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Appendix C
Focus-Group Sessions
The Committee on Prospering in the Global Economy of the 21st Cen-
tury convened focus groups on Saturday, August 6, 2005, from 9 am to 4
pm. The purpose of the focus groups was to gather experts in five broad
subjects—K–12 education, higher education, science and engineering re-
search, innovation and workforce, and national and homeland security—to
provide input to the committee on how the United States can successfully
compete, prosper, and be secure in the global community.
Each focus-group participant was provided background on the com-
mittee members and on other focus-group members, 13 issue papers (see
Appendix D) that summarized past reports on the various topics that were
discussed, and a list of recommendations gleaned from past reports and
interviews with committee and focus-group members.
The charge to focus-group participants is listed in full on page 252.
Essentially, each group was asked to define and set priorities for the top
three actions for its subject that federal policy-makers could take to ramp
up the innovative capacity of the United States. Each focus group was
chaired by a member of the committee, who presented the group’s priorities
to the full committee during an open discussion session. The content of
those presentations is listed starting on page 254. Focus-group biographies
are listed starting on page 264.
249
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251
APPENDIX C
Prospering in the Global Economy of the 21st Century:
An Agenda for American Science and Technology
Agenda
Focus-Group Meeting
August 6, 2005
Keck Center of the National Academies
500 5th Street, NW
Washington, DC
9:00 Continental Breakfast Available (Room 100)
9:30 Study Overview and Charge to Focus Groups
Norman Augustine, Chair, Committee on Prospering in the Global
Economy of the 21st Century
10:00 Focus Groups Meet
K–12 Education Room 110 Roy Vagelos, Chair
Higher Education Room 101 Chuck Vest, Chair
Research Room 201 Dan Mote, Chair
Innovation Room 204 Gail Cassell, Chair
Security Room 105 Anita Jones, Chair
12:00 Lunch (Available in meeting rooms)
2:45 Break (Move to Room 100)
3:00 Focus Groups Report on Results of their Deliberations (Room 100)
4:00 Adjourn
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252 RISING ABOVE THE GATHERING STORM
Focus Group Charge
The Committee on Prospering in the Global Economy of the 21st Cen-
tury would like to thank you for helping it in its important task to address
the following questions:
What are the top 10 actions, in priority order, that federal policy-makers
could take to enhance the science and technology enterprise so that the
United States can successfully compete, prosper, and be secure in the global
community of the 21st century? What implementation strategy, with sev-
eral concrete steps, could be used to implement each of those actions?
Your role, as a focus-group participant, is to help the committee, in
your area of expertise:
• Identify existing ideas the federal government (President, Congress,
or federal agencies) could take. The ideas should not be too general—they
need to be sufficiently actionable that they could be turned into congres-
sional language.
• Brainstorm new ideas.
• Evaluate all ideas.
• Prioritize all ideas to propose to the committee the top 3 actions the
federal government could take so that the United States can successfully
compete, prosper, and be secure in the global community of the 21st
century.
Since there are five focus groups, we expect a total of 15 prioritized
recommendations to result from the focus-group session, which will be
presented and discussed at a plenary session at the end of the day. These
15 recommendations would then be used by the committee as input to its
decision-making process as it comes up with a “top 10” list on Sunday.
Each focus group is chaired by a committee member and has a staff
member with expertise in the issue and a science and technology (S&T)
policy fellow (graduate student) to assist them. The staff is available to put
together any action list that is produced (no summary of the discussion is
planned).
In evaluating each proposal, here are some evaluation criteria to keep
in mind:
Minimum Selection Criteria
• Can the actions be taken by those who requested the study? The
President, Congress, or the federal agencies?
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253
APPENDIX C
Evaluation Criteria
• Cost—What is a rough estimate of how much the action will cost? Is
the cost reasonable relative to the financial resources likely to be available?
Can resources for this action be diverted from an existing activity as op-
posed to “new money”?
• Impact—Which degree of impact is the action likely to have on the
problem of concern?
• Cost-effectiveness—Which actions provide the most “bang for the
buck”?
• Timeframe—What is the desired timeframe for the action to have an
impact? Is the action likely to have impact in the short- or long-term or
both?
• Distributional Effects—Who are the winners and the losers? Is this
the best action for the nation as a whole?
• Ease of Implementation—To what degree is the challenge easy, me-
dium, or hard to implement?
• History—Has the action been suggested by another committee or
policy-maker before? If so, why has it not been implemented? Can the chal-
lenges be overcome this time?
• Is the Moment Right for This Action? Are they likely to be viable in
the near-term political and policy context?
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254 RISING ABOVE THE GATHERING STORM
K–12 Education Focus Group Top Recommendation Summary
Roy Vagelos, Chair
National Objectives
• Lay a foundation for a workforce that is capable in science, technol-
ogy, engineering, and mathematics (STEM)—including those who can cre-
ate, support, and sustain innovation.
