Mathematics has always been the educational focus of Lynne’s life. As a mathematics major in college and after receiving her MA in mathematics education from Stanford University, Lynne taught high school mathematics in Massachusetts, Colorado, and California. During the development of the Interactive Mathematics Program, she taught the first three years of the curriculum in California. She also taught at San Francisco State University and was a member of the Equals staff at the Lawrence Hall of Science, UC Berkeley. At Equals, she focused on professional development for secondary teachers, combining mathematics and equity principles to open challenging mathematics to all students. Fluent in Spanish, Lynne taught mathematics while serving in the Peace Corps in Chile; she conducted mathematics and equity inservices in Costa Rica.
For the past five years, she has been promoting equity in mathematics at the elementary and middle school level, working with parents and teachers in their classrooms and introducing the FAMILY MATH program to school communities.
Erin is an experienced curriculum developer and education researcher. She is currently the co-PI of Eyes in the Sky II, a professional development program that provides teachers with the tools to integrate NASA data, visualizations, and other technologies vital to Earth Science research into their teaching practices. Erin is also the lead curriculum developer for Kids’ Survey Network(KSN) and Earth System Science: A Key to Climate Literacy, as well as the project director for Seasons of Change.
As a NASA Graduate Student Research Program (GSRP) fellow at Boston University, Erin conducted research in astronomy education, focusing on students’ understanding of light and spectroscopy. Erin created the Light and Spectroscropy Concept Inventory, a research-based multiple-choice diagnostic test for evaluating introductory college astronomy students’ conceptions of light and spectroscopy. She also developed a suite of optics-related homelabs for the NSF-funded Project LITE: Light Inquiry Through Experiments(http://lite.bu.edu) and has a U.S. patent for a binocular spectrometer.
Julie Brenninkmeyer has been working in the education field for over ten years with a major focus on STEM education and curriculum development. Julie has lead many projects where her expertise in education, project management and teaching strategies are highly valued. Most recently she was the Director of the Costa Verde International School in Sayulita Mexico where she coordinated the efforts of parents, teachers and staff to bring an environmentally conscious education to a diverse student body in a developing community. Her previous work at the Museum of Science, Boston included managing and co-authoring the “Engineering the Future” curriculum for high school technology classrooms. She has represented the MOS, Tufts University and Women in Engineering at speaking engagements and presentations on the importance of STEM education in K-12 programs. Julie excels at creating proactive collaborations, speaks Spanish fluently, and is an avid traveller and outdoor enthusiast.
After earning degrees in physics from Memphis State University and Arizona State University, Sharon Bendall began her career as a professional physicist at the IBM Thomas J. Watson Research Center. During this period she developed an appreciation for what people need to learn in school to prepare them for a career in the ‘real world.’ Later, she turned from being a scientist to being a science educator. Since then, she has taught physics at San Diego State University and the University of San Diego, conducted research in how students learn physics, developed physics instructional materials for university and middle school students, and developed materials to help teachers teach. She has directed or co-directed physics education projects funded by the National Science Foundation, has served as a member of the Research in Physics Education Committee of the American Association of Physics Teachers, has served as a parent representative to her children’s school district, has published journal articles, and given numerous professional talks and teacher workshops.
Bill Berlinghoff was educated at Holy Cross, Boston College, and Wesleyan university, where he received his Ph.D. in mathematics. until recently, he was a Visiting Professor of Mathematics at Colby College in Waterville, ME.
Mark Carpenter is an Education Specialist at the American Geological Institute. After receiving a B.S. in Geology from Exeter University, England, he undertook a graduate degree at the University of Waterloo and Wilfrid Laurier, Canada, where he began designing geology investigations for undergraduate students and worked as an instructor. He has worked in basin hydrology in Ontario, Canada and studied mountain geology in the Pakistan and Nepal Himalayas. As a designer of learning materials for AGI, he has made educational films to support teachers and is actively engaged in designing inquiry-based activites in Earth system science for students of various ages.
