Bios of Invited Speakers

Dr. Deborah Loewenberg Ball's work as a researcher and teacher educator is rooted in practice, drawing directly and indirectly on her experience as a classroom teacher. With elementary school mathematics as the main context, Ball studies the practice of teaching and the processes of learning to teach, with a current focus on learning in and from practice itself. Ball's publications include articles on teacher learning and teacher education; the role of subject matter knowledge in teaching and learning to teach; endemic challenges of teaching; and the relations of policy and practice in instructional reform. She is Associate Editor of the Journal for Research in Mathematics Teacher Education, and is a member of the Mathematical Sciences Education Board, and of the Commission on Behavioral and Social Science Education. She was a lead author for the Professional Standards for Teaching Mathematics. In 1997, Ball received the Raymond B. Cattell Early Career Award for Programmatic Research from the American Educational Research Association.

Dr. Hyman Bass' chief fields of research interest are algebraic K-theory, number theory, geometric methods of group theory, algebraic geometry, and mathematics education. He has been a member of the American Academy of Arts and Sciences since 1981 and of the National Academy of Sciences since 1982. Bass received the Cole Prize in Algebra from the American Mathematical Society in 1975, and the Van Amringe Prize from Columbia University for his book Algebraic K-theory in 1969. In addition to being the author or co-author of over 75 publications in mathematics, Bass has written articles and given presentations in the area of mathematics education. He is currently Chair of the National Research Council's Mathematical Sciences Education Board and of the American Mathematical Society's Committee on Education. From 1998 to 2002, he will serve as the President of the International Commission on Mathematics Instruction.

Dr. Robert Watson served with the National Science Foundation from 1968 until 1999, with program and division-level management responsibilities in graduate, undergraduate, and precollege science, mathematics, and engineering education. During 1983, Watson served in the White House Science Advisor's Office (OSTP) where he developed a plan for the Federal role in science education that was approved by the Congress and served as the basis for the regeneration of NSF education programming. From 1963 to 1968, he was on the chemistry faculty at Memphis State University. In 1966, Watson became the first individual to receive an NSF grant focusing on the improvement of education for minorities.

Dr. Joan Ferrini-Mundy's research interests are in calculus learning and reform in mathematics education, K-14. She taught mathematics at Mount Holyoke College in 1982-83, where she co-founded the SummerMath for Teachers program. She joined the mathematics faculty of the University of New Hampshire in 1983. Ferrini-Mundy served as a visiting scientist at the National Science Foundation in 1989-91. She served on the Mathematical Sciences Education Board, and has chaired the AERA Special Interest Group for Research in Mathematics Education. Ferrini-Mundy has served in a variety of leadership roles in the National Council of Teachers of Mathematics. She was the Principal Investigator for NCTM's Recognizing and Recording Reform in Mathematics Education (R3M) project, chaired the NCTM's Research Advisory Committee, and was a member of the NCTM Board of Directors. Currently, she chairs the Writing Group for Standards 2000, the revision of the NCTM Standards.

Dr. Lillian C. McDermott is Director of the Physics Education Group at the University of Washington, which engages in research on the learning and teaching of physics, designs curriculum for mainstream students, conducts programs for the preparation of prospective and practicing teachers of physics and physical science, and conducts TA training seminars and professional development workshops for college and university faculty. The group developed the curriculum Physics by Inquiry and is currently developing

Tutorials in Introductory Physics . McDermott is a Fellow of the American Physical Society and of the American Association for the Advancement of Science, and has been a Councillor of the American Physical Society and a member of the APS Board. She received the American Association of Physics Teachers' Distinguished Service Citation in 1981, and the AAPT's Robert A. Millikan Lecture Award for her contributions to physics education research in 1990. In 1983, McDermott received the Seattle Urban League's Affirmative Action Award for her work in helping minority students succeed in physics.

Dr. Michael Zeilik's research activities have focused on magnetic activity cycles of sunlike stars, starbirth, astronomy in the historic and prehistoric Pueblo world, and a cognitive approach to teaching science. He has published four books, over 100 professional articles, and given over 200 talks to professional and lay audiences. Zeilik's teaching interests are introductory courses for the novice, non-science major student, and astronomy education research at the university. He has been supported by grants from the National Science Foundation, NASA, the Exxon Educational Foundation, and the Slipher Fund of the National Academy of Sciences for innovations in astronomy education, astronomy for the general public, and astronomy workshops for in-service teachers. In 1998-99, he has an appointment as a Fellow with the National Institute for Science Education, working on issues of classroom assessment.

Ms. Sheila Tobias, a lecturer on education reform and writer for the Research Corporation, has made a science and an art of promoting curricular reform from the outside. Educated in history and literature and having served as a university.

Philip Uri Treisman, University of Texas at Austin (top)
Dr. Philip Uri Treisman received the 1987 Charles Dana Award for Pioneering Achievement in American Higher Education and was named a MacArthur Fellow in
1992. In 1989, Newsweek selected him as one of 25 Americans on the leading edge of innovation, one of three in education. His PhD thesis, A Study of the Mathematics
Performance of Black Students at the University of California, Berkeley, provided the theoretical basis for supplementary workshops for calculus courses. His insights and the example of his program at Berkeley spurred the national growth of such workshops. Treisman's later work with high school teachers in California and Texas demonstrated again that he is one of the leading experts on the development of programs aimed at increasing minority participation in mathematics. He is an active member of many national committees, advisory boards, and commissions concerned with mathematics education and mathematical and scientific manpower.

Sandra K. Abell, Professor of Science Education, School of Education, Purdue

University, and President-Elect, National Association for Research in Science

Sandra K. Abell is Professor of Science Education in the School of Education at Purdue University, where she teaches future and practicing elementary science teachers and graduate students in science education. Abellís research focuses on the process of becoming an elementary science teacher, from the teacher preparation program into the beginning years of teaching, and throughout oneís teaching career. Her research uses methods of naturalistic inquiry and typically involves collaboration with school-based colleagues. Abell has received numerous teaching awards from Purdue, the Association for the Education of Teaching in Science, and the National Science Teachers Association. She currently is President-Elect of the National Association for Research in Science Teaching.

Cathy Middlecamp, Director, Chemistry Learning Center, University of Wisconsin-

Catherine Middlecamp is the Director of the Chemistry Learning Center at the University of Wisconsin-Madison. Over the past 20 years, she has designed, supervised and taught in a number of programs for students under-represented in the sciences, both at the collegiate and pre-collegiate levels. Currently, she teaches general chemistry and a graduate seminar on teaching, and is serving on several national advisory boards, including ìWomen and Scientific Literacyî at the American Association of Colleges and Universities, the task force for Women and Diversity at Project Kaleidoscope, and Montanaís Rural Women and Girls in Science Project. She is the editor of a web-based discovery based laboratory project in Puerto Rico, and is a co-author of the recently published Chemistry in Context, 3/e, a project of the American Chemical Society. Middlecamp did her undergraduate studies at Cornell University (1968ñ72) graduating Phi Beta Kappa and with distinction in all subjects. She was awarded a Danforth Fellowship for graduate study and earned her doctorate degree in chemistry at the University of Wisconsin-Madison (1972ñ76).

John Etchemendy is a Professor and Chair of the Philosophy Department at Stanford University. He is the author or co-author of seven books in logic, and co-developer of six pieces of educational software for use in logic instruction, for which he shared the 1997 Educom Medal with his collaborator, Jon Barwise of Indiana University. Their most recent instructional package, Language, Proof and Logic, consists of a six hundred page textbook, four pieces of instructional software, and an Internet-based grading service. Etchemendy was the chair of Stanfordís Presidential Commission on Technology in Teaching and Learning, and is a member of Stanfordís Learning Technologies Board. He was formerly Senior Associate Dean of Humanities and Sciences at Stanford.

Robert Moses is a distinguished political and educational leader. He is a graduate of Hamilton College and received a Masterís degree in Philosophy from Harvard University in 1957. As a prominent leader in the 1960s Civil Rights Movement, Moses is especially known for his activities of ìFreedom Summer,î 1964. He has taught secondary school mathematics in both New York City and Tanzania. In 1982, Moses was awarded a McArthur Fellowship, which he used to volunteer full-time in the Cambridge schools. He developed the Algebra Projectómaterials to teach pre-algebra in Middle School. This innovative project is based on a thorough analysis of the mathematical and pedagogical difficulties in teaching elementary algebra. In particular, Mosesís analysis of the difficulties in passing from intuitive to formal language is rooted in his study of logic. The program balances the abstract with an understanding of African-American youth. The Algebra Project now reaches students at more than 15 sites across the country including those in Boston, Chicago, the Mississippi Delta, and Oakland.