• Develop a society that embraces STEM literacy.
• Develop and sustain K–12 teacher corps capable of and motivated to
teach science and mathematics.
• Establish meaningful measures.
Top Recommendations
1. The federal government should provide peer-reviewed long-term sup-
port for programs to develop and support a K–12 teacher core that
is well-prepared to teach STEM subjects.
a. Programs for in-service teacher development that provide in-depth
content and pedagogical knowledge; some examples include sum-
mer programs, master’s programs, and mentor teachers.
b. Provide scholarship funds to in-service teachers to participate in
summer institutes and content-intensive degree programs.
c. Provide seed grants to universities and colleges to provide sum-
mer institute and content-intensive degree programs for in-service
teachers.
2. Establish a program to encourage undergraduate students to major
in STEM and teach in K–12 for at least 5 years. The program should
include support mechanisms and incentives to enable teacher
retention.
a. Provide a scholarship for joint STEM bachelor’s degree and
teacher certification program. Mandate a service requirement and
pay a federal signing bonus.
b. Encourage collaboration between STEM departments and educa-
tion departments to train STEM K–12 teachers.
3. Provide incentives to encourage students, especially minorities and
women, to complete STEM K–12 coursework, including
a. Monetary incentives to complete advanced coursework.
b. Tutoring and after-school programs.
c. Summer engineering and science academies, internships, and re-
search opportunities.
d. Support school and curriculum organization models (statewide
specialty schools, magnet schools, dual-enrollment models, and
the like).
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APPENDIX C
4. Support the design of state public school assessments that measure
necessary workplace skills to meet innovation goals and ensure No
Child Left Behind assessments include these goals.
5. Provide support to research, develop, and implement a new genera-
tion of instructional materials (including textbooks, modules, com-
puter programs) based on research evidence on student learning out-
comes, with vertical alignment and coherence across assessments and
frameworks. Link teacher development and curricular development.
K–12 Focus Group Participants
Roy Vagelos, Chair
Carolyn R. Bacon, Executive Director, O’Donnell Foundation
Susan Berardi, Consultant
Rolf K. Blank, Director of Education Indicators, Council of Chief State
School Officers
Rodger W. Bybee, Executive Director, Biological Sciences Curriculum
Study
Hai-Lung Dai, Hirschmann-Makineni Chair Professor of Chemistry,
University of Pennsylvania
Joan Ferrini-Mundy, Associate Dean for Science and Mathematics
Education and Outreach, College of Natural Science, Michigan State
University
Bruce Fuchs, Director, Office of Science Education, National Institutes of
Health
Ronald Marx, Professor of Educational Psychology and Dean of
Education, University of Arizona
David H. Monk, Professor of Educational Administration and Dean of
College of Education, Pennsylvania State University
Carlo Parravano, Executive Director, Merck Institute for Science
Education
Anne C. Petersen, Senior Vice President for Programs, W. K. Kellogg
Foundation
Helen R. Quinn, Physicist, Stanford Linear Accelerator Center, Stanford
University
Deborah M. Roudebush, Physics Teacher, Fairfax County Public Schools
Daniel K. Rubenstein, Mathematics Teacher, New York City Collegiate
School
J. Stephen Simon, Senior Vice President, Exxon Mobil Corporation
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Higher Education Focus Group Top Recommendation Summary
Charles Vest, Chair
National Objective
The United States should lead in the discovery of new scientific and techno-
logical knowledge and its efficient translation into new products and ser-
vices in order to sustain its preeminence in technology-based industry and
job creation.
Our higher education system has a critical role in meeting this objective.
Recommendation
We recommend that Congress enact the Innovation Development Educa-
tion and Acceleration Act (IDEA Act). Its purpose is to increase the number
of US students, consistent with our demography, who will become innova-
tion leaders; professional scientists and engineers; and science, mathemat-
ics, and engineering educators at all levels.
1. Undergraduate Education: Increase the number and proportion of
citizens who hold STEM degrees to meet international benchmarks,
i.e., migrate, over 5 years, from 5 to 10% of earned first (bachelor’s-
level) degrees.
a. Provide competitive multiagency (nonthematic) scholarships for
undergraduates in science, engineering, mathematics, technology,
and other critical areas. The scholarships would carry with them
supplemental support for pedagogical innovation for the depart-
ments, programs, or institutions in which the students study. This
program should support students at 2-year and 4-year colleges
and research universities.
2. Graduate Education: Increase the number of US graduate students in
science, engineering, and mathematics programs in areas of strategic
national needs.
a. Create a new multiagency support program for graduate students
in STEM areas related to strategic national needs. This support
should include an appropriate mix of competitive portable fel-
lowships and competitive training grants.
