Aaron Perey

Aaron Perey is an Assistant Professor of Instruction in the Department of Biological Sciences at Ohio University's College of Arts and Sciences. He teaches BIOS 1300: Principles of Human Anatomy and Physiology I, integrating lecture and laboratory components. His academic journey includes a Ph.D. in Biochemistry, Cell and Molecular Biology from Binghamton University and a B.S. in Biology from Stony Brook University. He previously served as a Visiting Assistant Professor at Mercy College, NY.

• Ph.D. in Biochemistry, Cell and Molecular Biology – Binghamton University (SUNY)
• B.S. in Biology – Stony Brook University (SUNY)

Aaron's research background centers on intestinal inflammation and intracellular signaling pathways in epithelial cells, particularly focusing on cytokines such as TNF-α and IL-1, and the role of ROCK, MKK4, and JNK in regulating chemokine secretion. His teaching philosophy emphasizes inclusivity, student-centered learning, active engagement, and real-world connections to enhance motivation and understanding. He values open communication, peer-based learning, and continuous pedagogical improvement.

His two recent publications in Cellular Immunology explore how ROCK kinase modulates inflammatory responses in intestinal epithelial cells through JNK and MKK4 signaling pathways. These works reflect his expertise in molecular immunology and cellular signaling mechanisms related to gut inflammation.

• Graduate Student Award for Excellence in Teaching, Binghamton University, 2015

Aaron Perey is deeply committed to excellence in undergraduate education. He actively mentors students through classroom instruction and fosters a positive, inclusive learning environment. Though no formal advisees are listed, his impact is evident in his teaching awards and innovative pedagogical approaches. He has not held externally funded research grants or led a lab team, based on available information.

He integrates multimedia, animations, and real-life examples into his teaching and encourages students to view mistakes as learning opportunities. His focus remains on curriculum development, student engagement, and professional growth in science education.