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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Suggested Citation:"E Biographical Sketches of Workshop Attendees." National Research Council. 2003. Improving Undergraduate Instruction in Science, Technology, Engineering, and Mathematics: Report of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/10711.
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Appendix E Biographical Sketches of Workshop Attendees WORKSHOP STEERING University (1990), and the University of COMMITTEE California at Berkeley (1997). In 1983 McCray was awarded a Guggenheim RICHARD A. McCRAY (Chair) Foundation Fellowship, and in 1990 he received a B.S. in physics from Stanford received the Dannie S. Heinemann Prize University in 1959 and a Ph.D. in theo- for Astrophysics of the American Physi- retical physics from the University of cal Society. He was elected to the California, Los Angeles, in 1967. He was National Academy of Sciences (NAS) in a high school physics teacher from 1989. In 1996 he was appointed Concur- 1960–1962. McCray was a postdoctoral rent Professor of Astronomy at Nanjing fellow at the California Institute of University and in 2002 he was awarded Technology (1967–1968) and an assis- the National Science Foundation (NSF) tant professor at the Harvard College Director’s Award for Distinguished Observatory (1968–1971). In 1971, he Teaching Scholar. moved to the Joint Institute for Labora- tory Astrophysics at the University of BONNIE J. BRUNKHORST is past Colorado at Boulder, where he is now chair of the National Council of Scien- George Gamow Distinguished Professor tific Society Presidents and past presi- of Astrophysical and Planetary Sciences. dent of the National Science Teachers He has held visiting positions at the Association (NSTA). Brunkhorst is a NASA Goddard Space Flight Center professor at California State University, (1983), Beijing University and Nanjing San Bernardino, with a joint appoint- University (1987), the Space Telescope ment in the College of Natural Sciences Science Institute (1988), Columbia in geological sciences and in the College 148

of Education in science, mathematics, Bonner at the California Institute of and technology education. She is associ- Technology, where she also did ate director of the University Institute postdoctoral studies with Lee Hood for Science Education. She also taught from 1971–1973. Her many honors and secondary science for 15 years and fellowships include Distinguished supervised the K–8 science program in Faculty Award, Washington University, the Lexington, Massachusetts, public 1993; Overseas Fellow, Churchill Col- schools before receiving her Ph.D. She lege, Cambridge University, 1995–1996; received her bachelor’s and master’s Fellows Award, Academy of Science of degrees in geology from Boston Univer- St. Louis, 2000; and Howard Hughes sity, and her Ph.D. from the University Medical Institute (HHMI) Professor, of Iowa in science education with 2002. Elgin directs Washington geology. She served as a member of the University’s HHMI Undergraduate National Research Council’s (NRC) Biological Sciences Education Program, National Committee on Science Educa- supporting undergraduate research tion Standards and Assessment and on opportunities and the development of the Standards Executive Editorial investigative activities in the under- Committee for the NAS. She also served graduate curriculum. She works in as the coordinator and was cofounder precollege education through a curricu- for the national Salish Consortium for lum development project, initially the Improvement of Science Teacher funded by a grant from the National Preparation Through Research. Institutes of Health Science Education Brunkhorst was awarded the 2002 Partnership Award program (NIH/ NSTA Distinguished Service Award and SEPA), which has produced a high received the NAS honorary appointment school unit, Modern Genetics for All as national associate, first class. Students. She also participates in a course for K–8 teachers, Edu 6002 “Life SARAH C.R. ELGIN is professor of Cycles and Heredity.” Her goal is “not biology in the Department of Biology, necessarily to produce a generation of Washington University, and holds joint scientists, but to produce citizens who appointments in the Department of are comfortable with science.” Biochemistry and Molecular Biophys- ics, and the Department of Education. RONALD J. HENRY has been provost She received her B.A. in chemistry in and vice president for academic affairs 1967 at Pomona College and her Ph.D. at Georgia State University since July in 1971 in biochemistry with James 1994. One of his responsibilities is to APPENDIX E 149