3. Faculty Preparation and Support: Support the propagation of effec-
tive and creative programs that develop scientific and technological
leaders who understand the innovation process.
a. Support workshops, preparation of educational materials, and
experience-based programs.
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APPENDIX C
4. Create global scientific and technological leaders.
a. Provide a globally-oriented education and opportunity for US stu-
dents, and maintain the US as the most desirable place to pursue
graduate education and/or scientific and technological careers.
b. Define the policies that will maintain our long-term security and
vitality through the openness of American education and research
and the free flow of talent and ideas.
Higher Education Focus Group
Chuck Vest, Chair
M. R. C. Greenwood, Provost and Senior Vice President for Academic
Affairs, University of California
Daniel Hastings, Professor of Aeronautics and Astronautics and
Engineering Systems, Massachusetts Institute of Technology
Randy H. Katz, United Microelectronics Corporation Distinguished
Professor in Electrical Engineering and Computer Science, University
of California, Berkeley
George M. Langford, E. E. Just Professor of Natural Sciences and
Professor of Biological Sciences, Dartmouth College
Joan F. Lorden, Provost and Vice Chancellor for Academic Affairs,
University of North Carolina-Charlotte
Claudia Mitchell-Kernan, Vice Chancellor for Graduate Studies and Dean
of Graduate Division, University of California, Los Angeles
Stephanie Pfirman, Chair, Department of Environmental Science, Barnard
College
Paul Romer, STANCO 25 Professor of Economics, Graduate School of
Business, Stanford University
James M. Rosser, President and Professor of Health Care Management,
California State University, Los Angeles
Tim Stearns, Associate Professor of Biological Sciences and Genetics,
Stanford University
Debra Stewart, President, Council of Graduate Schools
Orlando L. Taylor, Vice Provost for Research, Dean of Graduate School,
and Professor of Communications, Howard University
Isiah M. Warner, Vice Chancellor for Strategic Initiatives, Louisiana State
University
Dean Zollman, University Distinguished Professor, Distinguished
University Teaching Scholar, and Head of Department of Physics,
Kansas State University
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258 RISING ABOVE THE GATHERING STORM
Research Focus Group Top Recommendation Summary
Dan Mote, Chair
National Objective
America’s leadership in S&T has created our prosperity, security, and
health. That leadership is now threatened. Our leadership resulted from a
long-term investment in basic research. In order to keep our leadership po-
sition we must revitalize our investments, particularly in the physical and
mathematical sciences and engineering.
Recommendations
1. Set the federal research budget to 1% of gross domestic product
(GDP) within the next 5 years to sustain US leadership in innovation
for prosperity, security, and quality of life.
a. Address 21st-century global economy grand challenges in energy,
security, health, and environment through interagency initiatives.
b. Bring physical sciences, engineering, mathematics, and informa-
tion science up to the levels of health sciences.
c. All agencies would expand their basic research programs.
d. Replace decaying infrastructure in universities, national labs, and
other research organizations.
e. Longer-term, stable funding.
2. To foster breakthroughs in science and technology, allocate at least
5% of federal agency research portfolios to high-risk basic research.
a. Allow for discretionary distribution for basic research with pro-
gram oversight.
b. Provide at least 5 years of adequate support for early-career re-
searchers.
c. Provide technical program managers in federal agencies with dis-
cretionary funding.
3. Make S&T an attractive career to the best and the brightest.
a. Create an undergraduate loan forgiveness program for students
who complete a PhD in S&T and work as STEM researchers (e.g.,
$25,000 per year).
b. Create training grants for graduate and postgraduate education
across federal research budgets.
c. Provide 5 years of transition funding for early career research.
d. Cultivate K–12 students to careers in science and technology.
e. Actively recruit and support the world’s best students and re-
searchers and make it attractive for them to stay: address prob-
lems with visas, deemed exports, and other barriers.
