Clyde F. Herreid University at Buffalo, SUNY, New York, USA herreid@acsu.buffalo.edu ublib.buffalo.edu/libraries/projects/cases
	Clyde (Kipp) Herreid received degrees in biology from Colorado College, Johns Hopkins University and Pennsylvania State University. He has taught at the University of Alaska, Duke University, and the University of Nairobi. He is currently at the University of Buffalo, SUNY where he is academic director of the Honors Program, Distinguished Teaching Professor, and director of the National Center for Case Study Teaching in Science. He writes a regular column on case study teaching in the Journal of College Science Teaching.
	P.K.Rangachari McMaster University, Canada chari@mcmaster.ca www.fhs.mcmaster.ca/idrp/pkr.htm
	P. K. Rangachari is currently a professor of medicine and the director of the Honours Biology-Pharmacology Coop Programme at McMaster University. Since joining the faculty in 1984, he has been actively involved in developing a variety of courses that foster student-centered learning through the use of PBL at both the undergraduate and graduate level. He participates regularly in workshops organized by the Programme for Faculty Development which helps train educators in PBL techniques. In addition, he has conducted workshops both in Canada as well as abroad. He has written a number of papers on PBL and is a co-author of the book Problem-Based Learning in Medicine (Royal Society of Medicine, 1999). His personal casebook of problems can be accessed through the web at www.fhs.mcmaster.ca/pbls/writing/.
	Maggi Savin-Baden Coventry University, UK maggisb@netcomuk.co.uk www.hss.coventry.ac.uk/pbl/
	Maggi Savin-Baden is co-chair of the Clinical Research Group, School of Health and Social Sciences, Coventry University, UK. She first began using problem-based learning in 1986 and commenced research into it in 1987, focusing on staff and student experiences of PBL in four universities in the United Kingdom. Her book, Problem-Based Learning in Higher Education: Untold Stories, which explores the complexities of using PBL for staff, students and institutions, was published with SRHE and Open University Press in March, 2000. Her current research explores ways in which staff manages disjunction and conflict connected to personal and organizational change in the shift towards PBL.
	Karl A. Smith University of Minnesota, Minnesota, USA ksmith@tc.umn.edu www.ce.umn.edu/~smith
	Karl A. Smith is Morse-Alumni Distinguished Professor of Civil Engineering at the University of Minnesota. His principal research area is the role of collaboration and cooperation in learning and design. He has bachelor's and master's degrees in metallurgical engineering from Michigan Technological University and a Ph.D. in educational psychology from the University of Minnesota. Karl has published numerous articles on the active learning strategies of cooperative learning and structured controversy, knowledge representation and expert systems, and instructional uses of personal computers. He has authored or coauthored seven books including How to Model It: Problem Solving for the Computer Age; Cooperative Learning: Increasing College Faculty Instructional Productivity; Project Management and Teamwork; and Strategies for Energizing Large Classes: From Small Groups to Learning Communities.
	Oon-Seng Tan Nanyang Technological University, Singapore ostan@nie.edu.sg www.nie.edu.sg
	Oon-Seng Tan is associate professor of psychological studies at the National Institute of Education, Nanyang Technological University, Singapore. Oon-Seng is the First Asian Fellow of the UK Staff and Educational Development Association and has pioneered many staff development initiatives in Singapore. As director of the Temasek Centre for Problem-Based Learning, he won the Enterprise Challenge Innovator Award from the Prime Minister's Office (Singapore) for co-pioneering a project on educational innovation for the knowledge-based economy. Oon-Seng's research breakthroughs include amongst other things the discovery of key cognitive functions pertaining to creativity, and his current research interests include studies related to cognitive education and problem-based learning. He has co-authored five textbooks on mathematics as well as a book on physics. He has published in areas pertaining to teaching, learning and curriculum development and is currently coauthoring a book on educational psychology for the Asian context. He is the main editor and co-author of the book Problem-Based Learning: Educational Innovation across Disciplines. He also co-edited a collection of papers entitled On Problem-Based Learning: Experience, Empowerment and Evidence.