Andrew Gleason joined the Harvard faculty in 1950 and continued there until 1992 when he became Hollis Professor of Mathematicks and Natural Philosophy, Emeritus. He is best known for his work on Hilbertís fifth problem, measures on the closed subspaces of Hilbert space, and Banach algebras. He has been interested in mathematics education since 1959 when he chaired the advisory committee of the School Mathematics Study Group. He has spoken at several conferences on the teaching of calculus and is one of the members of the Calculus Consortium based at Harvard.

Elaine Seymour is the Director of Ethnography and Evaluation Research, Bureau of Sociological Research, University of Colorado, Boulder, a position she has held since 1989. She received a Ph.D. in Sociology from the University of Colorado, a M.A. in Education from the University of Glasgow, Scotland, and a B.A. with Honors in Economics and Political Science from Keele University, England. Her academic honors include Doctoral Fellowships from the National Institute of Mental Health and the University of Colorado, Teaching Excellence Awards, and a Fulbright Teaching Scholarship. Seymourís recent work in assessment includes the development of a prototype Field-Tested Learning Assessment Guide (FLAG)--a web-site of classroom assessment tools for science, mathematics and engineering faculty engaged in pedagogical innovation, and the development of a Student Assessment of their Learning Gains classroom evaluation instrument.

and Director of the Academy for Excellence in Science and Mathematics Education

Norman G. Lederman is currently Professor of Science and Mathematics Education and Director of the Academy for Excellence in Science and Mathematics Education at Oregon State University. He has taught the full range of courses (Masters and Doctoral) in secondary science education. Lederman's research and scholarship focus primarily on the development of students' and teachers' conceptions of the nature of science and scientific inquiry. A related area of research interest has included preservice and inservice teachers' knowledge structures of subject matter and pedagogy, pedagogical content knowledge, and teachers' concerns and beliefs. His publications span research and teacher oriented journals including, the Journal of Research in Science Teaching, Journal of Science Teacher Education, Science and Education, Science Education, School Science and Mathematics, the Science Teacher, The Oregon Science Teacher, NARST Monograph: Research Matters to the Science Teacher, and AETS Yearbooks on pedagogical content knowledge and nature of science. In addition, he is a consistent presenter at the National Meetings of AERA, AETS, NARST, and NSTA.

Tami S. Martin is an Assistant Professor of Mathematics at Illinois State University. Her interests include students' understanding of geometric proof and secondary teacher development. She is currently a Co-Principal Investigator (along with Sharon Soucy McCrone) for a three-year, NSF-funded research project entitled, An Investigation of

Pedagogical Factors Influencing Students' Understanding of Geometric Proof. Recent publications include, Calculus Students' Ability to Solve Geometric Related-Rates

Teachers (co-authored with Roger Day). She is also co-authoring a book chapter with John Dossey and Chancey O. Jones focused on an analysis of TIMSS (Third International Mathematics and Science Study) data. This chapter will be entitled Using Viking-Codes

Janan M. Hayes has been a Professor of Chemistry and Physical Science at California community colleges since 1971, first at American River College and now at Merced College, Merced, CA. In that time span, she spent 12 years as Dean of Science at Coaumnes River College and Vice-President of Instruction at Merced College. Hayes is Co-Principal Investigator of Project Inclusion and has served as project director of various efforts to improve the education and training of science-math teachers and correctional officers (prison guards) in the California Department of Corrections. She is a member of the Council of the American Chemical Society (with numerous national governance committee assignments), the Two-Year College Chemistry Committee and the California Association of Chemistry Teachers. Hayes has made a number of presentations at local, regional and national meetings of these organizations and organized and presided over several symposia. She has served on various NSF review panels. Hayes earned a Ph.D. in Chemistry from Brigham Young University in 1971.

Patricia L. Perez has been a Professor of Chemistry at Mt. San Antonio College, Walnut, CA, a public two-year, community college, since 1968, serving as department chairperson from 1989 to 1993. She is Co-Principal Investigator of Project Inclusion, a NSF-sponsored effort to focus student attention on the contributions of various underrepresented groups to the field of chemistry. In addition, she is a consortium participant in the Molecular Science Education Project, a UCLA-CSUF-community college alliance for systematic curricular reform. Perez is a member of the American Chemical Society, the Two-Year College Chemistry Committee and the California Association of Chemistry Teachers. She has made numerous presentations at local, regional and national meetings of these organizations and organized and presided over several symposia. Additionally, Perez has served on various NSF review panels and workshops. She earned an MS in Chemistry from UCLA in 1968.

James Sandefur has a Ph.D. from Tulane University and is a Professor of Mathematics at Georgetown University. Sandefur was the Principle Investigator on three National Science Foundation grants, the first being for summer teacher enhancement workshops for teachers in the Washington, DC area, the second being a teacher leadership institute, and the third being a materials development grant for college remedial mathematics courses. He is the author of two textbooks, Discrete Dynamical Systems: Theory and

Applications and Discrete Dynamical Modeling, and has written numerous research and expository mathematics articles. Sandefur was on the 6-8 grade writing team for the NCTM's Principles and Standards for School Mathematics. He was a Program Officer with the National Science Foundation in the Instructional Materials Development Program. Sandefur is the recipient of the Georgetown University Sony Award for Excellence in Science Education, 1994 and 1997.

Dr. Rose Asera worked with Professor Uri Treisman at UC Berkeley on the national dissemination of the award-winning Emerging Scholars Program. In 1991-92, Asera was a Fulbright Fellow and taught research methods at the National Institute of Education at Kyambogo, Uganda and subsequently worked with the UNICEF on development of community health education materials. From1995-1999 she was the Director of Research and Evaluation at the Charles A. Dana Center at the University of Texas at Austin. Asera is presently a Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, and is working on a study of teacher education.

Jeffrey Kovac is Professor of Chemistry at the University of Tennessee at Knoxville. He received a B.A. degree from Reed College and a Master of Philosophy and Ph.D. from Yale University. He spent two years as a postdoctoral fellow at MIT before joining the faculty of the University of Tennessee in 1976. Kovac is a theoretical chemist with interests in dynamics of polymer chains, rubber elasticity, the glass transition, structure and thermodynamics of liquids, interfacial systems, and the structure and formation of coal. He also carries out work in history and philosophy of science, scientific ethics, and chemical education. He is a faculty associate of the University of Tennessee Center for Applied and Professional Ethics and is a Director of the Tennessee Governor's School for the Sciences.

William Yslas VÈlez was born in Tucson, Arizona and grew up in the "nurturing embrace" of the Spanish-speaking part of the town in a home in which "education was heavily emphasized" by his Mexican born parents. VÈlez earned his undergraduate and graduate degrees from The University of Arizona, completing his doctoral degree in mathematics in 1975. He has been a faculty member of the Department of Mathematics at The University of Arizona since 1977. His mathematical research interests have been in number theory and algebra. He has held positions at various military labs, applying mathematics to solve problems that have arisen in military communication systems. As a Program Officer at the National Science Foundation, VÈlez directed the Algebra and Number Theory Program. VÈlez was awarded the National Science Foundation Director's Equal Opportunity Achievement Award in 1993, and a White House Presidentís Award for Excellence in Science, Mathematics and Engineering Mentoring in 1997. VÈlez is a Founding Member of the Society for the Advancement of Chicanos and Native Americans in Science and served as President of this organization from 1994-96. His most recent efforts have been directed to increasing the opportunities for Hispanic students in mathematics based careers. From 1994 -99 he served as the Director of the NSF funded Southwest Regional Institute in Mathematical Sciences, an institute dedicated to the integration of research and education.

Susan Wyckoff received her B.A. from Mt. Holyoke College and her Ph.D. from Case Western Reserve University in physics and astronomy. She joined the physics faculty at Arizona State University in 1979 and served as department chair from 1990-93. She has held visiting appointments at the University of Michigan, Tel-Aviv University, the Royal Greenwich Observatory, Ohio State University, the University of Heidelberg and Mt Stromlo and Siding Spring Observatories. From 1982-1990 she directed the International Halley Watch, a NASA project to study Halley's Comet. From 1994-2000 she directed the Arizona Collaborative for Excellence in Preparation of Teachers (ACEPT), an effort by eleven institutions to improve the undergraduate teaching of science and mathematics. She now directs the Electronic Collaborative for Excellence in the Preparation of Teachers (ECEPT), and co-directs the Arizona Teachers Coalition (AzTEC). Her current research interests include star formation, origins of planetary systems and physics education. Her publications include two books, several book chapters and more than 200 refereed journal articles, popular articles and conference proceedings. She has supervised over 20 postdoctorals and graduate students in physics education or astrophysics, and conducts workshops on physics teaching.