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APPENDIX C
Research Focus Group
Dan Mote, Chair
Paul Avery, Professor of Physics, University of Florida
Gary Bachula, Vice President for External Relations, Internet2
Angela Belcher, John Chipman Associate Professor of Materials Science
and Engineering and Biological Engineering, Massachusetts Institute
of Technology
Elsa M. Garmire, Sydney E. Jenkins Professor of Engineering, Dartmouth
College
Heidi E. Hamm, Earl W. Sutherland, Jr., Professor and Chair of
Pharmacology, Vanderbilt University
Mark S. Humayun, Professor of Ophthalmology, Biomedical Engineering,
and Cell and Neurobiology, University of Southern California
Madeleine Jacobs, Executive Director and Chief Executive Officer,
American Chemical Society
Cato T. Laurencin, Lillian T. Pratt Distinguished Professor and Chair of
Department of Orthopaedic Surgery, University of Virginia
David LaVan, Assistant Professor of Mechanical Engineering, Yale
University
Philip LeDuc, Assistant Professor of Mechanical Engineering, Carnegie
Mellon University
Deirdre R. Meldrum, Professor and Director of Genomation Laboratory,
Department of Electrical Engineering, University of Washington
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290 RISING ABOVE THE GATHERING STORM
the University of Minnesota where she was professor of adolescent develop-
ment and pediatrics. Before that, she was the first dean of the College of
Health and Human Development at Pennsylvania State University. She has
written more than a dozen books and 200 articles on adolescent and sex
issues, including evaluation, health, adolescent development, and higher
education. Her honors include election to the Institute of Medicine. She is a
founding member of the Society for Research on Adolescence and was
president and council member. She was president of developmental psy-
chology in the American Psychological Association and is a fellow of the
American Association for the Advancement of Science, the American Psy-
chological Association, and the American Psychological Society. She is presi-
dent-elect of the International Society for the Study of Behavioral Develop-
ment. Dr. Petersen holds a BS in mathematics, an MS in statistics, and a
PhD in measurement, evaluation, and statistical analysis from the Univer-
sity of Chicago.
STEPHANIE PFIRMAN chairs the Department of Environmental Science
at Barnard College. Her current research interests include environmental
aspects of sea ice in the Arctic, interdisciplinary research and education,
and advancing women scientists. As the first chair of NSF’s Advisory
Committee for Environmental Research and Education, Dr. Pfirman over-
saw analysis of a 10-year outlook for environmental research and educa-
tion at NSF. She is also a co-principal investigator of NSF’s ADVANCE
grant (to advance women scientists) to Columbia’s Earth Institute. Before
joining Barnard, Dr. Pfirman was a senior scientist at Environmental De-
fense and codeveloper of the award-winning traveling exhibition, “Global
Warming: Understanding the Forecast,” developed jointly with the Ameri-
can Museum of Natural History. She was research scientist and coordina-
tor of Arctic programs for the University of Kiel and GEOMAR, Research
Center for Marine Geoscience in Germany; staff scientist for the US House
of Representatives Committee on Science Subcommittee on Environment;
and oceanographer with the US Geological Survey in Woods Hole, Mas-
sachusetts. Dr. Pfirman received her PhD from the Massachusetts Institute
of Technology/Woods Hole Oceanographic Institution Joint Program in
Oceanography and Oceanographic Engineering, Department of Marine
Geology and Geophysics, and a BA from Colgate University’s Geology
Department.
DANIEL B. PONEMAN is a principal of The Scowcroft Group, which
provides strategic advice to the group clients in the energy, aerospace,
information-technology, and manufacturing industries, and others. For 9
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APPENDIX C
years, he practiced law in Washington, DC, assisting clients in a wide
variety of regulatory and policy matters, including export controls, trade
policy, and sanctions issues. From 1993 through 1996, Dr. Poneman served
as special assistant to the president and senior director for nonproliferation
and export controls at the National Security Council (NSC), with responsi-
bilities for the development and implementation of US policy in such fields
as peaceful nuclear cooperation, missile-technology and space-launch ac-
tivities, sanctions determinations, chemical and biologic arms-control ef-
forts, and conventional-arms transfer policy. During that period, he partici-
pated in negotiations and consultations with governments in Africa, Asia,
Europe, Latin America, and the former Soviet Union. Dr. Poneman joined
the NSC staff in 1990 as director of defense policy and arms control after
service in the Department of Energy. He has served as a member of the
Commission to Assess the Organization of the Federal Government to Com-
bat the Proliferation of Weapons of Mass Destruction and other federal
advisory panels. He received AB and JD degrees from Harvard University
and an MLitt degree in politics from Oxford University. Dr. Poneman is the
author of books on nuclear-energy policy, Korea, and Argentina and is a
member of the Council of Foreign Relations.
HELEN R. QUINN started her college career at the University of Mel-
bourne, Australia. Two years into her degree, she moved to the United
States and joined the physics department of Stanford University, where she
completed both her BSc and her PhD in physics. After a postdoctoral fel-
lowship at Deutsche Elektronen-Synchrotron in Hamburg, Germany, she
briefly taught high school physics and then joined the staff and then the
faculty of Harvard University. A few years later, she returned to Stanford to
join the Stanford Linear Accelerator Center, and she has been there since
1977. Her research concentrates on theoretical particle physics with a focus
on phenomenology of the weak interactions; she is involved in outreach
activities to encourage interest in physics. Her work with Robert Peccei
resulted in what is now known as the Peccei-Quinn symmetry. Dr. Quinn
was president of the American Physical Society for 2003. She was named a
fellow of the American Academy of Arts and Sciences in 1996 and was
elected to the National Academy of Sciences in 2003. She was awarded the
Dirac Medal of the International Centre for Theoretical Physics in 2000 for
her work with Peccei and in the Georgi-Quinn-Weinberg computation of
how different types of interactions may be unified. In addition to her re-
search Dr. Quinn has maintained a steady involvement in precollege educa-
tion, working chiefly with local efforts to improve science teaching. She was
a coauthor of the Investigation and Experimentation strand of the Califor-
nia science standards.