Dr. Jodi Asbell-Clarke is the director of the Educational Gaming Environments Group (EdGE) at TERC in Cambridge, MA, USA. TERC is a not-for-profit research and development organization that has been focusing on innovative, technology-based math and science education for nearly 50 years. As the director of EdGE, Jodi leads a team of game designers, educators, and researchers who are designing and studying social digital games as learning environments that span home, school, and community.
Jodi’s background includes MA in Math, an MSc in Astrophysics and a PhD in Education. She started her career at IBM working on the first 25 missions of the space shuttle as an onboard software verification analyst. After teaching at the laboratory school at University of Illinois, she joined TERC and has spent the past 20 years developing science education programs and researching new ways to promote science learning. In 2009, she co-founded EdGE at TERC.
Sherry Fraser considers herself first and foremost a high school mathematics teacher. She has taught every level of traditional high school mathematics as well as teaching all four years of the Interactive Mathematics Program. She currently serves as Director of the IMP Implementation Center, with her primary focus centered on the professional development of teachers. During her 15 years at the Lawrence Hall of Science, UC Berkeley she was director of the curriculum project SPACES (Solving Problems of Access to Careers in Engineering and Science) and a member of the Equals staff, focusing on increasing the participation of minority and female students in secondary mathematics courses. In addition to working with state and national leaders in math education, she has worked in Australia, New Zealand, England, The Netherlands, Germany, Denmark, and Hungary providing materials and strategies and exchanging ideas for how to involve all students in secondary mathematics.
Ruta Demery received her degree in science from the University of Toronto (U of T) and her degree in education from the Ontario Institute of Studies in Education at U of T. She has been involved in education as a middle- and high-school teacher, a teacher’s college associate, and a curriculum developer and writer of numerous middle- and high-school science and mathematics programs. Recently, she has been the Product-Development Editor and contributing writer for many of It’s About Time’s middle- and high-school science programs.
Vice President for Education and Children’s Programs at the National Geographic Society. Previously, he was the director of the Geographic Data in Education (GEODE) Initiative at Northwestern University, where he led the development of Planetary Forecaster and Earth Systems and Processes. Since 1992, Dr. Edelson has directed a series of projects exploring the use of technology as a catalyst for reform in science education and has led the development of a number of software environments for education. These include My World GIS, a geographic information system for inquiry-based learning, and WorldWatcher, a data visualization and analysis system for gridded geographic data. Dr. Edelson is the author of the high school environmental science text, Investigations in Environmental Science: A Case-Based Approach to the Study of Environmental Systems. His research has been widely published, including in the Journal of the Learning Sciences, the Journal of Research on Science Teaching, Science Educator, and The Science Teacher.
Teon Edwards is an experienced education materials developer, having developed numerous science curricula, after-school programs, museum exhibits, digital experiences, and games for both formal and informal settings. For over fifteen years, she has worked on a wide variety of projects, including the IAT-published Astrobiology: The Search for Life in the Universe and Investigating Astronomy. She has a background in astrophysics, mathematics, and education, and she earned her Masters Degree from the Harvard Graduate School of Education, with a focus on the use of technology and multimedia in teaching and learning.
She is co-founder of and a lead designer for the Educational Gaming Environments group (EdGE) at TERC, a not-for-profit math and science education company in Cambridge Massachusetts. As part of EdGE, she helped design, develop, run, and research the science-based games Martian Boneyards and Canaries in a Coalmine, and she's currently working on designing a series of Leveling Up games that will be validated against high-school science learning and assessments and a SportsLab: 2020 collaborative game-based environment where participants create a concept model and pitch for a sports product as part of a science-based design challenge.
Dr. Arthur Eisenkraft has taught high school physics for over 28 years. He is currently the Distinguished Professor of Science Education at the University of Massachusetts, Boston, where he is also a Professor of Physics and the Director of the Center of Science and Math In Context (COSMIC). Dr. Eisenkraft is the author of numerous science and educational publications and holds a patent for a Laser Vision Testing System, which tests visual acuity for spatial frequency.