develop Georgia State into a premier ment of Science (AAAS). Jungck is urban research university. Another principal investigator and cofounder of responsibility is leadership to promote the BioQUEST Curriculum Consortium. and recommend changes in public Over the past sixteen years, he and his education systems that will improve colleagues at other institutions have success of Georgia students at all been leading the effort to build The levels, preschool through BioQUEST Library, a collection of postsecondary (P–16) and into the computer-based tools, simulations, world of work. Previously, he served as databases, and textual materials that chief academic officer for Miami Univer- support collaborative, open-ended sity (Ohio) and Auburn University. investigations in biology. Developed at Henry serves as chair of the Metro campuses around the country, each Atlantic P–16 Council. He is the princi- module in the library simulates or pal investigator of a project cosponsored models a different biological system, by the National Association of System allowing students to analyze massive Heads and the Education Trust to amounts of data and visualize the develop learning outcomes and stan- relationships among variables. Each dards for undergraduate education in module must involve students actively in several disciplines, including the natural learning, go through an intensive peer sciences. In addition, he is the principal review process, and be proven effective investigator on a Standards-based in the classroom. Jungck is chair of the Teacher Education Project. Henry has Education Committee of the Society for just completed one term on NRC’s Mathematical Biology, the developer of Committee on Undergraduate Science numerous software packages in biology, Education (CUSE) and has been reap- coeditor of Microbes Count!: Problem pointed for a second term. He received Posing, Problem Solving, and Persuading his B.Sc. and Ph.D. degrees in applied Peers in Microbiology, and principal mathematics from Queen’s University, investigator of an NSF national dissemi- Belfast, in 1961 and 1964, respectively. nation project, “BEDROCK: He has been a fellow of the American Bioinformatics Education Dissemina- Physical Society since 1974. tion: Reaching Out, Connecting, and Knitting-together.” JOHN R. JUNGCK is Mead Chair of the Sciences and professor of biology at ALAN C. KAY is currently president of Beloit College. He is a fellow of the Viewpoints Research Institute, Inc. He American Association for the Advance- is best known for the idea of personal 150 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

computing, the concept of the intimate He is connected with the NSF- laptop computer, and the inventions of sponsored Peer-Led Team Learning the now ubiquitous overlapping-window (Workshop Chemistry) projects. At interface and modern object-oriented Clark Atlanta, the chemistry depart- programming. He is one of the inven- ment adopted and adapted Workshop tors of the Smalltalk programming Chemistry with substantial success. language and the architect of the mod- Khan has been recognized for his ern windowing graphic user interface promise as a college-level science (GUI). He is especially interested in educator by being selected as one of education and hopes that this new Project Kaleidoscope’s (PKAL) Faculty technology will help children to grow up for the 21st Century. In this capacity he thinking qualitatively better than most also served as assistant dean of the 2001 adults do today. Kay earned a B.S. in PKAL Summer Institute on Improving mathematics and molecular biology, Undergraduate Science Education. He University of Colorado, 1966; his M.S. in has co-organized three symposia at electrical engineering, University of American Chemical Society (ACS) Utah; and a Ph.D. in computer science, national meetings, including a 1999 University of Utah, 1969. While at Utah international symposium on “Innova- he also contributed to the design of the tions in Polymer Science Teaching.” In ARPAnet (now known as the Internet). the summer of 2002, he coconvened a He became a researcher in the Stanford seminar entitled “New Chemistry” Artificial Intelligence Laboratory in through the Faculty Resource Network 1969, and was one of the founders of the at New York University. The seminar’s Xerox Palo Alto Research Center in goal was to encourage the introduction 1970. After Xerox he was chief scientist of frontier research areas into the at Atari, and from 1984 to 1996 was a undergraduate curriculum. Khan’s fellow at Apple Computer, during which research interests and publications are time he also taught children to use in the fields of synthetic computers at the Open School in West biomacromolecules and biofunctional Hollywood, California. In 1996, he macromolecules with application in the joined Walt Disney Imagineering as a general area of biomaterials (e.g., tissue Disney Fellow and vice president for engineering, drug-delivery). He has research and development. edited two ACS Symposium Series books and has over 50 refereed publica- ISHRAT M. KHAN is a professor of tions. Khan received his B.A. in chemis- chemistry at Clark Atlanta University. try in 1979 from Susquehanna Univer- APPENDIX E 151