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292 RISING ABOVE THE GATHERING STORM
PAUL ROMER is the STANCO 25 Professor of Economics in the Graduate
School of Business at Stanford University and a senior fellow of the Hoover
Institution. Dr. Romer was the lead developer of “new growth theory.”
This body of work, which grew out of his 1983 PhD dissertation, provides
a better foundation for business and government thinking about the dy-
namics of wealth creation. It addresses one of the oldest questions in eco-
nomics: What sustains economic growth in a physical world characterized
by diminishing returns and scarcity? It also sheds new light on current
economic issues. Among these, Dr. Romer is studying how government
policy affects innovation and how faster technologic change might in-
fluence asset prices. Dr. Romer was named one of America’s 25 most in-
fluential people by Time magazine in 1997. He was elected a fellow of the
American Academy of Arts and Sciences in 2000. He is also a fellow of the
Econometric Society and a research associate with the National Bureau of
Economic Research (NBER). He was a member of the National Research
Council Panel on Criteria for Federal Support of Research and Develop-
ment (1995), a member of the Executive Council of the American Econom-
ics Association, and a fellow of the Center for Advanced Study in the
Behavioral Sciences. Before coming to Stanford, Dr. Romer was a professor
of economics at the University of California, Berkeley, and the University of
Chicago. Dr. Romer holds a PhD in economics from the University of
Chicago.
SHEILA R. RONIS is president of The University Group, Inc., a manage-
ment consulting firm and think tank specializing in strategic management,
visioning, national security, and public policy. She is also an adjunct profes-
sor at the University of Detroit Mercy and at Oakland University, where
she teaches “Strategic Management and Business Policy,” “Managing the
Global Firm,” and “Issues of Globalization” in the MBA programs. She
often lectures at the Industrial College of the Armed Forces (ICAF) at the
National Defense University in Washington, DC, and participates in its
annual National Security Strategy Exercise. In June 2005, she chaired at
ICAF the Army’s Eisenhower National Security Series event “The State of
the U.S. Industrial Base: National Security Implications in a World of Glo-
balization.” Her BS is in physics and mathematics and her MA and PhD
from Ohio State University are in organizational behavior and general
social systems theory.
JAMES M. ROSSER has served as president and professor of healthcare
management at California State University, Los Angeles, since 1979 and as
professor of microbiology since 2004. He has served in many civic and
community organizations, including the Los Angeles Area Council of the
Boy Scouts of America, the Los Angeles County Alliance for College Ready
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APPENDIX C
Public Schools, the California Chamber of Commerce, Americans for the
Arts, Community Television of Southern California (KCET), Los Angeles
After-School Education and Child Care Program—LA’s BEST, the Music
Center Performing Arts Council/Education Council, and the California
Community Foundation. His professional affiliations have included the
American Association of State Colleges and Universities, the American
Council on Education, the Western Association of Schools and Colleges,
the Woodrow Wilson National Fellowship Foundation, the California
Council on Science and Technology, Edison International, the United Cali-
fornia Bank, the FEDCO, Inc. Foundation, and numerous committees and
commissions of the California State University system. He is a past chair of
the Education and Human Resources Advisory Committee of the National
Science Foundation. He was chair of the National Academy of Engineering
Forum on Diversity in the Engineering Workforce in 2000-2002.
DEBORAH M. ROUDEBUSH has been a physics teacher for 21 years. She
holds national board certification in adolescent and young adult science.
She was a 2001 Presidential Awardee for Excellence in Science Teaching.
She has been a physics-teacher resource agent through the American Asso-
ciation of Physics Teachers since 1992 and is the associate member for
Virginia to the National Academy of Sciences Teacher Advisory Council.
She has been a reader for advanced placement for computer science and
physics since 1996. She has a keen interest in physics education research
and the implications for improving physics teaching at all levels. She is an
advocate for the importance of physics and science education for all stu-
dents to enable data-driven decision-making at all levels of government.
DANIEL K. RUBENSTEIN is currently the head of the Mathematics De-
partment at Collegiate School in New York City. He has worked in second-
ary education for 13 years. His first faculty position was teaching mathe-
matics at Sidwell Friends School in Washington, DC. In addition, he spent
a semester as assistant director and mathematics teacher at School Year
Abroad Beijing. After 8 years of independent-school teaching, a Sidwell
alumnus recruited Mr. Rubenstein to help build the mathematics program
of the fledgling SEED Foundation Public Charter School in southeast Wash-
ington, DC, where he remained for 2 years. He is a nationally board-
certified mathematics teacher and an associate member of the National
Academy of Sciences Teacher Advisory Council. In 2002, he received the
Presidential Award for Excellence in Mathematics Teaching. He holds a
bachelor’s degree in mathematics from Hamilton College and a master’s
degree from St. Johns College in Santa Fe, New Mexico, and he is enrolled
in a doctoral program at Columbia University in education leadership.