In 1999, Dr. Eisenkraft was elected to a three-year cycle as the President-Elect, President, and Retiring President of the NSTA, the world’s largest organization of science teachers. He has served on numerous committees of the National Academy of Sciences, including the content committee that has helped author the National Science Education Standards, and in 2003 he was elected a fellow of the American Association for the Advancement of Science (AAAS). Dr. Eisenkraft has been involved with a number of projects and chaired many notable competitions, including the Toshiba/NSTA ExploraVisions Awards (1991 to present), which he co-created; the Toyota TAPESTRY Grants (1990 to 2005); and the Duracell/NSTA Scholarship Competition (1984 to 2000). In 1993, he served as Executive Director for the XXIV International Physics Olympiad after being Academic Director for the United States Team for six years.
Dr. Eisenkraft is a frequent presenter and keynote speaker at national conventions. He has published over 100 articles and presented over 200 papers and workshops. Quantoons, written with L. Kirkpatrick and featuring illustrations by Tomas Bunk, led to an art exhibition at the New York Hall of Science.
Dr. Eisenkraft has been featured in articles in The New York Times, Education Week, Physics Today, Scientific American, The American Journal of Physics, and The Physics Teacher. He has testified before the United States Congress, appeared on NBC’s The Today Show, National Public Radio, and many other radio and television broadcasts, including serving as the science consultant to ESPN’s Sports Figures.
Dr. Dan Fendel is Professor Emeritus at San Francisco State University, having been an active member of the Mathematics Department at SFSU from 1973 to 2006. His career focused on in-service and pre-service training of K-12 teachers in mathematics, and he was one of the two primary authors of the InteractiveMathematics Program, a four-year, integrated, problem-based mathematics curriculum program for high school students. Dr. Fendel also helped create the comprehensive teacher professional development program which accompanies the curriculum. Throughout his career, he spoke regularly at mathematics education conferences, with talks internationally in Mexico, Chile, Israel, and Japan. He also co-authored
Mardi Gale taught in K–12 classrooms for 20 years before joining WestEd. She is the co-creator of Aim for Algebra.
Fred Goldberg is Professor of Physics at San Diego State University. Since the 1980s he has been involved in physics education. Initially, his group studied student understanding in topical areas of physics, and later studied students’ beliefs about physics knowledge and learning. They then focused on developing strategies that addressed student difficulties. Many strategies involved the use of computer technology: videodisks, animations, graphics programs, and simulations. Since the late 1990s, his group has focused on studying how students learn in a technology rich, collaborative learning environment. He has directed or co-directed many large National Science Foundation grants on research on learning, on development of curriculum materials for middle school, high school and college, and on preservice teacher education. He has served on the editorial boards of the American Journal of Physics, The Physics Teacher, and the International Journal of Science Education. In 2003, he was the recipient of the Robert A. Millikan Award from the American Association of Physics Teachers for notable and creative contributions to the teaching of physics.
Ann Benbow is Director of Education, Outreach, and Development at the American Geological Institute (AGI) in Alexandria, VA. After teaching science (biology, chemistry , and Earth science) in high school, elementary school, and two-year college, she taught elementary and secondary science methods at the university level. She worked in curriculum development and teacher education for the Education Division of the American Chemical Society for over twelve years, followed by three years in research into older adult learning for a Washington, D.C.-based nonprofi t organization. She has directed many federally and privately funded national projects in STEM education in the areas of curriculum development, teacher education, video production, adult learning, and informal science. Benbow has co-authored a college textbook on elementary science methods, a book on improving communication techniques with adult learners, and recently co-authored a series of life science children’s books. Benbow has a B.S. in Biology from St. Mary’s College of Maryland, an M.Ed. in Science Education, and a Ph.D. in Curriculum and Instruction from the University of Maryland College Park.
Danielle Harlow is an Assistant Professor in the Department of Education at the University of California-Santa Barbara (UCSB). Her work focuses on science and engineering education for K-12 teachers and for elementary school students.
