science and engineering classes. I also focus on how engineering students’ view biology and how to address achievement gaps in first year science and engineering courses.
- BS – Chemical Engineering – Penn State University
- PhD – Bioengineering – University of Washington
- Postdoc – SPIRE Postdoctoral Fellowship Program – University of North Carolina at Chapel Hill
- Assistant Editor – Chemical Engineering Education
- Course Editor for Anatomy and Physiology – CourseSource
- Overseeing Editor – Human Anatomy and Physiology Society Educator Journal
- Shaffer JF. 2020. Student performance in and perceptions of collaborative two-stage exams in a materials and energy balances course. Chemical Engineering Education.
- Shaffer JF, Ferguson J, Denaro, K. 2019. Use of the Test of Scientific Literacy Skills Reveals that Fundamental Literacy is an Important Contributor to Scientific Literacy. 18:ar31; doi:10.1187/cbe.18-12-0238.
- Yabuno K, Luong E, Shaffer JF. 2019. Comparison of traditional and gamified student response systems in an undergraduate human anatomy course. HAPS Educator, 23: 302-309.
- Shaffer JF, Schriner SE, Loudon C, Decanay S, Alam U, Dang J, Aguilar-Roca N, Kadandale P, Sato BK. 2018. Impacts of physiology prerequisites on future anatomy and physiology courses. HAPS Educator, 22: 199-207.
- Shaffer JF. 2018. Scorpion versus mouse: A tale of venom and action potentials. National Center for Case Study Teaching in Science.
- Lieu RM, Gutierrez A, Shaffer JF. 2018. Student perceived difficulties in learning organ systems in an undergraduate human anatomy course. HAPS Educator. 22: 84-92.
- Lieu RM, Wong A, Asefirad A, Shaffer JF. 2017. Improving exam performance in introductory biology through the use of pre-class reading guides. CBE-LSE, 16:ar46; doi:10.1187/cbe.16-11-0320.
- Shaffer JF. 2017. Boning up on active learning exercises for teaching skeletal system anatomy: Pre-class accountability is key. HAPS Educator 21: 44-47.
- Shaffer JF and Sun S . 2017. Anencephaly in Yakima: Lots of questions, few answers. National Center for Case Study Teaching in Science.
- Shaffer JF. 2016. Student performance in and perceptions of a high structure undergraduate human anatomy course. Anat Sci Ed 9: 516-528.
- Shaffer JF, Dang JV, Lee AK, Dacaney SJ, Alam U, Wong HY, Richards GJ, Kadandale P, Sato BK. 2016. A familiar(ity) problem: Assessing the impact of prerequisites and content familiarity on student learning.PLOS One 11: e0148051. doi:10.1371/journal.pone.0148051.
- Sato BK, Alam U, Dacanay SJ, Lee AK, Shaffer JF. 2015. Brewing for students: An inquiry-based microbiology lab. J Microbiol Biol Educ16:223-229.
- Shaffer JF. 2014. Plotting cranial and spinal nerve pathways in a human anatomy lab. CourseSource. doi: 10.24918/cs.2014.9.
- Shaffer JF. 2014. The sad but true case of Earl Washington,: DNA analysis and the criminal justice system. National Center for Case Study Teaching in Science.
- Shaffer JF. 2013. “Recombinant protein of the day”: using daily student presentations to add real-world aspects to a biotechnology course. Biochem Mol Biol Educ41: 269-272.
- Shaffer JF. 2013. From cow juice to a billion dollar drug, with some breakthroughs in between. National Center for Case Study Teaching in Science.