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294 RISING ABOVE THE GATHERING STORM
JULIANA C. SHEI joined the General Electric Global Research Center in
1991. In 1995, she was appointed global technology manager and is respon-
sible for the management of the R&D Center’s Global Technology Acquisi-
tion Programs. In that role, she has established research collaborations with
organizations around the world. Ms. Shei was the project manager to estab-
lish a GE Research Center in Shanghai, China, in June 2000 and now leads
Japan Technology Initiative in Japan. Ms. Shei is a member of the American
Chemical Society and cochair of the Industrial Research Institute External
Technology Directors’ Network. She is a board member for the United States
Industry Coalition. She was a member of the Gore-Chernomyrdin Science &
Technology delegation in 1997 and served as an industry representative for
the President’s Council of Advisers on Science and Technology in 2002. Shei
is very active in community service. She was a founder and the president of
the Network, a professional women’s organization affiliated with the Na-
tional Association for Female Executives, served as the board chair for the
Chinese Community Center of the Capital District of New York, and is a
board member of the Japanese Cultural Association of the Capital District. A
native of Tokyo, Japan, Ms. Shei obtained her undergraduate degree from
National Cheng Kung University in Taiwan, her MS from the University of
Massachusetts, and her MBA from Rensselaer Polytechnic Institute. Before
joining General Electric, she worked at Ames Laboratory, the Research Cen-
ter at the US Steel Corporation, and the Sterling Winthrop Research Institute
(Eastman Kodak’s Pharmaceutical Division).
J. STEPHEN SIMON is a senior vice president of Exxon Mobil Corpora-
tion. Mr. Simon holds a BS degree in civil engineering from Duke University
and an MBA from Northwestern University. He joined Exxon Company,
USA in July 1967 and shortly thereafter began a 2-year assignment in the
US Army. He returned to Exxon USA in July 1969 as a business analyst in
the Baton Rouge refinery. After holding a variety of supervisory and mana-
gerial positions throughout the Baton Rouge and Baytown refineries and in
Exxon USA’s refining and controller’s departments, Mr. Simon became
executive assistant to Exxon USA’s executive vice president in Houston. In
1980, he returned to the Baton Rouge refinery as Operations Division
manager and then became refinery manager. In 1983, Mr. Simon moved to
New York, where he was executive assistant to the president of Exxon
corporation. In 1984, he moved to London, England, as supply manager in
the Petroleum Products Department of Esso Europe Inc. and then supply
and transportation manager. Mr. Simon returned to Houston in 1986 as
general manager of Exxon USA’s Supply Department. In 1988, he became
chief executive and general manager, Esso Caribbean and Central America,
in Coral Gables, Florida. Simon moved to Italy in 1992 to become execu-
tive vice president and then president of Esso Italiana. He returned to the
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APPENDIX C
United States in 1997 and was named an executive vice president of Exxon
Company, International, headquartered in Florham Park, New Jersey. In
December 1999, he was appointed president of Exxon Mobil Refining &
Supply Company and vice president of Exxon Mobil Corporation. In De-
cember 2004, he assumed his current position as senior vice president of the
Corporation. Mr. Simon has served on the local boards of many voluntary
organizations—including United Way, Boy Scouts, and the Salvation
Army—and is a member of the Governance Committee of the National
Action Council for Minorities in Engineering. He has also served on the
boards of the American Petroleum Institute and the National Association of
Manufacturers. He is a member of the board of visitors for Duke Uni-
versity’s School of Engineering and a member of the president’s council. In
addition, he is on the Kellogg Advisory Board of Northwestern University.
TIM STEARNS is an associate professor in the Department of Biological
Sciences and the Department of Genetics at Stanford University. He is also a
member of the Committee on Cancer Biology, the steering group for the
cancer-biology graduate training program, and he is chair of the Committee
on Graduate Admissions and Policy, which oversees all graduate programs in
the biosciences at Stanford. Dr. Stearns is the recipient of a Howard Hughes
Medical Institute Professor Award, which he has used to develop a program
for research-oriented undergraduates. The laboratory course for this pro-
gram, Biosci 54/55, draws sophomore-level students from diverse intellectual
backgrounds and has them use interdisciplinary approaches to solve prob-
lems in cell biology. Dr. Stearns recently cofounded the Advanced Imaging
Lab in Biophysics course, and he has taught advanced summer laboratory
courses at Cold Spring Harbor Laboratory at Woods Hole, and in Chile and
South Africa. His research involves using a combination of imaging, genetics,
biochemistry, and structural biology to understand the cytoskeleton. His
laboratory was one of the first to use green fluorescent protein to visualize
cytoskeletal dynamics and is a leader in understanding microtubule organiza-
tion and its relationship to the cell cycle.