At UCSB, Danielle teaches courses for Ph.D. students, pre-service teachers, and undergraduates. Her courses include technology and learning, physics and everyday thinking, engineering education, and methods for teaching elementary school science. Prior to joining the faculty at UCSB, Harlow received her Ph.D. in Science Education from the University of Colorado, Boulder, her M.S., in Geophysics from Stanford University and a B.S. in physics from Valparaiso University and spent two years teaching Physics in Tanzania, East Africa as a Peace Corps Volunteer.
Patricia Heller is Professor (Emeritus) of Science Education in the Department of Curriculum and Instruction at the University of Minnesota. She received graduate degrees in physics and science education from the University of Washington and the University of Michigan, respectively. She has a wide range of teaching experiences, including general science at the elementary school level, physics, chemistry and physical science at the high school level, and science education for elementary and secondary teachers at the college level. Her research focus has been in two areas: student difficulties with the conceptual and mathematical aspects of problem solving, and the design and evaluation of an instructional approach to help students overcome their difficulties with these two aspects of problem solving. She has directed or co-directed physics education projects funded by the National Science Foundation, and has published many journal articles and given myriad professional talks and workshops.
Matthew Hoover serves as Education Specialist for the American Geological Institute, developing Earth science educational resources and curriculum programs at the elementary , middle, and high school levels. He received a B.S. in Geology from Boston College, an M.A. in Environmental Policy from George Washington University, and an M.Ed. in Curriculum and Instruction from George Mason University. As a certifi ed teacher, he has taught elementary and middle school Earth, life, and physical sciences. Prior to joining AGI, he worked for NASA ’ s GLOBE Program, coordinating teacher trainings and designing environmental science investigations and learning activities for K–12 students
A Regents’ Professor in the School of Interactive Computing in the Georgia Institute of Technology’s College of Computing. Since 1978, her research has focused on learning from experience, both in computers and in people. She pioneered the Artiﬁ cial Intelligence method called case-based reasoning, providing a way for computers to solve new problems based on their past experiences. Her book, Case-Based Reasoning, synthesizes work across the case-based reasoning research community from its inception to 1993.
Since 1994, Dr. Kolodner has focused on the applications and implications of case-based reasoning for education. In her approach to science education, called Learning by DesignTM (LBD), students learn science while pursuing design challenges. Dr. Kolodner has investigated how to create a culture of collaboration and rigorous science talk in classrooms, how to use a project challenge to promote focus on science content, and how students learn and develop when classrooms function as learning communities. Currently, Dr. Kolodner is investigating how to help young people come to think of themselves as scientiﬁc reasoners. Dr. Kolodner’s research results have been widely published, including in Cognitive Science, Design Studies, and the Journal of the Learning Sciences.
Dr. Kolodner was founding Director of Georgia Tech’s EduTech Institute, served as coordinator of Georgia Tech’s Cognitive Science program for many years, and is founding Editor in Chief of the Journal of the Learning Sciences. She is a founder of the International Society for the Learning Sciences, and she served as its ﬁ rst Executive Ofﬁcer. She is a fellow of the American Association of Artiﬁ cial Intelligence.
A Professor of Science Education and Associate Dean for Research in the School of Education at the University of Michigan. He works with teachers in science classrooms to bring about sustained change by creating classroom environments in which students ﬁ nd solutions to important intellectual questions that subsume essential curriculum standards and use learning technologies as productivity tools. He seeks to discover what students learn in such environments, as well as to explore and ﬁ nd solutions to challenges that teachers face in enacting such complex instruction. Dr. Krajcik has authored and co-authored over 100 manuscripts and makes frequent presentations at international, national, and regional conferences that focus on his research, as well as presentations that translate research ﬁ ndings into classroom practice. He is a fellow of the American Association for the Advancement of Science and served as president of the National Association for Research in Science Teaching. Dr. Krajcik co-directs the Center for Highly Interactive Classrooms, Curriculum and Computing in Education at the University of Michigan and is a co-principal investigator in the Center for Curriculum Materials in Science and The National Center for Learning and Teaching Nanoscale Science and Engineering. In 2002, Dr. Krajcik was honored to receive a Guest Professorship from Beijing Normal University in Beijing, China. In winter 2005, he was the Weston Visiting Professor of Science Education at the Weizmann Institute of Science in Rehovot, Israel.