Louis M. Gomez received a BA. in Psychology from the State University of New York at Stony Brook and a Ph.D. in Cognitive Psychology from the University of California at Berkeley. Gomez is one of the co-directors of the NSF-sponsored Center for Learning Technologies in Urban Schools, a partnership made up of Chicago Public Schools, Detroit Public Schools, University of Michigan, and Northwestern University. The Center is dedicated to collaborative research and development with urban schools that will bring the current state-of-the-art in computing and networking technologies into pervasive use in schools to integrally support science and other curriculum. Gomez's primary interest is in working with school communities to create curriculum that supports school reform while connecting schools to broad communities of practice beyond school. Prior to joining the Faculty at Northwestern Gomez was director of Human-Computer Systems Research at Bellcore in Morristown New Jersey. Over the last several years he has also pursued an active research program investigating techniques that improve human use of information retrieval systems and techniques which aid in the acquisition of complex computer-based skills.

Cathy Kessel works as a mathematics education consultant. She received her Ph.D. in mathematics from the University of Colorado at Boulder and has taught mathematics at various colleges and universities. She has worked as a researcher in mathematics education at the University of California and the University of Melbourne. Kessel edited Liping Maís Knowing and Teaching Elementary Mathematics, was an additional writer on the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, and was the lead editor for the CBMS report The Mathematical Education of Teachers. Her publications include articles in the MER Newsletter, the AWM Newsletter, Research in Collegiate Mathematics Education, and the Encyclopedia of Gender. She and Ma are working on an elementary mathematics textbook.

Michael Zeilik earned his A. B. in Physics with honors at Princeton University and his M. A. and Ph. D. in Astronomy at Harvard University. He has been a Woodrow Wilson Fellow, a National Science Foundation Fellow, and a Smithsonian Astrophysical Observatory Predoctoral Fellow. As a Professor of Physics and Astronomy at the University of New Mexico, he has been named a Presidential Lecturer, the highest award for all-around performance by a faculty member. In his teaching, he specializes in introductory courses for the novice, non-science major student. He is a pioneer in astronomy education research at the university level, and has been supported by grants from the National Science Foundation, NASA, the Exxon Educational Foundation, and the Slipher Fund of the National Academy of Sciences for innovations in astronomy education, astronomy for the general public, and astronomy workshops for in-service teachers. Zeilik's research activities have recently focused on astronomy in the historic and prehistoric Pueblo world and a cognitive approach to teaching science. He has served as the Director of UNM's Graduate Centers in Los Alamos and Santa Fe. In 1998-99, he was appointed as a Senior Research Fellow with the National Institute for Science Education. Zeilik has authored four books used internationally: Astronomy: The

Evolving Universe (8th edition, Wiley, 1997), Astronomy: The Cosmic Perspective with J. Gaustad (2nd edition, Wiley, 1990), Conceptual Astronomy (1st edition, Wiley, 1993), and Introductory Astronomy and Astrophysics with S. Gregory (4th edition, Saunders, 1998). The 8th edition of Evolving Universe won a 1997 Texty Award from the Text and Academic Authors Association.

Bruce Crauder was educated at Haverford College and Columbia University, where he completed his PhD in 1981, specializing in algebraic geometry. Since then he has taught at the University of Utah, the University of Pennsylvania, the University of North Carolina, and Colorado State University. He has been at Oklahoma State University since 1986 where he serves as Associate Dean for Instruction as well as Professor of Mathematics. Crauder has had an abiding interest in math education, particularly for beginning college students. With two colleagues, he has spent several years developing

Mathematical Functions and Their Uses, a course and textbook in mathematics modeling at the College Algebra level.

Priscilla Laws received her bachelor's degree from Reed College in 1961 and a Ph.D. from Bryn Mawr College in theoretical nuclear physics in 1966. She has taught in the Department of Physics and Astronomy at Pennsylvania's Dickinson College since 1965. Laws has published numerous books on the health effects of medical and dental x-rays, the impact of energy use on the environment, and the uses of experiential approaches and computers to enhance learning in physics. As part of the Workshop Physics Project, that she initiated in 1986, she has developed curricular materials, apparatus and computerbased software and hardware for students at the high school and college levels. Laws has received awards for software design and curriculum innovation in the sciences from EDUCOM/NCRIPTAL, Computers in Physics, the Sears-Roebuck Foundation, and the Merck Foundation. In 1993, she received the Dana Foundation Award for Pioneering Achievement in Education with Ronald K. Thornton and in 1996, the American Association of Physics Teachers bestowed the 1996 Robert A. Millikan Medal to Laws for notable and creative contributions to the teaching of physics. She has been a principal investigator on a number of curriculum development projects funded by FIPSE and NSF. She has served on the Board of Directors of FIPSE and currently is a member of the Executive Board of the American Association of Physics Teachers. Laws and five of her colleagues are currently involved in a NSF Teacher Enhancement project to conduct summer institutes, both at Dickinson College and the University of Oregon, for high school teachers who want to conform to new national and local science education standards.

Kenneth Boutte is the Associate Dean of the College of Arts and Sciences and Professor of Biology at Xavier University of Louisiana. He earned a Ph.D. in Immunoparasitology from the University of California, Berkeley, in 1983. He was the third African American in the department to earn a Ph.D. and the first African American in the department to earn a Ph.D. in the area of immunoparasitology. Boutteís research interests have been in the host-parasite relationships of tapeworms and in the determination of the genetic sequence for the Trypanosoma gene which codes for trypanosome alternative oxidase as a target for chemotherapy. He was a Scholar in Residence at New York University in 1991 and 1992. He has served on the New Orleans Mosquito and Termite Control Board, the National Institutes of Health BRIDGES Grant Review Panel, the Higher Education Advisory Group for the National Educational Goals Panel, the Chancellor's Council for Tulane Universityís School of Medicine, and the Board of Directors for the Greater New Orleans Science and Engineering Fair. Boutte was the founder and director of the Ernest E. Just Pre-Graduate Scholars Program at Xavier, which was significant in increasing the number of science, and mathematics students who entered graduate school. He is involved with Xavierís Pre-Medical Program which is recognized as the leading producer in the nation of African American medical students. He is also involved and contributes to Xavierís Model Institution of Excellence program, a National Science Foundation funded program of $12.3 million which includes increasing the number of Xavier science, engineering, and mathematics (SEM) students who enter graduate school.

Michael Starbird is the University Distinguished Teaching Professor in Mathematics at The University of Texas at Austin. In 1974, he received his Ph.D. degree in mathematics from the University of Wisconsin, Madison, and joined the faculty of the Department of Mathematics of The University of Texas at Austin. He has taken leaves from UT Austin to the Institute for Advanced Study in Princeton, New Jersey, the University of California, San Diego, and the Jet Propulsion Laboratory in Pasadena, California. He served as Associate Dean in the College of Natural Sciences from 1989 to 1997. Starbird is a member of the Academy of Distinguished Teachers at UT. His many teaching awards include the Minnie Stevens Piper Professorship, awarded annually to ten professors from any subject at any college or university in the state of Texas; the Jean Holloway Award for Teaching Excellence, the oldest teaching award at UT and awarded to one professor each year; the Chad Oliver Plan II Teaching Award; and the Friar Society Centennial Teaching Fellowship, awarded to one professor at UT annually. In 2000, co-author Edward B. Burger and he published The Heart of Mathematics: An invitation to effective thinking which makes great ideas in mathematics accessible and fun for liberal arts students. The textbook won a 2001 Robert W. Hamilton Book Award.

Marvin Druger is Professor of Biology and Chair of the Department of Science Teaching at Syracuse University. He is former President of the National Science Teachers Association (NSTA), the Association for the Education of Teachers in Science (AETS), and current President of the Society for College Science Teaching (SCST). In addition to his numerous publications on quality science teaching, Druger has received, among other awards, the Robert H. Carleton Award for National Leadership in Science Education, the NSTA Distinguished Service Award, and the Gustav Ohaus Award for Innovations in College Science Teaching. He is most proud of having taught the Introductory Biology sequence at Syracuse University for the past 40 years, estimating that he has touched the lives of more than 60,000 college students.