sity, and a Ph.D. in organic chemistry AAPT. For more than two decades, from the University of Florida in 1984. McDermott has worked to establish research on the learning and teaching of RAMON E. LOPEZ is the C. Sharp physics as a field for scholarly inquiry Cook Distinguished Professor in the by physicists. Under her leadership, the Department of Physics, University of Physics Education Group conducts a Texas, El Paso. He received his B.S. in coordinated program of research, physics in 1980 from the University of curriculum development, and instruc- Illinois, and his M.S. and Ph.D. in space tion. The group is deeply involved in the physics in 1982 and 1986, respectively, teaching of undergraduate physics and from Rice University. He is a fellow of in the preparation of K–12 teachers. the American Physical Society (APS), Graduate students in the group may and the recipient of the 2002 APS earn the Ph.D. in physics by doing Nicholson Medal for Humanitarian research in physics education. In Service to Science. Lopez is active in addition, the group is actively engaged science education reform at a variety of in faculty development through teaching levels. He has served as an education assistant preparation seminars and consultant for a number of school professional development workshops for districts and state agencies around the college and university faculty. country. ROBERT F. OLIN is dean of the LILLIAN C. McDERMOTT is a University of Alabama’s (UA) College of professor of physics and director of the Arts and Sciences. He joined the college Physics Education Group at the Univer- in 2000 after serving 25 years on the sity of Washington. She received her faculty of the Virginia Polytechnic B.A. from Vassar College and a Ph.D. in Institute and State University. He is the experimental nuclear physics from recipient of the 2002 Virginia B. Smith Columbia University in 1959. She is a Innovative Leadership Award given by fellow of the AAAS and the APS. Among the Council for Adult and Experiential her most significant awards are the 2001 Leaning and the National Center for Oersted Medal of the American Associa- Public Policy and Higher Education. tion of Physics Teachers (the highest Under his leadership, UA’s College of award of the AAPT), the 2000 Education Arts and Sciences opened the Math- Research Award of the Council of ematics Technology Learning Center, a Scientific Society Presidents, and the 240-computer math learning community 1990 Millikan Lecture Award of the located in UA’s largest residence hall. In 152 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

2001, the center received a Special boards of directors of Nanostream, Award of Merit from the Alabama Genstruct, and engeneOS. He was the Quality Council. A strong proponent of cofounder, director, executive vice the value of learning communities, Olin president, and chief operating officer for has also led in the development of Viaken Systems, Inc. Previously he undergraduate residential learning worked at the Hewlett Packard Com- communities at UA, including the pany for 26 years where he held a Parker-Adams Freshmen Year Program. variety of positions in research and The center is based on an innovative development, marketing, and general program developed by Olin when he management. Serum was the founder of served as chairman of Virginia Tech’s Hewlett Packard’s Bioscience Products Department of Mathematics. The business and served as chairman of the department of mathematics at Virginia company’s Pharmaceutical Business Tech was named Exemplary Depart- Bioscience Council and cochairman of ment in Virginia Tech’s College of Arts the Corporate R&D Council. He re- and Sciences and a University Exem- ceived a B.A. in chemistry from Hope plary Department. The department College and was awarded a Ph.D. in established two endowed faculty chairs, organic chemistry in 1969 from the expanded its graduate program, and University of Colorado. His doctorate increased access to mathematics research was directed toward studies in courses for Virginia’s secondary teach- mass spectrometry. Following his ers through online instruction. Olin graduate studies, he taught and did received a bachelor’s degree in math- research at the University of Ghent, ematics in 1970 from Ottawa University Belgium. in Kansas and a doctorate in mathemat- ics in 1975 from Indiana University, SUSAN R. SINGER is currently Bloomington. professor of biology at Carleton College, with which she has been associated JAMES W. SERUM is the founder and since 1986. She received her B.S. president of SciTek Ventures, a consult- summa cum laude in 1981, her M.S. in ing company that helps young compa- 1982, and her Ph.D. in 1985, all from nies deal with the challenges of bringing Rensselaer Polytechnic Institute (RPI). science, technology, and business She was chair of Carleton’s Department planning together in a focused, cohesive of Biology from 1995–1998 and served manner. Serum is also a venture partner as program officer for developmental at Flagship Ventures. He is on the mechanisms at the NSF from 1999 to APPENDIX E 153