Rebecca Kruse, PhD is the Evaluation Director for the Army Educational Outreach Program Cooperative Agreement, led by Virginia Tech. Rebecca's previous positions include Science Educator at Biological Sciences Curriculum Study, Internal Evaluator and Research Associate for University of Pennsylvania's Penn Science Teacher Institute, and Assistant Professor of Chemistry and Coordinator of Education Initiatives at Southeastern Louisiana University. Rebecca holds a Ph.D. in Chemistry from University of Illinois Urbana-Champaign and completed her post-doctoral appointment in science and mathematics education at San Diego State University.
Rebecca’s work has spanned high school and college teaching, curriculum development, K-16 faculty development, and research and evaluation. Rebecca has both contributed to and led work that have been funded by the Department of Defense, the National Science Foundation, the National Institutes of Health, and the U.S. Department of Education. Rebecca's work in STEM education has focused on the premise that all students can productively engage in STEM learning with the support of high quality instructional materials, adaptive teaching, and accountable classroom community. Rebecca has extensive experience working with district and school leadership, teacher educators and coaches, K-12 teachers, and students in rural and urban settings, as well as with ESL/ELL and Native American populations, toward achieving a vision of high quality STEM education for all. Rebecca has published research in the Journal of Chemical Education, School Science and Mathematics, Journal for Research in Science Teaching, and Evolution: Education and Outreach. Rebecca has co-authored Physical Science and Everyday Thinking, Learning Physical Science, and Toward High School Biology: Understanding Growth in Living Things.
Jamie Larsen, PI on SportsLab:2020, has developed both online and print-based science curriculum for various organizations including TERC, the GLOBE Program, Scientific American Frontiers, NOVA, and NSTA. He has extensive experience in teaching, curriculum, and professional development. He has taught at both public and private schools, served as an administrator and technology coordinator, as well as facilitated and presented at a variety of professional development workshops.
His current work at TERC includes projects for the Educational Gaming Environments (EdGE) group. This work includes innovative ways to integrate science content and research on how scientific experiences and collaborations can be taught through the use of science-infused games and augmented reality. You can learn more about his work at EdGE at edge.terc.edu.
Other work as a consultant includes: NSTA as reviewer, writer, and developer of on-line professional development (SciPacks), including projects funded by FDA, NOAA, and other government agencies; Developer of Slam Dunk Science, which SportsLab:2020 is based, a project he started as a middle school teacher based on his years working in a sport research lab; various other science and technology activities for grades 3-12; designer and co-facilitator of summer workshops at Penn State University on Evolution and on Extreme Environments for middle and high school science teachers.
Jeff Lockwood taught high-school Earth science, physics, and astronomy for 28 years and is currently a project director and curriculum developer at TERC in Cambridge, MA.
Colin Mably has been a key curriculum developer for several NSFsupported national curriculum projects. As learning materials designer to the American Geological Institute, he has directed the design and development of the IES curriculum modules and also training workshops for pilot and field-test teachers.
After earning a degree in physics from UC Berkeley, Michael McKean did his graduate studies at the University of Colorado, Boulder and received a doctorate in astrophysics in 1990. Mike spent several years researching space physics before returning to grad school at San Diego State University, where he earned a master’s in educational technology in 1999. While still attending SDSU, he began working in 1998 with Fred Goldberg and Sharon Bendall at the Center for Research in Mathematics and Science Education (CRMSE) on the development of physical science curricula. He has continued working at CRMSE since then.
Mike was part of the development team for InterActions in Physical Science, Physics & Everyday Thinking, and Physical Science & Everyday Thinking, published by It’s About Time, and also Constructing Physics Understanding (CPU), published by The Learning Team. He is a co-author on Learning Physical Science and the “Learning Physics” (LEP) curricula. He has also assisted the Responsive Teaching in Science project, which focuses on helping teachers attend and respond to the substance of their students’ ideas and reasoning.
