Peter Daempfle

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Peter A. Daempfle (born 1970) is an American educator and researcher in the field of science education. He is currently an Associate Professor of Biology at SUNY Delhi.[1]

Biography[edit]

Early life and education[edit]

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.[2] 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.[3] Dr. Daempfle was the first science education researcher to use qualitative and quantitative approaches to study faculty expectations in the academic transition between secondary and post-secondary biology programs. His journal articles are cited extensively and used in contemporary studies throughout the science education literature.

Career[edit]

From 2001-2009 he was a science advisor to the George W. Bush Administration's No Child Left Behind Act (NCLB). He is known in the science education literature for publications focusing on the retention of students in science and on the high school-college science "divide." Daempfle has authored three books and one lab manual, as well as several journal articles. He is an expert reviewer in biology for standardized testing in science in various states through Measured Progress, Inc. A new textbook is scheduled to be published by Kendall/Hunt Publishers in 2015, “Essential Biology: An Applied Approach” which is geared for teaching Introductory College Biology.

Skepticism[edit]

Daempfle is the author of Good Science, Bad Science, Pseudoscience, and Just Plain Bunk: How to Tell the Difference (2013).[4]

Publications[edit]

  • 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
  • Human Anatomy and Physiology, 4th ed. (2012): Laboratory Manual, Pearson Publishers: Menlo Park, CA.
  • 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. (2015), Kendall/Hunt Publishers.

References[edit]

  1. ^ "Peter A. Daempfle". SUNY Delhi Faculty Directory.
  2. ^ "The Class of '88 Speaks; Valedictorians". Newsday. 1988-06-19. p. 40. Forest Hills: Peter Daempfle, Middle Village; Hartwick College 
  3. ^ "Q & A with... Peter Daempfle" (PDF). Delhi People. November 2004. p. 2. 
  4. ^ 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.

External links[edit]