2000. She also chaired the Education courses for all students, preparation of Committee of the American Society of K–12 teachers, undergraduate research Plant Biologists and has been involved opportunities, and the recruitment and in numerous other educational efforts at mentoring of students for diverse the national level. Her teaching interests careers. He is a 2001 recipient of an include Carleton’s Triad Program, NSF Director’s Award for Distinguished which is an integrated first-term experi- Teaching Scholars. Wieman received ence that brings a group of students his Ph.D. from Stanford University in together to explore a thematic question 1977. across disciplinary boundaries by enrolling in three thematically linked courses. Singer also directs the NATIONAL ACADEMIES STAFF Perlman Center for Learning and Teaching at Carleton. The Perlman Bruce Alberts is president of the NAS Center sponsors conversations, encour- and chair of the NRC, the principal ages reflection, and offers a venue for operating arm of the National Academy classroom innovations that bear on the of Sciences and the National Academy challenges and opportunities of educa- of Engineering. He is a respected tion at a distinctive liberal arts college. biochemist recognized for his work in The goal of the center is to join student both biochemistry and molecular insights with faculty perspectives in an biology and is known particularly for his ongoing discussion about both the extensive molecular analyses of the reliable and the elusive elements that protein complexes that allow chromo- foster and constrain learning. somes to be replicated. Alberts joined the faculty of Princeton University in CARL E. WIEMAN is Distinguished 1966 and after 10 years moved to the Professor of Physics at the University of medical school of the University of Colorado and winner of the 2001 Nobel California, San Francisco (UCSF). In Prize in physics for studies of the Bose- 1980, he was awarded an American Einstein Condensate. He has been a Cancer Society lifetime research profes- member of the NAS since 1995. Since sorship. In 1985, he was named chair of 2000, Wieman has worked on the the UCSF department of biochemistry National Task Force for Undergraduate and biophysics. Alberts is one of the Physics, which emphasizes improving principal authors of The Molecular undergraduate physics programs as a Biology of the Cell, now in its third whole: introductory and advanced edition, considered the leading ad- 154 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

vanced textbook in this field and used Education. He received the Thomas widely in U.S. colleges and universities. Jefferson Award from Emory as a His most recent text, Essential Cell “Lifetime Leader in Scholarship and Biology, is intended to present this Teaching.” He holds an appointment as subject matter to a wider audience. He lifetime fellow of the American Associa- is committed to the improvement of tion for the Advancement of Science and science education; he helped to create is winner of the 1993 Gregor Mendel City Science, a program for improving Medal from the University of Brno, science teaching in San Francisco Czech Republic, for his research in cell elementary schools. biology and development. DeHaan founded and was the first director of the Robert L. DeHaan is the director of Emory Center for Ethics in Public CUSE in the NRC’s Center for Educa- Policy and the Professions and remains tion. DeHaan came to CUSE in January, a faculty scholar at the Center. 2002, from Emory University, where he was the Charles H. Candler Professor of Cell Biology, Emory Medical School, WORSKHOP PRESENTERS and adjunct professor in the Division of Educational Studies. DeHaan received Barbara Baumstark received her his Ph.D. from the University of Califor- Ph.D. in biochemistry from the Massa- nia, Los Angeles, in 1956. In 1995, chusetts Institute of Technology. Since DeHaan created a precollege science 1984, she has been a faculty member at education outreach effort called the Georgia State University (GSU), where Elementary Science Education Partners she is currently professor in the Depart- (ESEP) program. DeHaan’s work in the ment of Biology. Baumstark served as schools with ESEP has been cited by graduate director for the Biology De- the National Academy of Sciences partment for 12 years before becoming Resources for Involving Scientists in its director of instructional programs in Education (RISE) program as an exem- 2001. Her educational services include plary professional development project participation in the Quality in Under- and by the National Science Resources graduate Education (QUE) Standards Center as a Center of Excellence. In Project, the Standards-based Teacher addition, in 1998 he received the First Education Project (STEP) Science Bruce Alberts Award from the Ameri- Committee, the Performance Assess- can Society of Cell Biologists for Distin- ment of Colleges and Technical Schools guished Contributions to Science (PACTS) Science Subcommittee, and APPENDIX E 155

