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Chicago Symposium Series Invited Speakers: 1999-2006 1999 2000 2001 2002 2003 2004 2005 2006 2007
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Deborah Loewenberg Ball, University of Michigan 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.
Hyman Bass, University of Michigan (top) 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.
Robert Watson, NSF Division of Undergraduate Education (ret) (top) 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.
Joan Ferrini-Mundy, formerly at Mathematical Sciences Education Board, Michigan State University (top) 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.
Lillian C. McDermott, University of Washington (top) 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.
Michael Zeilik, University of New Mexico (top) 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.
Sheila Tobias, Author and Lecturer (top) 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)
Sandra K. Abell, Professor of Science Education, School of Education, Purdue University, and President-Elect, National Association for Research in Science Teaching (NARST) (top) 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. Abell’s research focuses on the process of becoming an elementary science teacher, from the teacher preparation program into the beginning years of teaching, and throughout one’s 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- Madison. (top) 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 “Women and Scientific Literacy” at the American Association of Colleges and Universities, the task force for Women and Diversity at Project Kaleidoscope, and Montana’s 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 (1968–72) 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 (1972–76).
John Etchemendy, Professor and Chair, Philosophy Department, Stanford University (top) 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 Stanford’s Presidential Commission on Technology in Teaching and Learning, and is a member of Stanford’s Learning Technologies Board. He was formerly Senior Associate Dean of Humanities and Sciences at Stanford.
Robert Moses, The Algebra Project, Cambridge, Massachusetts (top) Robert Moses is a distinguished political and educational leader. He is a graduate of Hamilton College and received a Master’s 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 “Freedom Summer,” 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 Project—materials 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, Moses’s 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, Hollis Professor of Mathematicks and Natural Philosophy, Emeritus, Harvard University (top) 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 Hilbert’s 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, Director, Ethnography and Evaluation Research, Bureau of Sociological Research, University of Colorado, Boulder (top) 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. Seymour’s 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.
Norman G. Lederman, formerly Professor of Science and Mathematics Education and Director of the Academy for Excellence in Science and Mathematics Education at Oregon State University, Illinois Institute of Technology (top) 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, Illinois State University (top) 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 Problems and Performance-Based Assessment of Secondary Mathematics Student 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 for Analyzing Student Constructed Responses in Mathematics.
Janan Hayes, Merced College (top) 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, Mt. San Antonio College (top) 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, Georgetown University (top) 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.
Rose Asera, Carnegie Foundation for the Advancement of Teaching (top) 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, University of Tennessee at Knoxville (top) 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 Vélez, University of Arizona (top) William Yslas Vélez 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. Vélez 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, Vélez directed the Algebra and Number Theory Program. Vélez was awarded the National Science Foundation Director's Equal Opportunity Achievement Award in 1993, and a White House President’s Award for Excellence in Science, Mathematics and Engineering Mentoring in 1997. Vélez 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, Arizona State University (top) 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, Northwestern University (top) 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, Mathematics Education Consultant (top) 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 Ma’s 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, University of New Mexico (top) 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, Oklahoma State University (top) 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, Dickenson College (top) 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.
Professor of Biology and Associate Dean of the College of Arts and Sciences Xavier University of Louisiana (top) 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. Boutte’s 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 University’s 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 Xavier’s 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 Xavier’s 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.
Distinguished Teacher Professor of Mathematics University of Texas at Austin (top) 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.
Professor of Biology and Chair of the Department of Science Teaching Syracuse University (top) 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.
Education Consultant Berkeley, California (top) 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 Ma’s 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.
Senior Scholar The Carnegie Foundation for Advancement of Teaching (top) 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 Mathematics.
Professor of Chemistry and Professor of Educational Theory and Practice University of Albany, State University of New York (SUNY) (top) 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.
C. Sharp Cook Distinguished Professor of Physics University of Texas at El Paso, and Co-Director for Education, Center for Integrated Space Weather Modeling, an NSF Science and Technology Center (top) 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.
Executive Director, Biological Sciences Curriculum Study (top) 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).
Professor of Mathematics, University of Arizona (top) Deborah Hughes Hallett is Professor of Mathematics at the University of Arizona and Adjunct 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.
Provost, Loyola University Chicago (top) 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 Appraisal.
Robert J. Bar |