DEBRA STEWART became the fifth president of the Council of Graduate
Schools (CGS) in July 2000. Before coming to the CGS, Dr. Stewart was
vice chancellor and dean of the Graduate School at North Carolina State
University. She also served as interim chancellor at the University of North
Carolina at Greensboro (1997) and as graduate dean and then vice provost
(1988-1998) at North Carolina State. Among its 11 international members,
CGS includes 9 major Canadian universities. Dr. Stewart received her PhD
in political science from the University of North Carolina at Chapel Hill,
her master’s degree in government from the University of Maryland, and
her BA from Marquette University. She is the author or coauthor of numer-
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ous scholarly articles on administrative theory and public policy. Her disci-
plinary research focuses on ethics and managerial decision-making. With
sustained support from the National Science Foundation, Dr. Stewart has
conducted research on political attitudes and moral reasoning among pub-
lic officials in Poland and Russia.
ORLANDO L. TAYLOR is vice provost for research, dean of the graduate
school, and professor of communications at Howard University. Before
joining the Howard faculty in 1973, Dr. Taylor was a faculty member at
Indiana University. He has also served as a visiting professor at Stanford
University. Dr. Taylor has served on the board of directors of the Council
of Graduate Schools and was board chair in 2001. He is a past president of
the Northeastern Association of Graduate Schools and the National Com-
munication Association. He is the immediate past president of the Consor-
tium of Social Science Associations and chairman of the board of the Jacob
Javits Fellowship Program in the Humanities for the US Department of
Education. He also serves as a member of the board of trustees of the
University Corporation for Atmospheric Research. Dr. Taylor has served in
many capacities at Howard University: he has served as executive assistant
to the president, interim vice president for academic affairs, dean of the
School of Communications, and chair of the Department of Communica-
tion Arts and Sciences. Dr. Taylor’s pioneering work in communication
disorders, sociolinguistics, educational linguistics, and intercultural com-
munication has led to the development of new theories and applications. In
most of his scholarly work, he has focused on the rich cultural and linguis-
tic diversity of the American people. He is the author of numerous articles,
chapters, and books. The American Speech-Language-Hearing Association
awarded him its highest award, Honors of the Association, and the Alumni
Association of the University of Michigan awarded him its Distinguished
Service Alumni Award. The University of Massachusetts, Amherst, has
awarded him the Chancellor’s Medal, and Yale University its Bouchet
Medal for Leadership in Minority Graduate Education. Dr. Taylor received
his bachelor’s degree from Hampton University, his master’s degree from
Indiana University, and his PhD degree from the University of Michigan.
NANCY VORONA is vice president of research investment at the Center
for Innovative Technology (CIT). Her responsibilities include strategy and
program development for CIT’s initiatives in nanotechnology and life sci-
ences. Before her current appointment, she was CIT’s senior industry direc-
tor for advanced materials and electronics. Ms. Vorona joined CIT in 1998.
Ms. Vorona’s professional experience in electronics includes several years
in marketing and sales management with International Rectifier Corpora-
tion, a US manufacturer of power semiconductors based in California. She
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was also responsible for international marketing and sales for Integrated
Display Technology Ltd., a Hong Kong manufacturer of consumer elec-
tronic products. In 1993, she joined the Virginia Economic Development
Partnership to establish and increase the international business of Virginia’s
information-technology and telecommunications companies. Ms. Vorona
received a BA from the University of North Carolina at Chapel Hill and a
master’s degree in international management from Thunderbird, the Ameri-
can Graduate School of International Management in Glendale, Arizona.
ISIAH M. WARNER is Boyd Professor and vice chancellor for strategic
initiatives of the Louisiana State System (LSU). He graduated cum laude from
Southern University with a BS in chemistry in 1968. After working for Battelle
Northwest in Richland, Washington, for 5 years, Dr. Warner attended gradu-
ate school in chemistry at the University of Washington, receiving his PhD in
chemistry (analytical) in June 1977. He was assistant professor of chemistry
at Texas A&M University from 1977 to 1982 and was awarded tenure and
promotion to associate professor effective September 1982. However, he
elected to join the faculty of Emory University as associate professor and was
promoted to full professor in 1986. Dr. Warner was named to an endowed
chair at Emory University in September 1987 and was the Samuel Candler
Dobbs Professor of Chemistry until he left in August 1992. During the 1988-
1989 academic year, he was on leave to the National Science Foundation as
program officer for analytical and surface chemistry. In August 1992, Dr.