the Advisory Board of BioTrek, a and ongoing professional and leadership division of SciTrek of Atlanta. In 1999, development of K–12 teachers and Baumstark initiated the Bio-Bus Project, college faculty. He is currently dean of an outreach program that uses a 30-foot science and mathematics at James mobile instructional laboratory to bring Madison University, where he is con- exciting science activities to Georgia’s tinuing work to improve science and schoolchildren. She has also been the mathematics education for all students principal investigator for a Graduate across the country. Assistance in Areas of National Need (GAANN) award through the U.S. Paula R.L. Heron is an assistant Department of Education and currently professor of physics at the University of directs a state-funded project designed Washington. She received a B.Sc. in for the recruitment and retention of physics from the University of Ottawa minorities in the biological sciences. and a Ph.D. in theoretical condensed Baumstark has been the recipient of matter physics from the University of GSU’s College of Arts and Sciences Western Ontario in 1995. She joined the Outstanding Junior Faculty Award and, Physics Education Group at the Univer- in 2001, received the university’s In- sity of Washington in 1995. With Lillian structional Innovation Award. C. McDermott, she was awarded the 2000 Archie Mahan Prize of the Optical David F. Brakke is a limnologist who Society of America for the best article in has published extensively on a range of Optics and Photonics News. Heron is topics related to surface water chemis- currently a member of the APS Forum try and watershed biogeochemistry, as on Education Executive Committee, the well as applied problems in ecosystem, AAPT Committee for Women in Phys- watershed, and lake management. He ics, and the AAPT Committee on has served as associate editor for the Teacher Preparation. She consults on leading journal Limnology and Oceanog- several NSF–funded education projects. raphy and currently writes a column on Heron is engaged in an ongoing investi- science and society for the Association of gation of difficulties that students Women in Science Magazine. For several encounter in applying concepts from years Brakke has been involved in a introductory physics in their subse- number of major national projects and quent studies. This research takes place initiatives related to science, mathemat- in courses on thermal physics that are ics, and technology education, under- beyond the introductory level and in graduate research, teacher preparation, courses on mechanics that are taught 156 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

from an engineering perspective. also received the award for Distin- Findings from this research are guiding guished Contributions to Science the development and modification of Education Research (1986) from the curriculum for introductory and ad- National Association for Research in vanced physics courses, including Science Teaching (NARST) and was courses for precollege teachers. honored with the Journal of Research in Science Teaching award for outstanding Anton Lawson is currently in the research paper in 1976, 1985, and 1987 Department of Biology at Arizona State by the NARST. University. He received his B.S. in biology from the University of Arizona Herb Levitan is currently serving as in 1967, his M.S. in biology from the section head for the Division of Under- University of Oregon in 1969, and his graduate Education, Directorate for Ph.D. in science education from the Education and Human Resources, at the University of Oklahoma in 1973. NSF. His responsibilities include admin- Lawson’s research centers on the nature istrative association with the Course, and development of scientific thinking Curriculum, and Laboratory Improve- patterns, such as hypothetico-deductive, ment (CCLI) program and the NSF probabilistic, proportional, combinato- Director’s Award for Distinguished rial, analogical, and correlational reason- Teaching Scholars (DTS) and contribu- ing. Major interests involve determina- tions to the review of life sciences and tion of factors that influence the interdisciplinary proposals. Levitan has development of these thinking patterns been a permanent NSF employee in the during childhood and adolescence and Division of Undergraduate Education determination of their relationship to since 1993. He came to the NSF as a each other and to scientific concept visiting scientist in 1990 after serving as acquisition. The goal is to generate and a faculty member in the Zoology Depart- test explanatory theories of the develop- ment at the University of Maryland, ment of thinking patterns and develop College Park, for more than 20 years. At neurological models of cognition. the University of Maryland, he taught Classroom implications are sought with graduate and undergraduate courses in the intent of improving science instruc- neurophysiology, electrophysiology, tion. Lawson received the Outstanding pharmacology, and cell biology and Science Educator of the Year (1981) directed the department’s honors award from the Association for the program. He received his Ph.D. in Education of Teachers in Science. He electrical engineering from Cornell APPENDIX E 157

