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Appendix
Biographical Sketches of
Committee Members and Staff
SUSAN R. SINGER (Chair) is the Laurence McKinley Gould profes-
sor of natural sciences in the Biology Department at Carleton College.
Her research focuses on the development and evolution of flowering in
legumes and on undergraduate learning of genomics. She has directed
Carleton’s Perlman Center for Learning and Teaching and chaired the
Biology Department. Previously, she was a National Science Foundation
(NSF) program officer in developmental mechanisms. A recipient of the
Excellence in Teaching Award from the American Society of Plant Biology
(ASPB), she is also a fellow of the American Association for the Advance-
ment of Science. She coauthors an introductory biology text and is editor
of the ASPB’s plant biology education book series. She is currently serving
on the advisory board of the Education and Human Resources Division of
the NSF, the board of the ASPB Education Foundation, and the board of the
iPlant Cyberinfrastructure Collaborative board. She has served on several
National Research Council (NRC) study committees and was a member of
the NRC’s Board on Science Education. She holds a Ph.D. in biology from
Rensselaer Polytechnic Institute.
ROBERT BEICHNER is a member of the Physics Education Research and
Development Group at North Carolina State University. He is also the
director of the university’s STEM Education Initiative, with a mission to
study and improve STEM education from “K to gray” in North Carolina
and around the world. His research addresses student learning and improv-
ing physics education. His largest current project is the creation and study
of a learning environment supporting a new way to teach: Student-Centered
257
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258 DISCIPLINE-BASED EDUCATION RESEARCH
Active Learning Environment for Undergraduate Programs—SCALE-UP—
an approach that has been adopted at more than 50 institutions. For his
education reform efforts, he was named the 2009 North Carolina profes-
sor of the year by the Council for Advancement and Support of Education
and the 2010 national undergraduate science teacher of the year by the
Society of College Science Teachers. He is the founding editor of a journal
of the American Physical Society, Physical Review Special Topics: Physics
Education Research. He holds a Ph.D. in science education from The State
University of New York, Buffalo.
STACEY LOWERY BRETZ is a professor of chemistry at Miami Uni-
versity (Ohio). Previously, she was on the faculty of the University of
Michigan–Dearborn and of Youngstown State University. Her current
research relates to the assessment of student learning, including chemistry
concept inventories, the application of cognitive science theories and quali-
tative methodologies to chemistry education research, inquiry in the labora-
tory, and children and chemistry. With support from the National Science
Foundation, she has created a series of conferences for chemistry education
research graduate students. She currently serves as chair of the board of
trustees for the American Chemical Society Division of the Chemical Educa-
tion Examinations Institute, and she is a fellow of the American Association
for the Advancement of Science. She is a recipient of the E. Phillips Knox
award for undergraduate education from Miami University and of both the
distinguished professor of teaching award and the research awards from
Youngstown State University. She holds a B.A. from Cornell University and
an M.S. from Pennsylvania State University, both in chemistry, and a Ph.D.
in chemistry education research from Cornell.
MELANIE COOPER is an alumni distinguished professor of chemistry at
Clemson University. Her research has investigated problem solving in a
wide variety of areas, including laboratories and large enrollment lectures.
Her work on methods to assess and improve students’ problem-solving
abilities and strategies has focused on interventions that promote meta-
cognitive activity. An outgrowth of this research is the development and
assessment of evidence-driven, research-based curricula. She is a fellow of
the American Association for the Advancement of Science and has received
a number of awards for excellence in teaching. She holds a B.S., an M.S.,
and a Ph.D. from the University of Manchester (England).
SEAN DECATUR is dean of the College of Arts and Sciences and a profes-
sor of chemistry at Oberlin College. Previously, he served as associate dean
of faculty for science and the Marilyn Dawson Sarles professor of life sci-
ences and professor of chemistry at Mount Holyoke College. His primary
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APPENDIX
field of research is in the area of protein structure and protein folding. His
interests also include the field of science studies, in particular the intersec-
tion of race and science in the United States. He has taught a wide range of
courses in chemistry, including introductory chemistry, physical chemistry,
and biophysical chemistry, and he has mentored more than 50 undergradu-
ate students on research projects. He has received several national awards,
including a National Science Foundation Faculty Early Career Development
(CAREER) Program grant. He received a B.A. from Swarthmore College
and a Ph.D. in biophysical chemistry from Stanford University.