Dr. Ioannis (Yannis) Miaoulis has been president and director of the Museum of Science, Boston since 2003. Originally from Greece, Dr. Miaoulis came to the Museum after a distinguished association with Tufts University. There, he was Dean of the School of Engineering, Associate Provost, Interim Dean of the University’s Graduate School of Arts and Sciences, and Professor of Mechanical Engineering. In addition to helping Tufts raise $100 million for its engineering school, Miaoulis greatly increased the number of female students and faculty, designed collaborative programs with industry, and more than doubled research initiatives. At Tufts, he created courses based on students' and his own passions for fishing and cooking: a fluid mechanics course from the fish's point of view, and Gourmet Engineering, where students cook in a test kitchen, explore heat transfer, and eat their experiments.
Valerie Otero is an associate professor in Science Education at the University of Colorado Boulder. Her mission is to influence and empower agents of change among stakeholders in STEM education. The change she seeks is equitable science education for K-12 students, especially those from groups traditionally underrepresented in science. Her research involves creating and studying learning environments that provide opportunities for individuals to generate personal meaning through the development of principles that have meaning to a broader discipline (such as physics and education). The learning environments she has co-developed and scaled throughout the nation include the: (i) the Colorado Learning Assistant (LA) model (undergraduate students and university faculty participate in a professional teaching community through course transformation), (ii) Streamline to Mastery and Noyce Teacher Team models (prospective and practicing teachers participate in a professional research community to critically analyze teaching and learning practice and create publishable research), and (iii) Physics and Everyday Thinking (college and high school students participate in a scientific community through experimentation and consensus to establish principles about the natural world).
Otero’s models have spread throughout the nation and throughout the world. The Colorado Learning Assistant model has spread to over 50 universities throughout the U.S. as well as to universities in Japan, Singapore, and Ireland. She is the founder of the International Learning Assistant Alliance and has raised over $15 million dollars in grants and gifts to support these programs and to support students. Otero has published broadly with research scientists as well as with K-12 teachers. She has received awards for her research and has been recognized nationally by the American Physical Society for her contributions to the physics community. She has served on national committees with the National Academy of Sciences, the National Aeronautics Space Administration, and the National Task Force for Teacher Education in Physics. As a first generation college student, she has served as a role model for other Chicanas who seek to use the spirit and joy of science as a means for empowering youth by learning to let evidence “have your back.”
Robert Poel is Professor of Physics and Science Education (Emeritus) at Western Michigan University in Kalamazoo, Michigan. He began his professional career as a middle and high school physics and mathematics teacher in Battle Creek, Michigan. After realizing that helping students learn how the universe works was a challenging and rewarding profession, he returned to graduate school to fill in some of the large gaps that remained in his own science and pedagogical background. This was the beginning of a long journey that continues to the present in the areas of teacher preparation, professional development, and inquiry oriented science curriculum. Since 1980, he has worked extensively with elementary and secondary teachers in several national professional development projects that include Operation Physics (OP), Powerful Ideas in Physical Science (PIPS), and Constructing Physics Understanding (CPU). He has served on the Committee on Physics in Pre-High School Education of the American Association of Physics Teachers and has taught many content workshops and given numerous professional talks for K-12 science teachers and science educators.
Lee currently works with the Museum of Science, Boston and It's About Time to conduct teacher professional development workshops in various states and at conferences. He also facilitates the online professional development courses for Engineering the Future and teaches environmental science online for Ozarks Technical Community College in Missouri. Prior to this, he has been an environmental division supervisor in the power industry, industrial supply company president, municipal hydroelectric and water works board chairman, teacher, community college administrator, National Science Foundation Principal Investigator, and project director/developer of numerous research-based constructivist curricula including Engineering the Future. His volunteer work includes chairing education and outreach activities for the Herring Ponds Watershed, a state-designated Area of Critical Environmental Concern.