University. His postdoctoral research in Education Resource Center, she is using neurobiology was conducted at the knowledge gained as an evaluator to Brain Research Institute of the Univer- help build the education and outreach sity of California, Los Angeles; the arm of a major astrophysics experiment. Centre d’Etude de Physiologie She was founder and director of Learn- Nerveuse in Paris; and the National ing through Evaluation, Adaptation, and Institute of Mental Health in Bethesda. Dissemination (LEAD) Center (1994– He also served as senior staff associate 2002). at the National Institute of Child Health and Human Development. Brian J. Reiser is professor of learning sciences in the School of Education and Susan B. Millar is a senior scientist Social Policy at Northwestern Univer- with the University of Wisconsin- sity. He served as chair of the learning Madison’s Wisconsin Center for Educa- sciences Ph.D. program from 1993, tion Research (WCER). A cultural shortly after its inception, until 2001. anthropologist by training (Cornell, His research focuses on the design and Ph.D., 1981), her work during the last enactment of supportive environments fifteen years has focused on organiza- for student inquiry in science. The goal tional change processes and student and of this work is to develop a model of faculty learning associated with efforts “reflective inquiry” and the pedagogical to improve education in the science and principles for its support. These projects engineering disciplines. At this time, investigate the design of interactive she pursues these topics as an evaluator learning environments that scaffold for two major NSF-funded projects scientific investigation, reflection, and being launched at WCER in 2003—the argumentation; design principles for Systemwide Change for All Learners technology-infused curricula that and Educators and the Center for the engage students in inquiry projects; and Integration of Research on Teaching the teaching practice that supports and Learning—and as the lead evaluator student inquiry. Reiser’s work is part of for the Regional Workshop Program, a the initiatives of the NSF Center for nationwide science faculty development Learning Technologies in Urban project. Millar is also the external Schools, which is working to under- evaluator for the Center for the Ad- stand how to make learning technolo- vancement of Engineering Education at gies a pervasive part of science class- the University of Washington. In addi- rooms in urban schools, and the newly tion, as codirector of the IceCube funded NSF Center for Curriculum 158 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

Materials in Science. He received his responsible for the design, develop- doctorate in cognitive science from Yale ment, and implementation of the RosE- University in 1983. Portfolio, an electronic, web-based student portfolio system. Gloria M. Rogers is currently the vice president for institutional research, Elaine Seymour has served as the planning, and assessment at Rose- director of ethnography and evaluation Hulman Institute of Technology. In research at the University of Colorado, addition to her duties at Rose-Hulman, Boulder, since 1989. In 2002, she and she has been active presenting seminars her group were invited to become part on the development and implementation of the university’s new Center to Ad- of assessment plans to improve educa- vance Research and Teaching in the tional programs. Rogers currently Social Sciences (CARTSS). Important serves as a consultant to the Accredita- foci for her work have been the study of tion Board for Engineering and Technol- factors contributing to attrition from ogy on the implementation of the new undergraduate science, mathematics, outcomes-based accreditation criteria and engineering majors and evaluation for engineering and engineering tech- of national and institution-based initia- nology and serves as a consultant- tives that seek to improve quality and evaluator for the Higher Learning access in undergraduate science. Commission of the North Central Evaluation work includes two NSF- Association regional accreditation. She funded national chemistry consortia. is also a facilitator and presenter for the She is currently synthesizing findings American Association of Higher Educa- from several science education initia- tion and the Higher Learning Commis- tives involved in changing undergradu- sion regional institutional workshops, ate science. Seymour has codeveloped “Changing Institutional Priorities.” In online assessment and evaluation tools 1998–1999 she was a NSF/American for faculty engaged in classroom innova- Society of Engineering Education tion, most notably the Student Assess- Visiting Scholar, working with engineer- ment of their Learning Gains (SALG) ing programs in the area of assessment. instrument (with S.M. Daffinrud, She has organized four national sympo- University of Wisconsin-Madison), and sia on “Best Assessment Processes.” the Field-Tested Learning Assessment Rogers has been the cochair of the Guide (FLAG). Academic and profes- Rose-Hulman Commission on Assess- sional honors include the 2000 Betty ment of Student Outcomes, which is Vetter Award for Research on Women in APPENDIX E 159