Cathy Kessel is a mathematics education consultant based in Berkeley, California. She received her Ph.D. in mathematics from the University of Colorado at Boulder and has taught mathematics at various colleges and universities. She has worked as a researcher in mathematics education at the University of California and the University of Melbourne. Kessel edited Liping Maís Knowing and Teaching Elementary Mathematics, was an additional writer on the National Council of Teachers of Mathematics Principles and Standards for School Mathematics, and was the lead editor for the CBMS report The Mathematical Education of Teachers. Her publications include articles in the MER Newsletter, the AWM Newsletter, Research in Collegiate Mathematics Education, and the Encyclopedia of Gender. She and Ma are working on an elementary mathematics textbook.

Liping Ma is a senior scholar at the Carnegie Foundation for Advancement of Teaching. Her teaching career started when, as a teenager in rural China, she was asked to teach elementary school. During her seven years as an elementary teacher she taught all five grades of elementary school. Later she became the principal of the school. She received a Masters degree in education from East China Normal University and became an assistant research professor at Shanghai Research Institution for Higher Education. Her continued interest in education led her to graduate study at Michigan State University where she worked as a graduate assistant on the study that inspired her dissertation. She received her Ph.D. in Curriculum and Teacher Education from Stanford University. As a McDonnell post-doctoral fellow at the University of California at Berkeley she revised her Ph.D. dissertation into the book Knowing and Teaching Elementary

Audrey B. Champagne is a Professor in the Department of Educational Theory and Practice in the School of Education and a Professor in the Department of Chemistry in the College of Arts and Sciences at the University at Albany, State University of New York (SUNY). She is co-principal investigator of a National Science Foundation funded Local Systemic Initiative titled Assessment in the Service of Learning. Champagne is a fellow of the American Association for the Advancement of Science, and has served on the boards of the National Science Teachers Association and the National Association for Research in Science Teaching (NARST). She was President of NARST in 1997 and received the NARST Distinguished Researcher Award in 2002. Champagne's activities in the assessment of science include serving on the National Assessment of Educational Progress (NAEP) Science Advisory Committee, the U.S. Committee for the Third International Mathematics and Science Study (TIMSS), and the Frameworks Panel for TIMSS 2003. She has been an advisor on the development of the test frameworks and items for the NAEP, TIMSS, and TIMSS-R Science, participated in setting the proficiency levels for NAEP Science, and was a member of the National Center for Education Statistics NAEP Validity Studies Committee. Champagne was active in the development of the National Research Council of the National Academy of Science, and the Engineering and Medicine' s National Science Education Standards. She served as chair of the Assessment Working Group of the National Research Council's Committee on Science Education Standards and Assessment and was one of a team of five individuals responsible for drafting the final standards document.

Co-Director for Education, Center for Integrated Space Weather Modeling, an NSF

Ramon E. Lopez is the C. Sharp Cook Distinguished Professor in the Department of Physics at the University of Texas at El Paso, and is the Co-Director for Education for the Center for Integrated Space Weather Modeling (CISM), a Science and Technology Center funded by the National Science Foundation. He is a Fellow of the American Physical Society and was awarded the 2002 Nicholson Medal for Humanitarian Service. Lopez's current research focuses on magnetospheric storms and substorms, and making detailed quantitative comparisons between the results of global 3-D MHD simulations and observations during actual events. His activities in science education include serving currently as a member the National Research Council's Committee on Undergraduate Science Education, and on the American Geophysical Union's (AGU) Committee on Education and Human Resources. He chaired the AGU's Space Physics and Aeronomy's (SPA) Education Committee, and was a member of the SPA Public Information Committee. He also serves on the APS Committee on Minorities in Physics and the Executive Committee of the Forum on Education, and on the Board of Directors of SACNAS. Lopez worked with Montgomery County Public Schools in Maryland to help implement a hands-on science program in elementary and middle grades. He was Co-PI on a program to organize a series of workshops on science education reform for space scientists, and was the Co-Director of the Electric Space project that produced a major (4000 sq. ft.) travelling museum exhibition about the space environment. As Director of Education and Outreach at the American Physical Society, he was responsible for the Society's education programs, including the Teacher-Scientist Alliance Institute to mobilize scientists in support of systemic reform of science education across the country. Lopez is the co-author of a recently released popular book on space weather entitled Storms from the Sun, published by Joseph Henry Press, the tradebook arm of the National Academy Press.

Rodger Bybee became Executive Director of the Biological Sciences Curriculum Study (BSCS) in 1999 after serving four years as Executive Director of the National Research Council's Center for Science, Mathematics, and Engineering Education (CSMEE), in Washington, D.C. As Associate Director of BSCS between 1992-1995, Bybee participated in the development of the National Science Education Standards. Bybee has been the principal investigator at BSCS for four NSF programs: an elementary school program entitled Science for Life and Living: Integrating Science, Technology, and Health, a middle school program titled Middle School Science & Technology, a high school biology program titled BSCS Biology: A Human Approach, and a college program titled Biological Perspectives. Bybee has written widely. He is co-author of a leading textbook titled Teaching Secondary School Science: Strategies for Developing Scientific Literacy and, most recently authored the book Achieving Scientific Literacy: From

Purposes to Practices. In 1998, he was awarded the National Science Teachers Association's Distinguished Service to Science Education Award. In 2001, he was awarded the first Education Award from the American Institute of Biological Sciences (AIBS).

Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona andAdjunct Professor at the Kennedy School of Government, Harvard University. With Andrew M. Gleason at Harvard University, she organized the Calculus Consortium based at Harvard, which brought together faculty from a wide variety of schools to work on undergraduate curricular issues. She is actively involved in discussions about the teaching of undergraduate mathematics at the national and international level and is an author of several college level mathematics texts. She recently completed work on a report for the National Academy of Science's Committee on Advanced Study in American High Schools and is a member of the Committee on Mutual Concerns of the Mathematical Association of America (MAA). In 1998 and 2002 she was co-chair of

International Conference on the Teaching of Mathematics in Greece, attended by several hundred faculty from some 50 countries. She established programs for master's students at the Kennedy School of Government, precalculus, and quantitative reasoning courses (with Andrew Gleason), and courses for economics majors. She was awarded the Louise Hay Prize of the Association for Women in Mathematics (AWM) and elected a fellow of the American Association for the Advancement of Science for contributions to mathematics education. She won the three teaching prizes given at Harvard University.

Peter Facione became the Provost of Loyola University Chicago in July 2002. He is a board member of the American Association of College's and University's Project on Health and Higher Education. In 2000 he served as a member of the American Council of Education's President's Task Force on Teacher Education. In 1999 he was the national president of the American Conference of Academic Deans. Since 1986 he has been a Senior Research Associate and the CEO of the California Academic Press LLC. Facione's research interests are in cognitive heuristics and building thinking leadership teams, and he is nationally and internationally known for his work on the definition and measurement of those skills and habits of mind that are at the fore of human decision making and professional judgment, what academics often call critical thinking. He has been a consultant on his work on decision-making, critical thinking, and collaborative leadership for the US Government, Los Alamos National Labs, several state education agencies, private industry, and professional associations. Among his research publications are California Critical Thinking Skills Test, the California Thinking

Disposition Inventory, the Test of Everyday Reasoning, the California Measure of Mental Motivation, the Professional Judgment Rating Form, and the California Reasoning

James Hiebert is the Robert J. Barkley Professor of Education at the University of Delaware, where he teaches in programs of teacher preparation, professional development, and doctoral studies. His professional interests focus on mathematics teaching and learning in classrooms. He has edited books on studentsí mathematics learning and co-authored the books Making Sense: Teaching and Learning Mathematics with Understanding and The Teaching Gap: Best Ideas from the Worldís Teachers for

Improving Education in the Classroom. He recently served on the National Research Council committee ìMathematics Learning Study,î is the director of the mathematics portion of the TIMSS 1999 Video Study, and is PI on the NSF-funded Mid-Atlantic Center for Teaching and Learning Mathematics. He received a B.A. and M.A. in mathematics, taught mathematics in high school, and earned a Ph.D. in mathematics education at the University of Wisconsin-Madison.

