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 scientiﬁ c 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 Artiﬁcial 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.
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.
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.
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.