Engineering from Women in Engineer- nications firms. He was the founder, first ing Programs and Advocates Network president, and only chairman of (WEPAN), teaching excellence awards, LearnLinc Corporation (now Mentergy), a Fulbright Teaching Scholarship, and a supplier of software systems for doctoral fellowships from the National corporate learning in Fortune 1000 Institute of Mental Health and the Corporations. Wilson served as one of University of Colorado. She received a sixteen International Consulting Schol- B.A. Honors in economics and political ars for the IBM Corporation. Wilson is a science from Keele University, England; fellow of the APS and was awarded the an M.A. in education from the Univer- Distinguished Service Citation from the sity of Glasgow, Scotland; and both her AAPT. M.A. and Ph.D. in sociology from the University of Colorado, Boulder. Robert M. Zemsky served through 2001 as the founding director of the Jack Wilson is the founding chief University of Pennsylvania’s Institute for executive officer of UMassOnline. He Research on Higher Education, one of came to UMassOnline from Rensselaer this country’s major public policy Polytechnic Institute (RPI), where he centers for postsecondary education. was the J. Erik Jonsson ’22 Distin- Trained as an historian, Zemsky’s early guished Professor of Physics, Engineer- work focused on the nature of political ing Science, Information Technology, processes in the eighteenth and nine- and Management. While at Rensselaer, teenth centuries. Since the 1970s his he became known for leading a compre- research has centered on how colleges hensive restructuring of the academic and universities, in a world increasingly program that was recognized with the dominated by market forces, can be Theodore Hesburgh Award, the Pew both mission-centered and market- Prize, and the Boeing Prize. During his smart. Within the University of Pennsyl- eleven-year career at RPI, he served as vania, Zemsky has served as the dean of undergraduate education, dean university’s chief planning officer, and of professional and continuing educa- as master of Hill College House. In tion, interim provost, interim dean of 1998, Change named him as one of faculty, and as founding director of the higher education’s top 40 leaders for his Anderson Center for Innovation in role as an agenda setter. He is a former Undergraduate Education. He is also Woodrow Wilson Fellow. He was a known as an entrepreneur and a con- postdoctoral Social Science Research sultant to many computing and commu- Council Fellow in Linguistics and was 160 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

later chair of that council’s Committee Transforming Undergraduate Education on Social Science Personnel. In 1998, he and recipient of a 1999 TIAA-CREF received a Doctor of Humane Letters Theodore M. Hesburgh Certificate of (Hon.) from Towson University. Excellence for faculty development programs. WORKSHOP FACILITATORS Katayoun Chamany is on the faculty of the Science, Technology, and Society Deborah Allen is an associate profes- Program at Eugene Lang College, New sor and undergraduate programs School University, an undergraduate director in the Department of Biological science literacy program focused on Sciences, University of Delaware. She teaching science in the context of earned a Ph.D. in biological sciences society. A director of this program, she from the University of Delaware and developed an innovative curriculum and pursued research interests in the area of established internships and partner- water and electrolyte homeostasis. A ships with other universities to broaden more recent focus has been science the student experience. Currently, she education, including the development of teaches courses in the program that a two-semester problems-based-learning cover infectious diseases, biotechnol- (PBL) course in introductory biology. ogy, cell biology, science writing, and She has been involved in the develop- genetics. Chamany received the Distin- ment of a program for undergraduate guished University Teaching Award PBL peer group facilitators and is from New School University in 2000. currently working with other science She is dedicated to achieving scientific educators to design a “science semes- literacy for all undergraduates and the ter” for elementary teacher education general public and has developed majors that will incorporate multi- seminars, workshops, and educational disciplinary PBL problems. She is also materials that reflect an interactive and working with a statewide committee of case-based method of teaching. Cur- teachers and college faculty to design rently, Chamany is researching and curriculum activities for 10th grade developing educational tools to accom- biology in Delaware’s public schools pany traditional biology textbooks and and coteaches the summer professional courses. These tools will incorporate development courses that support economic, social, and political perspec- teachers’ use of the activities. She is a tives with those of the natural sciences founding leader of the Institute for in a multimedia format. She received APPENDIX E 161

her Ph.D. in molecular and cell biology included the health effects of medical at the University of California, Berkeley, and dental X-rays, the impact of energy in 1996 and a B.A. in biology from the use on the environment, and the uses of University of Iowa in 1989. experiential approaches and computers to enhance learning in physics. Laws is David K. Gosser, Jr. received a Ph.D. coordinator of the Workshop Physics in physical inorganic chemistry at project in which interactive teaching Brown University. He has published in methods, direct experience, and the use the fields of theoretical and applied of computer tools replace traditional electrochemistry and lectures. She has extensive experience bioelectrochemistry, including an leading teacher workshops in the electrochemical study of the antima- United States and abroad and has larial mechanism of the Chinese natural received awards for software design and drug artemisinin and the monograph curriculum innovation in the sciences “Cyclic Voltammetry: Simulation and from EDUCOM/NCRIPTAL, Computers Analysis of Reaction Mechanisms.” in Physics, the Sears-Roebuck Founda- Gosser has led the development of peer- tion, and the Merck Foundation. In led team learning at the City College of 1993, she received the Dana Foundation New York since 1991 and has led na- Award for Pioneering Achievement in tional projects oriented around peer-led Education with Ronald K. Thornton; and team learning (Workshop Chemistry, in 1996, the AAPT bestowed on her the 1995–1999; Peer-Led Team Learning: 1996 Robert A. Millikan Medal for National Dissemination, 1999–2003). His notable and creative contributions to the current areas of interest are in the teaching of physics. Laws and five of her connection between the peer leaders’ colleagues are currently involved in an experience and interest and success in NSF Teacher Enhancement project to career choices such as teaching or conduct summer institutes, both at careers in scientific research. Dickinson College and the University of Oregon, for high school teachers who Priscilla Laws currently holds the want to conform to new national and position of professor of physics at local science education standards. Dickinson College. She received her bachelor’s degree from Reed College in Marshall Sundberg is a plant anato- 1961 and a Ph.D. from Bryn Mawr mist/morphologist interested in ontog- College in theoretical nuclear physics in eny and the role of plant development in 1966. Her research interests have ecological and evolutionary adaptation. 162 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