Rhonda Hughes is the Helen Herrmann Professor of Mathematics at Bryn Mawr College. Hughes's mathematical research is in the area of Functional Analysis. She has worked with both undergraduates and graduate students on projects involving wavelets, operator theory and functional analysis, and stochastic processes. Hughes co-directs the project Enhancing Diversity in Graduate Education (EDGE) with Sylvia Bozeman of Spelman College. EDGE, which began in 1998, has received funding from the National Science Foundation, the National Security Agency, and the Andrew W. Mellon Foundation. EDGE prepares female students academically and psychologically for the challenges of graduate school in male-dominated disciplines. Hughes received the Mathematical Association of America Deborah and Franklin Tepper Haimo Award for Distinguished College or University Teaching in 1998, and the Sears-Roebuck Foundation Award for Teaching Excellence and Campus Leadership, Bryn Mawr College in 1991. Hughes received her Ph.D. in Mathematics from the University of Illinois at Chicago.

Pratibha Varma-Nelson is currently Professor of Chemistry and Chair of the Department of Chemistry, Earth Science and Physics at Northeastern Illinois University (NEIU). She received her B.Sc. from University of Poona, India, in 1970 and a Ph.D. in 1978 from the University of Illinois in Chicago in Organic Chemistry. She did a Post Doctoral fellowship in Enzymology at Loyola University, in Maywood Illinois before joining the faculty of Saint Xavier University (SXU) in 1979. At SXU she taught courses in Organic Chemistry and Biochemistry. At NEIU she teaches Senior Seminar and Chemistry of Biological Compounds to Chemistry Majors. Since 1995 her professional activities have revolved around the development, implementation and dissemination of the Peer-Led Team Learning (PLTL) model of teaching. She was an active partner of the Workshop Chemistry Project, one of the five NSF supported systemic reform projects in Chemistry and is currently a co-principal investigator of two NSF supported National Dissemination Grants: The Workshop Project: Peer Led-Team Learning and Multi Initiative Dissemination. She has co-authored several publications and manuals about the PLTL model. Varma-Nelson is the director of the Workshop Project Associate (WPA) Program which provides small grants to facilitate implementation of PLTL and director of the Chautauqua course on PLTL offered annually.

Jane Butler Kahle is the Condit Professor of Science Education in the Department of Teacher Education at Miami University, as well as an affiliate professor in the Departments of Botany and Educational Leadership and in the Womenís Studies Program. Prof. Kahle was Director of the Division for Elementary, Secondary, and Informal Education at the National Science Foundation from 1999-2002. Formerly, Prof. Kahle was associate dean of the Graduate School and professor in the Departments of Biological Sciences and Education at Purdue University. She has been a Fellow at the National Institute for Science Education at the University of WisconsinñMadison; at the Science and Mathematics Education Centre, Curtin University of Technology, Perth, Australia; and at the University of Oslo, Norway. Prof. Kahleís research focuses on gender equity and on assessing the progress of systemic reform in science and mathematics education. She has published over 150 articles and has contributed chapters to 34 monographs and books. She has directed 53 externally-funded projects, supported by the Carnegie Foundation, the Lilly Endowment, the Norman Foundation, the Squibb Foundation, the Carnegie Corporation, the National Institute of Education, the Womenís Educational Equity Act, the National Science Foundation, the Ohio Department of Education, the Ohio Board of Regents, among others. Prof. Kahle received the Distinguished Scholar Award from Miami University in 2004, the Willystine-Goodsell Award in recognition of scholarship, activism, and community building on behalf of women from the American Educational Research Association in April, 2002, and the Distinguished Contributions to Science Education Through Research Award from the National Association of Research in Science Teaching in April, 2000. Prof. Kahle has been president of the National Association of Biology Teachers, the National Association for Research in Science Teaching, and the Hoosier Association of Science Teachers. She has served as chairperson of the Committee on Science Education (Kñ12), National Research Council; of the Board of Directors, Biological Sciences Curriculum Study; of Section Q (Science Education), American Association for the Advancement of Science; of the Board of Directors, Gender and Science and Technology Association; and of the Committee on Equal Opportunities in Science and Engineering, National Science Foundation.

Edward F. Redish is a Professor of Physics at the University of Maryland in College Park. He received his undergraduate degree Magna Cum Laude from Princeton University and his Ph.D. in theoretical nuclear physics from M.I.T. in 1968. He has been at the University of Maryland ever since, and served as Chairman of the Department of Physics and Astronomy there from 1982-1985. His research in nuclear theory emphasized the theory of reactions and the quantum few-body problem. As a nuclear theorist he served on the national Nuclear Science Advisory Committee and served as Chair of the Program Committee for the Indiana University Cyclotron. Since 1982 he has been actively involved in the subject of physics education using the computer. He was founder and co-principal investigator of the Maryland University Project in Physics Education and Technology (M.U.P.P.E.T.) and Comprehensive Unified Physics Learning Environment (CUPLE). His current research effort is devoted entirely to physics education. Prof. Redish has received awards for his work in education from the Washington Academy of Science, the Maryland Association for Higher Education, Dickinson College, Vanderbilt University, and the Robert A. Millikan Medal from the AAPT. He was US Representative to the International Commission on Physics Education from 1994-2002. He was the editor of the Physics Education Research Supplement / Sectionto the American Journal of Physics from its inception in 1999 to 2004. He is a member of the Activity-Based Physics development team, responsible for the creation of The Physics Suite for John Wiley and Sons, Inc which includes the physics text,

Understanding Physics, by Cummings, Laws, Redish, and Cooney, a revision of the popular text by Halliday, Resnick, and Walker that takes into account what has been learned from physics education research. Currently Prof.Redish is doing research on student epistemologies and expectations and student difficulties with the use of mathematics in physics. He is co-PI of the project studying the algebra-based introductory physics class entitled: Learning to Learn Science: Meta-learning in introductory physics for bioscience majors with David Hammer.

Sybilla Beckmann is the author of Mathematics for Elementary Teachers, published by Addison-Wesley. Beckmann has a traditional research mathematician's background: she has a PhD in mathematics from the University of Pennsylvania and was a Gibbs Instructor at Yale University before she became a professor at the University of Georgia. But when her children started to go to school, she became very interested in teacher education. She developed three mathematics content courses for prospective elementary school teachers at the University of Georgia and wrote her book for use in such courses. Prof. Beckmann has presented a number of papers on teacher education at national and international meetings, at universities and colleges, and at workshops on preparing mathematicians to educate teachers. She has been a project staff member on a number of grants designed to improve teacher education and the mathematical knowledge of teachers. She has also directed a number of workshops for the professional development of teachers, including year-long and multi-year projects at local elementary schools. One of these projects blended art and math and was a collaboration with the school's art teacher. One of her current projects is teaching one average 6th grade mathematics class every day at a local public school.

Jay Labov is Senior Advisor for Education and Communication in the National Research Councilís Center for Education. He also has been the study director for the NRC reports,

Engineering, and Technology (2003); Learning and Understanding: Improving Advanced

Study of Mathematics and Science in U.S. High Schools (2002); Educating Teachers of

Science, Mathematics, and Technology: New Practices for the New Millennium (2000);

Transforming Undergraduate Education in Science, Mathematics, Engineering, and

Education: Impact of a Digital National Library on Teacher Education and Practice

Mathematics, Engineering, and Technology Education (1998). He has served as the Director of the Centerís Committee on Undergraduate Science Education, and the Deputy Director for the Center for Education. Dr. Labov oversees the National Academy of Scienceís efforts to improve the teaching of evolution in the public schools. Prior to assuming his position at the NRC Dr. Labov was a member of the biology faculty for 18 years at Colby College (ME), where he taught courses in Introductory Biology, Topics in Neurobiology, Animal Behavior, Mammalian and Human Physiology, and Tropical Ecology.

Dr. Cathryn A. Manduca is director of the Science Education Resource Center at Carleton College. This center is engaged in several projects that support effective science education nation-wide with a special focus on undergraduate earth-science education. Projects include development of a web-site supporting faculty teaching entry level geoscience, professional development workshops and on-line resources for geoscience faculty, and a set of websites demonstrating how the Digital Library for Earth System Science can support faculty in addressing issues in teaching (e.g., Teaching Quantitative Skills). Dr. Manduca served as coordinator for the Keck Geology Consortium undergraduate research program from 1994-2000. She is chair of the American Geophysical Union Committee on Education and Human Resources, and past- president of the National Association of Geoscience Teachers. She has co-authored several reports mobilizing action in the geoscience and digital library communities: Bringing Research on Learning to the Geosciences; Using Data in Undergraduate Science Courses; Shaping the Future of Undergraduate Earth Science Education; The Digital Library for Earth System EducationóA Community Plan; and Pathways To ProgressóVision and Plans for the National STEM Education Digital Library.