Chris Randall specializes in developing resources that make complex ideas accessible and that advance people's understanding of science, engineering, and technology. At the Massachusetts Institute of Technology, Chris developed materials for an innovation and entrepreneurship Masters degree program. As a Senior Editorial Project Director at WGBH, he developed activity guides, websites, and professional development materials for science and engineering television shows, such as NOVA, Design Squad, and FETCH. Before joining WGBH, he developed curriculum at TERC, an R&D firm specializing in hands-on science and math curricula. His projects included developing IAT’s astrobiology text, activity guides and websites for NASA’s Mars Exploration and Astrobiology programs, professional-development programs, and museum exhibits. Chris began his career teaching science and earning a Masters in Education from Tufts University.
A Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Professor Reiser served as chair of Northwestern’s Learning Sciences Ph.D. program from 1993, shortly after its inception, until 2001. His research focuses on the design and enactment of learning environments that support students’ inquiry in science, including both science curriculum materials and scaffolded software tools. His research investigates the design of learning environments that scaffold scientiﬁc practices, including investigation, argumentation, and explanation; design principles for technology-infused curricula that engage students in inquiry projects; and the teaching practices that support student inquiry. Professor Reiser also directed BGuILE (Biology Guided Inquiry Learning Environments) to develop software tools for supporting middle school and high school students in analyzing data and constructing explanations with biological data. Reiser is a co-principal investigator in the NSF Center for Curriculum Materials in Science. He served as a member of the NRC panel authoring the report Taking Science to School.
Diane Resek is Professor Emerita of Mathematics at San Francisco State University. During her 30 years in the Mathematics Department she taught remedial algebra, math for elementary school teachers, calculus, upper division courses in algebra, and upper division and graduate courses in logic and set theory. Since retiring in 2005, she has worked on inservice programs for secondary and college mathematics teachers. She is presently developing a new curriculum for remedial algebra courses at the college level. Before receiving her PhD in mathematical logic from University of California, Berkeley she worked as a mathematics specialist in elementary schools, developed inservice mathematics programs for pre-school and elementary school teachers, and wrote scripts for educational mathematics films. While teaching at San Francisco State she developed computer using curriculum for middle school and college students, as well as, a college textbook on Proof and Exploration. She has published a number of papers in the area of mathematics education.
Dr. Stephen Robinson is a Professor in the Physics Department at Tennessee Technological University (TTU), where he teaches undergraduate physics and astronomy courses as well as pedagogy and research courses in a STEM Education PhD program. With NSF support he was a co-developer of the original guided-inquiry Physics and Everyday Thinking (PET) curriculum and other physics and physical science curricula based on the same pedagogical structure. He is a regular consultant for Horizon Research Inc.and has extensive experience conducting professional development workshops for both K-12 teachers and university faculty. He serves on the Advisory Council of the Tennessee STEM Innovation Network and was instrumental in the establishment of the Millard Oakley STEM Center at TTU. Before developing his interest in STEM education he conducted research in nuclear physics and has over fifty peer-reviewed publications to his name.
Michael Smith was Director of Education at the American Geological Institute in Alexandria, Virginia. Dr. Smith worked as an exploration geologist and hydrogeologist. He began his Earth Science teaching career with Shady Side Academy in Pittsburgh, PA in 1988 and most recently taught Earth Science at the Charter School of Wilmington, DE. He earned a doctorate from the University of Pittsburgh’s Cognitive Studies in Education Program and joined the faculty of the University of Delaware School of Education in 1995. Dr. Smith received the Outstanding Earth Science Teacher Award for Pennsylvania from the National Association of Geoscience Teachers in 1991, served as Secretary of the National Earth Science Teachers Association, and is a reviewer for Science Education and The Journal of Research in Science Teaching. He worked on the Delaware Teacher Standards, Delaware Science Assessment, National Board of Teacher Certification, and AAAS Project 2061 Curriculum Evaluation programs.
Dr. Cary Sneider is Associate Research Professor at Portland State University in Portland, Oregon, where he teaches courses in research methodology in a Master of Science Teaching (MST) degree program. He also serves as a consultant for the Noyce Foundation and the S.D. Bechtel Jr. Foundation in support of STEM education. He contributed to A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas, and served on the writing team for the Next Generation Science Standards. In 2011 he joined the National Assessment Governing Board, which sets policy for the National Assessment of Educational Progress (NAEP), also known as “The Nation’s Report Card.” Before moving to Oregon Dr. Sneider was Vice President for Programs at the Museum of Science in Boston, and prior to that he served as Director of Astronomy and Physics Education at Lawrence Hall of Science, U.C. Berkeley. Over the years Dr. Sneider has led more than 20 grant projects, including several to help strengthen the connection between science in school and outside of school settings.