He is also interested in improving improvement of undergraduate biology science education and has published on education. Her primary focus is to bring curriculum design, assessment, and together faculty and staff from depart- student-active learning. He received a ments across campus to share ideas and B.A. from Carleton College (1971), and work collaboratively on science teaching M.S. (1973) and Ph.D. (1978) degrees and learning issues. With their input, from the University of Minnesota and is she identifies impediments to achieving currently on the faculty of the Depart- their goals (from administrative to ment of Biological Sciences, Emporia student learning barriers), develops State University. Sundberg is a recipient programs, and provides resources to of the Charles E. Bessey Award for address the needs with a menu of botanical education from the Botanical opportunities. Tong has been active in Society of America and the Four-Year the UW-Madison Teaching Academy, College Biology Teaching Award from the College of Agricultural and Life the National Association of Biology Sciences Instructional Improvement Teachers (NABT). Areas of his current Committee, and as a partner in Creating research include the evolutionary origin a Collaborative Learning Environment, of the maize ear, development of the a cross-disciplinary faculty/staff com- separation zone in Tabasco pepper munity. Nationally, she has participated fruits, and designing interventions to in the Coalition for Education in the Life help students overcome common Sciences, PKAL, and Faculty for Under- biological misconceptions. graduate Neuroscience. Lillian Tong currently holds the posi- Gordon E. Uno joined the Department tion of faculty associate, professional of Botany and Microbiology at the development programs, at the Center University of Oklahoma in 1979, was for Biology Education, University of appointed a David Ross Boyd Professor Wisconsin-Madison. She received her of Botany in 1997, and is currently Ph.D. at the University of Michigan and serving as the department’s chair. Uno did thirteen years of postdoctoral was a program officer in the Division of research at UW–Madison in neuro- Undergraduate Education at the NSF in science of the visual system. She left 1998–2000 and serves on the editorial laboratory research to help establish boards of four science and science the Center for Neuroscience at UW- education journals. He was awarded Madison and in 1992 joined the Center honorary membership by the NABT in for Biology Education to facilitate 2001 and was its president in 1995. He APPENDIX E 163

became a AAAS fellow in 2000, and he ates and has led many faculty develop- has received one national, one state, and ment workshops for university and three university-level teaching awards. secondary science instructors. Uno has taught over 6,000 undergradu- 164 I M P R O V I N G U N D E R G R A D U AT E I N S T R U C T I O N

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Participants in this workshop were asked to explore three related questions: (1) how to create measures of undergraduate learning in STEM courses; (2) how such measures might be organized into a framework of criteria and benchmarks to assess instruction; and (3) how such a framework might be used at the institutional level to assess STEM courses and curricula to promote ongoing improvements. The following issues were highlighted:

  • Effective science instruction identifies explicit, measurable learning objectives.
  • Effective teaching assists students in reconciling their incomplete or erroneous preconceptions with new knowledge.
  • Instruction that is limited to passive delivery of information requiring memorization of lecture and text contents is likely to be unsuccessful in eliciting desired learning outcomes.
  • Models of effective instruction that promote conceptual understanding in students and the ability of the learner to apply knowledge in new situations are available.
  • Institutions need better assessment tools for evaluating course design and effective instruction.
  • Deans and department chairs often fail to recognize measures they have at their disposal to enhance incentives for improving education.

Much is still to be learned from research into how to improve instruction in ways that enhance student learning.

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