Iris R. Weiss is President of Horizon Research, Inc., a small contract research firm in Chapel Hill, NC specializing in science and mathematics education research and evaluation. She has had extensive experience in evaluation, survey design and analysis, and science education policy research. Dr. Weiss received a Bachelor's Degree in biology from Cornell University, a Masterís Degree in science education from Harvard University, and a Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill. Before establishing Horizon Research, Inc. in 1987, Dr. Weiss was Senior Educational Research Scientist at the Research Triangle Institute (RTI). Dr. Weiss participated in the evaluation of NSFís model middle school teacher preparation and Triad programs, served on the assessment working group for the National Standards of Science Education, and chaired the Committee on Understanding the Influence of National Standards for the National Research Council. She has been involved in the development of self-study tools for the Urban Systemic Initiatives and the evaluation of Statewide Systemic Initiatives in Ohio, North Carolina, South Carolina, Delaware, New Jersey, and Puerto Rico. Recent projects include a national survey of mathematics and science teachers; an observation study of a nationally-representative sample of mathematics and science teachers; and the development of an on-line database of reviews of materials for the professional development of mathematics and science teachers. She is currently directing a ìknowledge management and disseminationî project for NSFís Math Science Partnership Program.

Program Office, Special Projects and Instrumentation, Division of Chemistry, National science Foundation; and Professor Emeritus, University of Michigan- Ann Arbor (top)

Robert L. Kuczkowski has been responsible for programs in the Chemistry Division at NSF promoting the integration of research and education such as Research Experiences for Undergraduates and Undergraduate Research Collaboratives/Centers.† He was chair of the Department of Chemistry at the University of Michigan in1991-97, and in 2004-05.† Kuczkowski is a fellow of the American Physical Society and the American Association for the Advancement of Science.† He received his B.S. degree from Canisius College and a PhD. Degree in chemistry from Harvard University.†

Dennis Davenport†††††††††††††††††††††††††††††††††††††††††††††††††††

Dennis Davenport received his PhD from Howard University in 1987, specializing in topological semi-groups with applications to Ramsey Theory, and then joined the faculty at Miami University in Oxford, Ohio.† He is currently an Associate Professor at Miami University.††††††††††

At Miami University, Davenport developed the Summer Undergraduate Mathematical Science Research Institute (SUMSRI), an undergraduate research program which targets advanced mathematical science majors from underrepresented groups and women.† Each summer, the program brings some 15 students to Oxford for research and enrichment experiences.† He collaborated with several faculty members at Miami University to start the Mathematical Enrichment Program (MEP), which is modeled after Uri Treismanís calculus workshop project.† Davenport was a Regional Director of the MAA Strengthening Underrepresented Minority Mathematics Achievement (SUMMA) program from 1991 to 2000 and currently directs the Miami University program of the Ohio Science and Engineering Alliance (OSEA).† OSEA is part of the NSF Louis Stokes Alliance for Minority Participation (LSAMP) program, which is designed to increase the number of members from underrepresented groups in mathematics, engineering and the sciences.

Davenport was a program director in the Division of Undergraduate Education (DUE) at the National Science Foundation (NSF) in 2000-2002.† While in DUE he worked on several programs including, Course, Curriculum and Laboratory Improvement (CCLI), Assessment of Student Achievement in Undergraduate Education (ASA), NSF Directorís Award for Distinguished Teaching Scholars (DTS), Advance Technological Education (ATE), Computer Science, Engineering and Mathematics Scholarships (CSEMS) and the Math Science Partnership Program (MSP).† In the 2003-2004 academic year, he served as a Visiting Professor at the United States Military Academy in West Point.

Dean of the School of Education, and the William H. Payne Collegiate Professor of Mathematics Education and Teacher Education, University of Michigan (top)

Deborah Loewenberg Ball is Dean of the School of Education, and the William H. Payne Collegiate Professor of mathematics education and teacher education at the University of Michigan . Her work as a researcher and teacher educator is rooted in practice, drawing directly and indirectly on her experience as a classroom teacher. Ball's work focuses on studies of instruction and of the processes of learning to teach. She also investigates efforts to improve teaching through policy, reform initiatives, and teacher education. Ball's publications include articles on teacher learning and teacher education; the role of subject matter knowledge in teaching and learning to teach; endemic challenges of teaching; and the relations of policy and practice in instructional improvement.

Roger Lyndon Collegiate Professor of Mathematics and Mathematics Education, University of Michigan Council, Center for Education (top)

Hyman Bass is the Roger Lyndon Collegiate Professor of mathematics and mathematics education at the University of Michigan . His mathematical research publications cover broad areas of algebra, with connections to geometry, topology and number theory. Bass is a member of the National Academy of Sciences and the American Academy of Arts and Sciences. Bass chaired the Mathematical Sciences Education Board at the NRC, and the Committee on Education of the American Mathematical Society, and he is President of the International Commission on Mathematics Instruction. During the past eight years he has been collaborating with Deborah Ball and her research group at the University of Michigan on the mathematical knowledge and resources entailed in the teaching of mathematics at the elementary level. In all of this work, a major challenge has been to build bridges between diverse professional communities and stakeholders involved in mathematics education, both here and abroad.

Distinguished Professor of Cognitive Psychology and Education, and Co-Director of the Center for the Study of Learning, Instruction and Teacher Development, University of Illinois at Chicago† (top)

James Pellegrino is distinguished professor of cognitive psychology and education at the University of Illinois at Chicago (UIC) where he also serves as co-director of the Center for the Study of Learning, Instruction and Teacher Development. Prior to assuming his current positions at UIC, he was Frank W. Mayborn Professor of Cognitive Studies at Vanderbilt University and Dean of Vanderbilt's Peabody College of Education and Human Development (1992-1998). He also served as co-director of the Learning Technology Center at Peabody (1989-1992). His research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding. A special concern of his research is the incorporation of effective formative assessment practices, assisted by technology, to maximize student learning and understanding. He served as chair of the National Research Council/National Academy of Sciences Study Committee for the Evaluation of the National and State Assessments of Educational Progress, co-chair of the NRC/NAS Study Committee on Learning Research and Educational Practice, co-chair of the NRC/NAS Study Committee on the Foundations of Assessment, and chair of the Panel on Learning and Instruction for the NRC/NAS Study Committee on the Strategic Educational Research Partnership. He is a member of the NRC/NAS Board on Testing and Assessment.

Professor of Mathematics Education and Director of the Secondary Mathematics Education Program, Queens College of the City University of New York (top)

Alice Artzt taught secondary school mathematics for fifteen years before receiving her Ph.D. in mathematics education from New York University . Since 1983, she has been the director of the Secondary Mathematics Education Program at Queens College and has received numerous grants from the National Science Foundation and corporate foundations. She is presently the project director of TIME 2000: A Math Teaching Program. Her research interests and most recent publications focus on the recruitment, preparation, and retention of secondary school mathematics teachers. She has authored or co-authored over 50 publications and recently co-authored the book, Becoming a Reflective Mathematics Teacher, published by Lawrence Erlbaum Associates. Her awards include the Queens College President's Award for Excellence in Teaching, Golden Key Teaching Award for Excellence in Teaching, the Goudreau Mathematics Museum Award for Educational Leadership, and the 2005 Q Award that honors individuals whose lives serve as models for Queens College students.

Margaret Jacks Professor of Education, Professor of Psychology (by courtesy) and Senior Fellow in the Stanford Institute for the Environment, Stanford University (top)

Richard J. Shavelson is the Margaret Jacks professor of education, professor of psychology (by courtesy) (1995-present) and senior fellow in the Stanford Institute for the Environment (2005-2007) and former dean of the School of Education at Stanford University (1995-2000). Before joining Stanford, he was dean of the Graduate School of Education and professor of statistics (by courtesy) at the University of California , Santa Barbara (1987-1994). Prior to joining the UCSB faculty, he was professor of education at UCLA (1973-1987) and director of the RAND Corporation's Education and Human Resources Program (1980-1985). He has also served as president of the American Educational Research Association; is a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the American Psychological Society; and is a Humboldt Fellow.

