Drawn to Science Education: Studying Science Teaching and Learning through Drawings

Phillip Sokolove


  • 1969-74 Postdoctoral Training, Stanford University, Department of Biological Sciences.
  • 1964-69 Harvard University, Cambridge, MA.  Ph.D., Biophysics, June, 1969.
  • 1961-64 University of California, Berkeley, CA.  A.B. with honors, Physics, June 1964.


  • 1994-96 Assistant to the Provost, Special Projects, University of Maryland, Baltimore County
  • [UMBC], Baltimore, MD.
  • 1993-94 Associate Vice President for Academic Affairs, UMBC.
  • 1987-93 Associate Dean of Arts and Sciences, UMBC.
  • 1992 (summer)  Acting Vice President for Research and Dean of the Graduate School, University of Maryland Graduate School, Baltimore (UMGSB).
  • 1985-86 Acting Associate Vice Chancellor for Graduate Studies and Research, UMGSB.
  • 1984-85 Associate Dean of Graduate Studies and Research, UMBC.
  • 1983- present    Professor, Department of Biological Sciences, UMBC.
  • 1978-83 Associate Professor, Department of Biological Sciences, UMBC.
  • 1974-78 Assistant Professor, Department of Biological Sciences, UMBC.
  • 1972 (winter) Acting Assistant Professor, Department of Biological Sciences Stanford University  (Taught Physiological Basis of Behavior with Dr. Donald Kennedy).
  • 1970 (fall) Teaching Assistant, Stanford University.  (Taught Invertebrate Zoology and Biology of Subtidal Organisms.)
  • 1965-1967 Teaching Fellow, Department of Biology, Harvard University, Cambridge, MA. (Taught General Biology, Physiology, Bioenergetics.)


  • American Association for the Advancement of Science;    
  • American Education Research Association;
  • American Physiological Society;
  • American Society of Zoologists;
  • National Association for Research in Science Teaching;
  • National Science Teachers Association;
  • Society of General Physiologists
  • Society  for Neuroscience


  • 1964-1969 NSF Predoctoral Fellow.
  • 1969 (summer)  Grass Foundation Fellowship, Marine Biological Laboratories, Woods Hole, MA.
  • 1970-1972 NIH Postdoctoral Fellowship, Stanford University.
  • 1999- 2001 NSF Education Research Grant.   Longitudinal Comparison Study of Long-term
  • Effects of Active and Investigative Learning in Introductory Biology.   (Co-PI, Lark Claassen)  Three years: $ 414,824
  • 2002-2003 University System of Maryland Regents’ Faculty Award for Excellence in Teaching.
  • 2002-2005 NSF GK-12 Teaching Fellows Grant.  GK-12 UMBC Teaching Enhancement Partnership Project. (Co-PIs, John Martello, Shriver Center, Charles Eggleton, Mech. Eng.). Three years:  $1,488,464.


  • Invited Speaker, 4th Annual Mid-Atlantic Microbiology Educators Conference, Baltimore, May 1, 1999
  • Invited Speaker, Project Kaleidoscope’s 10th Anniversary Celebration, College Park, October 23, 1999
  • Invited Speaker (luncheon keynote), 3rd Annual Chemical Education Conference, Prince Georges Community College, April 15, 2000
  • Invited Speaker (keynote address), First Annual Academic Technology Mini-Institute for Tufts Health Science Faculty, “Using Technology to Motivate Students for Increased Attendance and Active Learning”, Tufts University Medical School, Boston, Mass, October 22, 2003
  • Invited Speaker [2 workshops], Student Engagement Series, Excellence in Teaching Program: “Active Learning Lite: Six Easy Ways to Engage Students in Large Classes,”  and “ Using Clickers to Engage Students.”  University of Nevada – Reno, September 28-29, 2006.


  • Phi Beta Kappa, 1964
  • Grass Foundation Fellow, 1969
  • Sigma Xi, 1970
  • Congressional Science Fellow, 1982
  • Phi Kappa Phi, 1993
  • University of Maryland System Regents’ Faculty Award for Excellence in Teaching, 2002
  • UMBC Honors College Professor of the Year, 2002
  • Maryland Association for Higher Education 2002 Outstanding Faculty Award, 2002
  • 2006-2006 UMBC Presidential Teaching Professor [3 yr term].


  • Marbach-Ad, G. and P.G. Sokolove.  2000.   Can students learn to ask good questions?  American Education Research Association (AERA) Annual Meeting 2000.  April 24-28, 2000.  New Orleans, LA.
  • Sokolove, P.G. and G. Marbach-Ad.  2000.  Out-of-class group study improves student performance on exams: Comparison of outcomes in active learning and traditional biology classes. AERA 2000.  April 24-28, 2000.  New Orleans, LA.
  • Sokolove, P.G.  2000.  How do green plant cells use oxygen?  National Association  for Research in Science Teaching (NARST) Annual Meeting 2000.  April 28-May 1, 2000.  New Orleans, LA.
  • Sokolove, P., L.A. Claassen, and G. Marbach-Ad.  2001 Active learning classes and investigative laboratories in introductory college biology: Effects on students' choice of major. AERA 2001.  April 10-14, 2001.  Seattle, WA.
  • Sokolove, P., G. Marbach-Ad, and J. Fusco. 2001 Students' use of internet study rooms for out-of-class group study in a large-enrollment introductory biology course. AERA 2001.  April 10-14, 2001. Seattle, WA.
  • Sokolove, P.G. 2004.  Mating PowerPoint and active learning:  Can I really teach a “hybid” class?  7th Annual Lilly-East Conference.  April 2-3, 2004 (one of 10 featured presenters)
  • Sokolove, P.G. 2005.  Teachable Units and Active Learning.  8th Annual Lilly-East Conference.  April 1-2, 2005 (one of 10 featured presenters)


  • Sokolove, P.G. and G. Marbach-Ad.  1999.  Benefits of out-of-class group study for improving student performance on exams:   A  comparison of outcomes in active-learning and traditional college biology classes.  Journal on Excellence in College Teaching, 10:49-67.
  • Marbach-Ad, G. and P.G. Sokolove.  2000.   Can undergraduate biology students learn to ask higher level questions?   Journal of Research in Science Teaching, 37:854-870.
  • Marbach-Ad, G., O. Seal and P.G. Sokolove.   2001.  Student attitudes and recommendations on active learning.  Journal of College Science Teaching, 30:434-438.
  • Marbach-Ad, G. and P.G. Sokolove.  2001.  Creating direct channels of communication.   Journal of College Science Teaching, 31: 178-182.
  • Marbach-Ad, G. and P.G. Sokolove.  2002.  The use of e-mail and in-class writing to facilitate student-instructor interaction in large-enrollment traditional and active-learning classes.  Journal of Science Education and Technology, 11:109-119.
  • Sokolove, P.G., Marbach-Ad, G. and J. Fusco.  2002.  Student use of internet study rooms for out-of-class group study in introductory biology.  Journal of Science Education and Technology, 12:105-113.
  • Marbach-Ad, G. and P.G. Sokolove.  2006.  Encouraging out-of-class student questions in an introductory biology course.  Journal of Student Centered Learning, 3:29-36