Warner joined LSU as Philip W. West Professor of Analytical and Environ-
mental Chemistry. He was chair of the Chemistry Department from 1994 to
1997 and was appointed Boyd Professor of the LSU System in July 2000, and
Vice Chancellor for Strategic Initiatives in 2001. The primary research em-
phasis of Warner’s research group is the development and application of
improved methodologies (chemical, mathematical, and instrumental) for the
study of complex chemical systems. His research interests include fluores-
cence spectroscopy, guest-host interactions, studies in organized media, spec-
troscopic applications of multi-channel detectors, chromatography, environ-
mental analyses, and mathematical analyses and interpretation of chemical
data using chemometrics.
GENERAL LARRY WELCH (retired) was the 12th chief of staff of the US
Air Force. As chief, he served as the senior uniformed Air Force officer
responsible for the organization, training, and equipage of a combined
active-duty, Guard, reserve, and civilian force serving at locations in the
United States and overseas. Formerly president of the Institute for Defense
Analyses, General Welch now serves as a senior associate. In addition, he
provides expertise to a number of organizations, including the Council on
Foreign Relations, the Defense Science Board, the Joint Committee on
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Nuclear Weapons Surety, the National Missile Defense Independent Re-
view Team, the US Space Command Independent Strategic Advisory Group,
and the US Strategic Command Strategic Advisory Group. General Welch
received a BS in business administration from the University of Maryland
and an MS in international relations from George Washington University.
REAR ADMIRAL ROBERT H. WERTHEIM (retired) [NAE] is a consul-
tant on national security and related issues. During his 38 years in the
Navy, he was director of strategic systems programs, responsible for the
research, development, production, and operational support of the Navy’s
submarine-launched ballistic-missile program. After retirement from the
Navy, he served for 7 years as Lockheed Corporation senior vice president
for science and engineering; for the last 17 years, he has been a private
consultant. He is a member of advisory groups serving the US Strategic
Command, the Los Alamos and Livermore National Laboratories, and
Draper Laboratory. Other current service includes membership on the joint
Department of Defense and Department of Energy (DOE) Advisory Com-
mittee on Nuclear Weapons Surety and on the University of California
President’s Council on the National Laboratories. He is a former member
of the National Academy of Sciences Committee on International Security
and Arms Control, the DOE Laboratory Operations Board, and the De-
fense Science Board. Admiral Wertheim graduated with honors from New
Mexico Military Institute in 1942. He graduated with distinction from the
Naval Academy in 1945 and received an MS in physics from the Massachu-
setts Institute of Technology in 1954. He has been elected a member of the
National Academy of Engineering and of the scientific and engineering
societies, Sigma Xi and Tau Beta Pi, an honorary member of the American
Society of Naval Engineers; and a fellow of the American Institute of Aero-
nautics and Astronautics and the California Council on Science and Tech-
nology. Admiral Wertheim has been honored with the Navy Distinguished
Service Medal (twice), the Legion of Merit, the Gold Medal of the Ameri-
can Society of Naval Engineers, the Rear Admiral William S. Parsons Award
of the Navy League, the Chairman of the Joint Chiefs of Staff Distinguished
Public Service Medal, and the Secretary of Defense Medal for Outstanding
Public Service. He was inducted into the New Mexico Military Institute
Hall of Fame in 1987 and has been honored by the US Naval Academy with
its 2005 Distinguished Graduate Award for his lifetime of service to the
Navy and the nation.
DEAN ZOLLMAN is University Distinguished Professor, Distinguished
University Teaching Scholar, and head of the Department of Physics at
Kansas State University (KSU). He has focused his scholarly activities on
research and development in physics education since 1972. He has re-
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ceived the NSF Director’s Award for Distinguished Teacher Scholars
(2004), the Carnegie Foundation for the Advancement of Teaching Doc-
toral University Professor of the Year (1996), and American Association of
Physics Teachers’ Robert A. Millikan Medal (1995). His research concen-
trates on investigating the mental models and operations that students
develop as they learn physics and how students transfer knowledge in the
learning process. He also applies cutting-edge technology to the teaching
of physics and to providing instructional and pedagogic materials to phys-
ics teachers, particularly teachers whose background does not include a
substantial amount of physics. He has twice been a Fulbright Fellow in
Germany. In 1989, he worked at Ludwig-Maximilians University in
Munich on development of measurement techniques for digital video. In
1998, he visited the Institute for Science Education at the University in
Kiel, where he investigated student understanding of quantum physics. Dr.
Zollman is coauthor of six videodisks for physics teaching, the Physics
InfoMall database, and a textbook. He leads the Visual Quantum Me-
chanics project, which develops materials for teaching quantum physics to
three groups of students: nonscience students, science and engineering
students, and students interested in biology and medicine. His present
instructional and research projects include Modern Miracle Medical Ma-
chines, Physics Pathway, and research on student learning.
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Representative terms from entire chapter:
science teaching