His current research is in the areas of measurement, psychometrics, and related policy and practice issues, especially in science education. His measurement research involves working closely with teachers and scientists in the development of performance and other assessments in science education, and their evaluation along psychometric, cost, classroom use and social impact lines. Recently his research has focused on linking assessment methods with a working definition of achievement that includes declarative, procedural, strategic, and meta-cognitive knowledge. His policy work currently focuses on assessment of learning in higher education, and the quest for accountability. Co-author with Professor Noreen Webb of the book, Generalizability Theory: A Primer, Shavelson's other psychometric publications include research on the dependability of performance assessments used in work and education. His policy research includes a National Research Council Publication edited with Lisa Towne, Scientific Research in Education, and two monographs on alternative designs of indicator systems for monitoring the health of the nation's mathematics and science education systems.

Professor of Mathematics, Queens College of the City University of New York (top)

Alan Sultan received his Bachelor's, Master's, and Doctoral degrees from the Polytechnic Institute of Brooklyn, in the Unified Honor's Program. He is now Professor of Mathematics at Queens College of the City University of New York, where he has been for 32 years and is currently the mathematics advisor for elementary and secondary mathematics education students. He has been a member of the project staff for the TIME 2000 Program since 1997, and has authored or co-authored numerous research papers in mathematics and some in mathematics education. He is the author of the successful book entitled, Linear Programming: An Introduction with Applications, published by Academic Press, and is the recipient of the Queens College Presidential Teaching Award and the Golden Key Teaching Award for Excellence in Teaching. He has received several research grants and has been a grader for Educational Testing Services' advanced placement mathematics exams for the last six years.

Richard Duschl
Professor of Science Education at Rutgers University.(top)
Prior to joining the Rutgers faculty, Dr. Duschle chaired Science Education at King's College London, and prior to that was Professor of Science Education at Vanderbilt University. One focus of his research examines how the history and philosophy of science can be applied to science education. The research agenda is to better understand the social and cognitive dynamics for making science classrooms inquiry and epistemic communities. Scientific inquiry, then, is seen as fundamentally focusing on the evidence and the argumentation discourse processes that lead to scientific decisions. A second focus of his research is the design of instructional sequences that promote assessment for learning. With NSF support from several grants, this research has led to many new ideas about how formative assessment strategies can help learners and teachers make scientific thinking visible. He also has expertise in informal science education and in earth science education. Respected among scholars in science education and learning domains, Duschl publishes widely in U.S. and international journals on inquiry, science teaching, learning, cognition, and assessment.† Dr. Duschl has served as editor of Science Education and was a member of the NRC committee that wrote the Inquiry Addendum for the National Science Education Standards. He received his Ph.D. from the University of Maryland at College Park.

Dylan Wiliam
Deputy Director of the Institute of Education, University of London(top)
After a first degree in mathematics and physics, and one year teaching in a private school, Dr. Wiliam taught in inner-city schools for seven years, during which time he earned further degrees in mathematics and mathematics education.† In 1984 he joined Chelsea College, University of London, which later became part of King's College London. During this time he worked on developing innovative assessment schemes in mathematics before taking over the leadership of the mathematics teacher education program at Kingís.† Between 1989 and 1991 he was the Academic Coordinator of the Consortium for Assessment and Testing in Schools, which developed a variety of statutory and non-statutory assessments for the national curriculum of England and Wales.† After his return to Kingís, he completed his PhD, addressing some of the technical issues thrown up by the adoption of a system of age-independent criterion-referenced levels of attainment in the national curriculum of England and Wales.† From 1996 to 2001 he was the Dean and Head of the School of Education at Kingís College London, and from 2001 to 2003, he served as Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director of the Learning and Teaching Research Center at the Educational Testing Service in Princeton, NJ.

His recent work has focused on the use of assessment to support learning† (sometimes called formative assessment). He was the co-author, with Paul Black of a major review of the research evidence on formative assessment published in 1998 and has subsequently worked with many groups of teachers, in both the UK and the USA, on developing formative assessment practices.

Kathryn B. Chval
Assistant Professor and Co-Director of the Missouri Center for Mathematics and Science Teacher Education at the University of Missouri-Columbia.(top)†
Dr. Chval is also a Co-Principal Investigator for the Center for the Study of Mathematics Curriculum and the Researching Science and Mathematics Teacher Learning in Alternative Certification Models Project which are both funded by the National Science Foundation.† Prior to joining University of Missouri, Dr. Chval was the Acting Section Head for the Teacher Professional Continuum Program in the Division of Elementary, Secondary and Informal Science Division at the National Science Foundation. She also spent fourteen years at the University of Illinois at Chicago directing NSF-funded projects including the Maneuvers with Mathematics Curriculum Development Project, the All Learn Mathematics Project, the America Counts Project and the America Counts Research Study.† In addition, she has conducted research and developed models focusing on: preparing teachers of mathematics; effective uses of calculators; enhancing support structures for retaining undergraduates; reforming university remedial mathematics courses; and creating an alternative certification program for middle-school mathematics teachers. Dr. Chvalís professional experience also includes teaching third grade as well as mathematics to sixth grade gifted students.

Danny Bernard Martin
Associate Professor of Mathematics Education and Mathematics and Department Chair of Curriculum and Instruction at the University of Illinois at Chicago.(top)†
Dr. Martin received his Ph.D. in Mathematics Education from University of California, Berkeley in 1997. He teaches courses in the undergraduate elementary education program and the Ph.D. program in Curriculum and Instruction.† Prior to coming to UIC, he was Professor in the Department of Mathematics at Contra Costa College for 14 years, serving as Chair from 2001 to 2004, and was a National Academy of Education/Spencer Foundation Postdoctoral Fellow from 1998-2000. His broader research interests support a focus on mathematics socialization and the construction of mathematics identities among African American adults and adolescents. He is currently developing a perspective that frames mathematics learning and participation as racialized forms of experience.† He is author of the book, Mathematics success and failure among African American youth: The roles of sociohistorical context, community forces, school influence, and individual agency.

Susan L. Forman
Professor of Mathematics at Bronx Community College of The City University of New York (CUNY). (top)
While on extended leave from the College Dr. Forman served as Senior Program Officer for Education at the Charles A. Dana Foundation (1995-97) and as Director of College and University Programs for the Mathematical Sciences Education Board of the National Academy of Sciences (1992-95).† Her previous experience includes positions as Coordinator of Academic Computing at The City University of New York and Program Officer at the Fund for the Improvement of Postsecondary Education (FIPSE).†

She has been a co-Principal Investigator on several NSF grants, including five from the Advanced Technological Education program, and has authored and co-authored a number of articles about the role of mathematics in the education of future technicians.† Dr. Forman served as First Vice-President of the Mathematical Association of America (1992-94) and President of the New York State Mathematics Association of Two-Year Colleges (1985-86), as well as Chair of the Metropolitan Section of the Mathematical Association of America (1996-1998). She earned her PhD in mathematics education and research at Columbia University.

Solomon Garfunkel
Executive Director of the Consortium for Mathematics and Its Applications (COMAP).(top)
Dr. Garfunkel received his PhD in mathematical logic from the University of Wisconsin in 1967. He served on the mathematics faculties of Cornell University and the University of Connecticut at Storrs for eleven years and has dedicated the last 25 years to research and development efforts in mathematics education. He has been the Executive Director of COMAP since its inception in 1980. He has directed a wide variety of projects, including UMAP (Undergraduate Mathematics and its Applications Project) and HiMAP (High School Mathematics and its Applications Project), both funded by the NSF. He is currently co-director of the Applications Reform in Secondary Education (ARISE) project, a comprehensive curriculum development project for secondary school mathematics.† He directed three telecourse projects including Against All Odds: Inside Statistics, and In Simplest Terms: College Algebra, for the Annenberg/CPB Project.† These television series introduce cutting edge contemporary mathematics, such as the work of 20th century pioneers like Kurt Godel and Kenneth Arrow, to ordinary audiences in an interesting manner.† Dr. Garfunkel was Chair of the National Academy of Sciences, MSEB Committee on the Preparation of High School Teachers.