JAMES FAIRWEATHER is the Mildred B. Erickson distinguished chair in
higher, adult, and lifelong education at Michigan State University, where he
also directs the Center for Higher and Adult Education. His works focuses
on faculty roles and rewards, reform in undergraduate STEM education,
the globalization of higher education policy, and the role of higher educa-
tion in economic development. His research has been funded by private
and nonprofit organizations, as well as the Dutch and Omani governments
and the National Science Foundation (NSF). Most recently, he has been
co-principal investigator of the NSF-funded Center for the Integration of
Research, Teaching and Learning. He has chaired the editorial board of the
Journal of Higher Education. He received the exemplary research career
award from a division of the American Educational Research Assocation,
and he has been a Fulbright scholar and held an Erasmus Mundus profes-
sorship from the European Union. He received a Ph.D. in higher education
from Stanford University.
MARGARET L. HILTON (Senior Program Officer) has directed and con-
tributed to a wide range of studies at the National Research Council, includ-
ing those on high school science laboratories, the role of state standards
in K-12 education, foreign language and international studies in higher
education, international labor standards, and the information technology
workforce. Prior to joining the National Research Council staff, she was a
consultant to the National Skill Standards Board and she directed studies of
workforce training, work reorganization, and international competitiveness
at the Office of Technology Assessment. She holds a B.A. in geography from
the University of Michigan, an M.A. in regional planning from the Uni-
versity of North Carolina at Chapel Hill, and an M.A. in human resource
development from George Washington University.
KENNETH HELLER is a professor of physics at the University of Minne-
sota. His research in high-energy particle physics focuses on the properties
of neutrino oscillations. He has conducted studies of quark dynamics from
strong interactions of hadrons, quark confinement from magnetic moments
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260 DISCIPLINE-BASED EDUCATION RESEARCH
of baryons and their weak decay properties, and muons from high energy
interactions. He is also actively involved in research in physics education,
and he has served as the president of the American Association of Physics
Teachers. He leads a physics education research group that is investigating
better ways to teach problem solving through the use of cooperative groups,
context-rich problems, and expert strategies. As part of this work, he is
developing techniques to assess problem solving in physics. He received
his B.A. from the University of California and a Ph.D. in physics from the
University of Washington in Seattle.
KIM KASTENS is a Doherty senior research scientist at the Lamont-
Doherty Earth Observatory and director of Columbia University’s program
in earth and environmental science journalism, both at Columbia Univer-
sity. Her early work in marine geology focused on focused on mapping
the seafloor and interpreting the tectonic and sedimentary processes that
shaped it. More recently, she shifted her focus to geoscience education,
learning science research, and instructional technology, particularly at the
Ph.D. level. Her research interests include exploration of children’s map
skills, use of maps to communicate with policy makers, and visualization
of three-dimensional structures by scientists and geoscience students. She
designed and produced Where Are We?, an educational software package
and associated curricula for elementary school children. She served on the
National Research Council’s Committee on the Review of the National
Oceanic and Atmospheric Administration’s Education Program. She holds a
B.A. in geology and geophysics from Yale University and a Ph.D. in ocean-
ography from the Scripps Institution of Oceanography at the University of
California, San Diego.
MICHAEL E. MARTINEZ was a professor in the Department of Educa-
tion at the University of California (UC) at Irvine, where he also served
as codirector of the university’s joint doctoral program in education with
California State University and as vice chair of the Department of Educa-
tion. Before joining the UC Irvine faculty, he worked at the Division of
Research at the Educational Testing Service in Princeton, New Jersey,
where he developed new forms of computer-based testing for assessment
in science, architecture, and engineering and as a program director at the
National Science Foundation. Earlier in his career, he was a high school
science teacher. His research interests were learning and cognition, intel-
ligence, and science and mathematics education. He served on several
National Research Council study committees. His honors include the presi-
dential commendation for contributions to psychology from the American
Psychological Association. He received a Ph.D. in educational psychology
from Stanford University.
