As a scientist and teacher I have worked with students at a variety of learning levels from high school to doctoral candidates and almost every stage in-between.  Some of these experiences were in the laboratory as a hands on mentor and others took place as a tutor or instructor.  I found a common theme in these interactions, summed up tersely as, people are curious!  People want to know how things work in their world and they want to know how these things affect their daily lives.  This basic curiosity is the driving force in modern science education and the scientific process for that matter.

By harnessing this innate curiosity modern education can teach people how to think, analyze, and form conclusions based on real world data.  Indeed, our understanding of the world today is vastly more complex than it was 50-60 years ago when the origins of American public science education were founded.  The amount of material is simply mind boggling and will continue to grow.  The proliferation of handheld internet connected devices makes the necessity of rote memorization of this material obsolete and in fact may lead people to question the very necessity of educational institutions.

This is not to say that learning content or facts is useless, indeed, I would argue just the opposite!  The ability to understand a topic in depth is becoming ever elusive in a time when determining the wheat from the online chaff may just save your life.  It is this in depth learning process that has shown the most promise.  Bruce Alberts, an acclaimed scientist and the Editor-in-Chief of the prestigious journal Science addresses this idea in relation to science education:

Research shows that the most meaningful learning takes place when students are challenged to address an issue in depth, which can only be done for a relatively small number of topics in any school year…Rather than attempt to cover an entire subject such as biology, an impossible task, the goal of each unit should be to challenge students to explore one narrow topic deeply.”

The American Association for the Advancement for Science (AAAS) and Howard Hughes Medical Institute (HHMI) have identified this type of in-depth learning as a key for science education reform.  Something that I explore further in the Education Reform section of this website.

The goal of this site is to be a resource in the pursuit of revolutionizing American science education at all levels.  I will attempt to keep abreast of news and research as it pertains to education reform, societal impacts, and exciting science for its own sake.  Please contact me with questions, suggestions for additions to the site, or if you are interested in ways I can help you on your journey to incorporating excitement about science into your education, business, or everyday life.

Never be afraid to ask why!

Dr. Guillily



Dr. Guillily’s CV


Ph.D. Pharmacology and Biomedical Neuroscience Boston University 2011

B.A. Brain and Cognitive Sciences University of Rochester 2003


Visiting Professor Framingham State University

Biological Concepts

Visiting Professor Quincy College

Human Anatomy and Physiology

Biology Instructor St Mark’s School

Director of the Graduate Student Forum Boston University

Biomedical Researcher and Laboratory Mentor Boston University

Intern, Debra Pittman Lab Head. Wyeth Research Department of Cardiovascular and Metabolic Disease

Laboratory Technician-Manager, Dr. Robert Chapman Principal Investigator. University of Rochester Department of Brain and Cognitive Sciences

Research Assistant, Drs. Kathy and Ernest Nordeen Principal Investigators.University of Rochester Department of Brain and Cognitive Sciences.

PROFESSIONAL AFFILIATIONS: Member of the Pulse Community: An HHMI effort to improve undergraduate life science education, NSTA, MTA, SFN, AAAS, AWIS


Wolozin B, Gabel C, Ferree A, Guillily M, Ebata A. Watching worms whither: modeling neurodegeneration in C. elegans.  Prog Mol Biol Transl Sci. 100:499-514. 2011

Chapman RM, Mapstone M, Gardner MN, Sandoval TC, McCrary JW, Guillily MD, Reilly LA, Degrush E. Women have Farther to Fall: Gender Differences Between Normal Elderly and Alzheimer’s Disease in Verbal Memory Engender Better Detection of Alzheimer’s Disease in Women.  J Int Neuropsychol Soc.  Apr 13:1-9. 2011

Cognitive Dimensions in Alzheimer’s Disease, Mild Cognitive Impairment, and Normal Elderly: Developing a Common Metric. Chapman RM, Mapstone M, McCrary JW, Gardner MN, Bachus LE, Degrush E, Reilly LA, Sandoval TC, Guillily MD. Open Geriatr Med J. 2010 Jan 28;3(10):1-10.

Chapman RM, Mapstone M, McCrary JW, Gardner MN, Porsteinsson A, Sandoval TC, Guillily MD, Degrush E, Reilly LA. Predicting conversion from mild cognitive impairment to Alzheimer’s disease using neuropsychological tests and multivariate methods.  J Clin Exp Neuropsychol. 2010 Aug 13:1-13

Chapman RM, Mapstone M, Porsteinsson AP, Gardner MN, McCrary JW, Degrush E, Reilly LA, Sandoval TC, Guillily MD. Diagnosis of Alzheimer’s disease using neuropsychological testing improved by multivariate analyses. J Clin Exp Neuropsychol. 2010 Mar 30:1-16.

Hsu CH, Chan D, Greggio E, Saha S, Guillily MD, Ferree A, Raghavan K, Shen GC, Segal L, Ryu H, Cookson MR, Wolozin B. MKK6 binds and regulates expression of Parkinson’s disease-related protein LRRK2. J Neurochem. 2010 Mar;112(6):1593-604. Epub 2010 Jan 7.

Chapman RM, McCrary JW, Gardner MN, Sandoval TC, Guillily MD, Reilly LA, Degrush E. Brain ERP components predict which individuals progress to Alzheimer’s disease and which do not. Neurobiol Aging.

Saha S, Guillily MD, Ferree A, Lanceta J, Chan D, Ghosh J, Hsu CH, Segal L, Raghavan K, Matsumoto K, Hisamoto N, Kuwahara T, Iwatsubo T, Moore L, Goldstein L, Cookson M, Wolozin B. LRRK2 modulates vulnerability to mitochondrial dysfunction in Caenorhabditis elegans. J Neurosci. 2009 Jul 22;29(29):9210-8.

Wolozin B, Saha S, Guillily M, Ferree A, Riley M.  Investigating convergent actions of genes linked to familial Parkinson’s disease.  Neurodegener Dis. 2008;5(3-4):182-5.

Zerbinatti CV, Cordy JM, Chen CD, Guillily M, Suon S, Ray WJ, Seabrook GR, Abraham CR, Wolozin B. Oxysterol-binding protein-1 (OSBP1) modulates processing and trafficking of the amyloid precursor protein.  Mol Neurodegener. 2008 Mar 18;3:5.

Chapman RM, Nowlis GH, McCrary JW, Chapman JA, Sandoval TC, Guillily MD, Gardner MN, Reilly LA.  Brain event-related potentials: Diagnosing early-stage Alzheimer’s disease.  Neurobiol Aging. 2007 Feb;28(2):194-201.

Maria Guillily, PhD