Donald J. Wink
Professor of Chemistry, University of Illino is at Chic ago (top)
Dr. Wink is professor and former head in the Department of Chemistry at the University of Illinois at Chicago (UIC). Prior to this, he was an assistant professor at New York University engaged in research in theoretical, synthetic, and applied organometallic chemistry. Since his initial faculty position (1992) at UIC as coordinator of general chemistry, he has engaged in several materials and curriculum development projects. His current projects are diverse but share a theme of crossing boundaries, often using student pathways as a source of inspiration and direction. This includes much work in conjunction with community college faculty, such as his participation in an NSF Undergraduate Research Center project at the Center for Authentic Science Practice in Education. In the late 1990s he began to work with teachers and K-12 classrooms in similar outreach and collaboration projects. This has included work with colleagues in education and STEM departments on an NSF-funded graduate fellows in Kñ12 education project and the development of a set of integrated natural science courses for preelementary education majors. He is also working on the ìInquiry to Build Contentî project in the Chicago Public Schools, a comprehensive curriculum and professional design effort in conjunction with Loyola University. He serves as secretary and councilor for the Division of Chemical Education for the American Chemical Society, as codirector of the UIC ASCEND project, and as the director of undergraduate studies for UIC Chemistry.

Lillian C. McDermott
Professor of Physics and Director of the Physics Education Group
University of Washington.
McDermott is a Professor of Physics and Director of the Physics Education Group at the University of Washington. She received her B.A. from Vassar College and a Ph.D. in experimental nuclear physics from Columbia University in 1959. A Fellow of the American Association for the Advancement of Science and the American Physical Society, Professor McDermott has been a Councillor of the APS and a member of the APS Executive Board. Among her awards are the American Association of Physics Teachers highest award, the Oersted Medal (2001), the AAPT Millikan Lecture Award (1990), and the Council of Scientific Society Presidents Education Research Achievement Award (2000).

For more than two decades, Prof. McDermott has worked to establish research on the learning and teaching of physics as a field for scholarly inquiry by physicists. Under her leadership, the Physics Education Group conducts a coordinated program of research, curriculum development, and instruction. Graduate students in the group may earn the Ph.D. in physics by doing research in physics education. The instructional materials developed by Professor McDermott and her group are used nationally in undergraduate courses (Tutorials in Introductory Physics, Prentice Hall, 1998, 2002) and in special physics courses for the preparation of K-12 teachers (Physics by Inquiry, Wiley, 1996). In addition, the group is actively engaged in faculty development through TA preparation seminars and professional development workshops for college and university faculty.

W. James Lewis
Professor of Mathematics and Director of the Center for Science, Mathematics, and Computer Education
University of Nebraska-Lincoln
James "Jim" Lewis is a professor in the Department of Mathematics and Director of the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln. Previously, he served as chair of the Department of Mathematics for 15 years, during which time the department won the University of Nebraska's 1998 University-wide Departmental Teaching Award and a 1998 Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring.

Lewis is an award winning teacher and an elected member of UNL's Academy of Distinguished Teachers. He also has received awards from the UNL Chancellor's Commission on the Status of Women and the Lincoln-Lancaster County Women's Commission for his support of opportunities for women in the mathematical sciences. He was a co-PI for the Nebraska Math and Science Initiative, Nebraska's NSF-funded SSI and for Math Matters, a NSF grant to revise the mathematics education of future elementary school teachers at UNL. Currently, he is lead PI for Math in the Middle Institute Partnership, an NSF-funded Math Science Partnership.

Lewis has served as Chair of the AMS Committee on Education and as Chair of the MAA Coordinating Council on Education. Currently, he is a member of the National Research Council's Committee on Teacher Preparation Programs in the United States. He was chair of the Steering Committee that produced the CBMS report, The Mathematical Education of Teachers, and co-chair of the NRC Committee that produced Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium. He received his Ph.D. in mathematics from Louisiana State University.

Marta Civil
Professor, Department of Mathematics
The University of Arizona (top)

Marta Civil is a Professor in the Department of Mathematics at the University of Arizona. Her research interests are in teacher education, cultural and social aspects in the teaching and learning of mathematics, equity, and parental engagement in mathematics. Her work is located in working class, Latino communities. She has presented her work at national and international conferences and has several publications in her main areas of research.

†Dr. Civil teaches primarily mathematics courses for elementary teachers (K-8) (preservice and practicing teachers) and graduate courses on research in mathematics education. She has directed several initiatives aimed at engaging children ages 8-13 in hands-on mathematics and science explorations in informal and after-school settings, including an NSF-funded gender equity project, Girls in the SYSTEM (Sustaining Youth in Science, Technology, Engineering and Mathematics). She was one of the PIs of NSF-funded MAPPS (Math and Parent Partnerships in the Southwest). The projectís goal was to promote parental involvement in mathematics through the development of leadership teams (parents, teachers, and administrators) who learned about mathematics and in turn facilitated workshops for parents within their school district. She is currently the PI for NSF-funded CEMELA (Center for the Mathematics Education of Latinos/as), a Center for Learning and Teaching. CEMELA is an interdisciplinary, multi-university consortium focused on research and practice on the connections between the teaching and learning of mathematics and the cultural, social, and linguistic contexts of Latino/a students.

James H. Stith
Vice President, Physics Resources
American Institute of Physics, College Park, MD. (top)

James H. Stith is the Vice President, Physics Resources Center for the American Institute of Physics. He directs a broad portfolio of programs and services that includes AIPís Magazine Division, the Media and Government Relations Division, the Education Division, the Center for the History of Physics, the Statistical Research Division and the Career Network. ††He was formerly a Professor of Physics at The Ohio State University and also spent 21 years on the faculty of the United States Military Academy at West Point.† His Doctorate in physics was earned from The Pennsylvania State University, and his Masters and Bachelors in physics were received from Virginia State University.

In 2004, Dr. Stith was named one of ì50 Most Important Blacks in Research Science" by the magazines Science Spectrum and US Black Engineer & Information Technology. Additionally, he serves on a number of national and international Advisory Boards and has been awarded a Doctor of Humane Letters by his alma mater, Virginia State University. In October 2005, he was named an Alumni Fellow, the highest honor given by the Pennsylvania State University Alumni Association.

A physics education researcher, his primary interests are in Program Evaluation, and Teacher Preparation and Enhancement. Throughout his career, he has been an advocate for programs that ensure ethnic and gender diversity in the sciences.

David Hammer studied physics in college (Princeton), took a ìbreakî to teach high school mathematics and physics, and then went on to graduate school† (Berkeley), first in Physics and then for his doctorate in Science and Mathematics Education.† After six years in Education at Tufts University, he moved to the University of Maryland, where for ten years heís had a joint position in Physics and Curriculum & Instruction.† His research focuses on studentsí intuitive ìepistemologiesî (knowledge about knowing and learning), how instructors interpret and respond to student thinking, and on resource-based models of knowledge and reasoning.† He is currently pursuing these interests with students and colleagues in both departments at levels from elementary school through college physics majors.† Most of his work appears in research journals and book chapters; last year he and Emily van Zee published a book and DVD for elementary teacher education: Seeing the Science in Childrenís Thinking:† Case studies of elementary student inquiry in physical science. (Heinemann, 2006).

Sharon Senk holds a B.S. in Mathematics from the University of Michigan, an M.A.T. in Mathematics from Wesleyan University, and a Ph.D. in Education from the University of Chicago, where she studied with Zalman Usiskin. She currently is Professor at Michigan State University (MSU) where she has appointments in the Division of Science and Mathematics Education and the Department of Mathematics. Previously she taught mathematics in secondary schools in Illinois, Massachusetts, and Michigan, and at Syracuse University. For almost 20 years she was Co-Director of the Secondary Component of the University of Chicago School Mathematics Project (UCSMP) during which she co-authored textbooks on Algebra, Advanced Algebra, and Functions, Statistics and Trigonometry.

Dr. Senk's major research interests are the learning and teaching of secondary school mathematics, the analysis of school mathematics curricula, and the mathematical preparation of primary and secondary school teachers. She has published in many journals including the Journal for Research in Mathematics Education and the Mathematics Teacher. Her most recent book is Standards-Based School Mathematics Curricula: What are they? What do students learn? which she developed with Denisse Thompson.† At present she is Principal Investigator of the Noyce Scholars Program at MSU, and Co-PI of three other grants funded by the National Science Foundation: Knowing Mathematics for Teaching Algebra (KAT), Mathematicians and Mathematics Educators Collaborating on Capstone Courses for Secondary Mathematics Teachers, and the Teacher Education Development Study in Mathematics (IEA TEDS-M 2008). She also serves as Co-Chair of the Mathematics Committee of the Teachers for a New Era Project at MSU, and as a consultant on Evaluation for UCSMP.