research focuses on the development and evolution of flowering in plants. She has written numerous scientific publications on plant development, edited a plant-development laboratory manual, and written for college textbooks. She is past chair of the American Society of Plant Biologists Education Committee and a current member of the Education Committee of the Society for Developmental Biology. As a program officer in developmental mechanisms in the Biology Directorate of the National Science Foundation, she was involved in the development of a new funding initiative in the evolution of development and served as the directorate representative to the National STEM Digital Library Initiative. She received a BS and a PhD from Rensselaer Polytechnic Institute.
Cary Sneider is vice president for programs at the Museum of Science in Boston. Before assuming that position, he was the director of astronomy and physics education at the Lawrence Hall of Science, directing state and federal grants, developing new instructional materials, and designing and presenting a wide variety of professional-development experiences for teachers. He has conducted research on how to help students to unravel their misconceptions in science and explored new ways to link science centers and schools to promote student inquiry. He served on the National Research Council’s Working Group on Science Content Standards for the National Science Education Standards and in 1997 was awarded the National Science Teachers Association’s Citation for Distinguished Informal Science Education. He has been a member of the Creation of Study Environments (COSE) K-12 since 1999.
Benjamin van der Pluijm is professor of geological sciences and director of the interdisciplinary Global Change Program at the University of Michigan. His research interests, structure and tectonics, focus on the deformation of earth materials on all scales, in which he has published over 100 refereed articles. He has also published a textbook and edited several volumes in the field. He is editor of GEOLOGY, the leading journal for innovative and provocative contributions in the earth sciences, and serves on several editorial boards. In recent years, his teaching has concentrated on the integration of natural science and social science principles for incoming undergraduates using global environmental change as the central issue. The classes also make extensive use of evaluation instruments and student feedback mechanisms in support of effective learning.