John Southard received his undergraduate degree from the Massachusetts Institute of Technology in 1960 and his doctorate in geology from Harvard University in 1966. After a National Science Foundation postdoctoral fellowship at the California Institute of Technology, he joined the faculty at the Massachusetts Institute of Technology, where he is currently Professor of Geology Emeritus. He was awarded the MIT School of Science teaching prize in 1989 and was one of the first cohorts of first MacVicar Fellows at MIT, in recognition of excellence in under- graduate teaching. He has taught numerous undergraduate courses in introductory geology, sedimentary geology, field geology, and environmen- tal Earth Science both at MIT and in Harvard’s adult education program. He was editor of the Journal of Sedimentary Petrology from 1992 to 1996, and he continues to do technical editing of scientific books and papers for SEPM, a professional society for sedimentary geology. Dr. Southard received the 2001 Neil Miner Award from the National Association of Geoscience Teachers.
Dr. Yvonne Spicer is a highly sought after national and international speaker and advocate for pre-college Science, Technology, Engineering and Math (STEM) education. She has expertise in technology and engineering education standards development, assessment and strategic school leadership.
Dr. Spicer served on the 2014 NAEP Technology and Engineering Steering Committee which has been a frontrunner for the first ever national assessment for technology and engineering. Most recently, she served on the National Research Council (NRC) technology and engineering design team for A Framework for Science Education, an interim report on K-12 science education in the United States.
In January of 2010, Dr Spicer was appointed to the Massachusetts Governor’s STEM Advisory Council and Co-Chair of the Teacher Development committee. Spicer was instrumental in establishing the 2001 Massachusetts technology/engineering curriculum framework with Dr. Ioannis (Yannis) Miaoulis, president and director, Museum of Science. Concerned by how many children in the U.S. "are shut out of technology and engineering," Spicer makes a compelling case for closing the underrepresented minority gap in engineering and school leadership. When she earned her doctorate at the University of Massachusetts Boston in 2004, her dissertation research focused on how nine African American female public school principals transformed their schools and thrived as educational leaders. Dr. Spicer is the former Director of Career & Technical Education in Newton, Massachusetts and served as the Statewide Technology/Engineering Coordinator at the Massachusetts Department of Elementary and Secondary Education. She earned a Bachelor of Science and Master of Science degree in Industrial Arts & Technology from the State University of New York-Oswego.
A Research Specialist in Science Education in the School of Education at the University of Michigan. She collaborates with teachers and students in elementary and middle school science classrooms around the United States who are implementing Project-Based Inquiry Science. Before joining the PBIS team, Dr. Starr created professional learning experiences in science, math, and technology, designed to assist teachers in successfully changing their classroom practices to promote student learning from coherent inquiry experiences. She has developed instructional materials in several STEM areas, including nanoscale science education, has presented at national and regional teacher education and educational research meetings, and has served in a leadership role in the Michigan Science Education Leadership Association. Dr. Starr has authored articles and book chapters, and has worked to improve elementary science teacher preparation through teaching science courses for pre-service teachers and acting as a consultant in elementary science teacher preparation. As part of the PBIS team, Dr. Starr has played a lead role in making units cohere as a curriculum, in developing the framework for PBIS Teacher’s Planning Guides, and in developing teacher professional development experiences and materials.
Nephi Thompson is an Associate Professor of Biology and Chemistry at Colorado Mountain College. Nephi has designed professional development workshops and programs for university and K-12 faculty using PET, PSET, Living by Chemistry, and Physics by Inquiry. Nephi's research interests include understanding how embodied cognition and the history and philosophy of science can inform effective science instruction. A native of western Colorado he enjoys camping, hiking, rock climbing, skiing, serving in his church and spending time with family.