Early life and education
Daempfle was born in Ridgewood, Queens, New York, May 5. 1970, a child of German refugees. He was class valedictorian at Forest Hills High School in 1988. He earned a B.A. in Biology from Hartwick College, an M.S. in Biology from SUNY Albany, an M.S. in Education from The College of Saint Rose, and a Ph.D. in Biology Education from SUNY Albany.
From 2001-2009 he was a science advisor to the George W. Bush Administration's No Child Left Behind Act (NCLB). He is known for publications in science and on studying the high school-college science "divide." Daempfle has authored numerous books and articles. He is notable for college biology textbooks and books about science in the popular culture.
Daempfle is the author of Good Science, Bad Science, Pseudoscience, and Just Plain Bunk: How to Tell the Difference (2013).
- Science and Society: Scientific Thought and Education for the 21st Century, 1st ed. (2012) Jones and Bartlett Learning: Burlington, MA.
- Good Science, Bad Science, Pseudoscience, and Just Plain Bunk: How to Tell the Difference. 1st ed. (2013) Rowman and Littlefield Publishers, MD.
- Essential Biology, 1st ed. (2016), Kendall/Hunt Publishers.
- Faculty Assumptions about the Student Characteristics Required for Success in Introductory College Biology. Bioscene, v28 n4 p19-33 Dec 2002
- An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors. Journal of College Student Retention, v5 n1 p37-52 2003-2004
- The Effects of Instructional Approaches on the Improvement of Reasoning in Introductory College Biology: A Quantitative Review of Research. Bioscene, v32 n4 p22-31 Dec 2006
- "Peter A. Daempfle". SUNY Delhi Faculty Directory.
- "The Class of '88 Speaks; Valedictorians". Newsday. 1988-06-19. p. 40.
Forest Hills: Peter Daempfle, Middle Village; Hartwick College
- "Q & A with... Peter Daempfle" (PDF). Delhi People. November 2004. p. 2.
- Keenan, D. S. (2015). Book Review of Good Science, Bad Science, Pseudoscience, and Just Plain Bunk: How to Tell the Difference. Journal of College Student Retention: Research, Theory & Practice 16: 615-622.