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APPENDIX
DAVID MOGK is a professor of geology at Montana State University, and
he is the co-principal investigator of the university’s image and chemical
analysis laboratory. His research interests in geology include the evolution
of ancient (> 2.5 billion years old) continental crust in southwest Montana,
petrologic processes in the mid-crust, spectroscopy of mineral surfaces,
and the search for life in extreme environments (from Yellowstone hot
springs to the Lake Vostok ice core). He is actively involved in education
research and innovation. With support from the National Science Founda-
tion (NSF), he recently worked on the development of the digital library
for earth system education and the National Science Digital Library, and
he is currently working on projects related to geoscience education. He is
currently a member of NSF’s EarthScope Science and Education Advisory
Board. He is a recipient of the excellence in geophysical education award
of the American Geophysical Union. He received a B.S. in geology from
the University of Michigan and an M.S. and a Ph.D. in geology from the
University of Washington.
NATALIE R. NIELSEN (Study Director) is a senior program officer with
the National Research Council’s Board on Science Education, where she
has also worked on other studies related to K-12 STEM education. Before
joining the National Research Council, she was the director of research at
the Business-Higher Education Forum, where her work focused on college
readiness, access, and success, particularly in STEM, and a senior researcher
at SRI International, where she conducted evaluations of a wide variety
of reform efforts, including technology initiatives, after-school programs,
teacher quality, data-driven decision making, youth development programs,
and high school reform. She has also served as a staff writer for Project
2061 of the American Association for the Advancement of Science, exhibit
researcher at the National Museum of Natural History, and exhibit writer
and internal evaluator at the San Diego Natural History Museum. She holds
a B.S. in geology from the University of California at Davis, an M.S. in geo-
logical sciences from San Diego State University, and a Ph.D. in education
from George Mason University.
LAURA R. NOVICK is an associate professor in the Department of Psy-
chology and Human Development in the Peabody College of Education
and Human Development at Vanderbilt University. Her current research
explores issues at the interface of cognitive psychology and evolution edu-
cation and has influenced how tree-of-life diagrams are depicted in biology
textbooks. In connection with this work, she recently participated in an
interdisciplinary project with natural history museums to make recom-
mendations for improving their tree-of-life exhibits. She has previously
conducted research in areas such as analogical problem solving, expertise,
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262 DISCIPLINE-BASED EDUCATION RESEARCH
and diagrammatic reasoning. She currently serves on the advisory board for
an engineering and robotics education project at Georgia Institute of Tech-
nology. She is a fellow of the Association for Psychological Science and a
recipient of a Spencer fellowship from the National Academy of Education.
She holds a B.S in psychology from the University of Iowa and a Ph.D. in
cognitive psychology from Stanford University.
MARCY OSGOOD is associate professor and vice chair of education in
the Department of Biochemistry and Molecular Biology at the University of
New Mexico. She also serves as a curriculum developer and faculty member
for the university’s premedical enrichment program, a post-baccalaureate
program for educationally disadvantaged students preparing to enter medi-
cal school. One aspect of her work has been putting into practice numerous
multicontextual learning and teaching modalities for minority students. She
is a mentor to other university faculty in curriculum development/course
design in conjunction with the university’s School of Medicine teacher and
educational development. Previously, she was at the University of Michigan
in Ann Arbor, where she coordinated a personalized system of instruction
program in biochemistry and taught biology to both majors and nonmajors
in the field. She has served as the director and outreach director, respec-
tively, for two New Mexico programs, the Southwest Graduate Coalition
Bridges to the Doctorate and the New Mexico Idea Network of Biomedi-
cal Research Excellence. She received a Ph.D. in biology from Rensselaer
Polytechnic Institute.
HEIDI A. SCHWEINGRUBER (Report Co-Editor) is the deputy direc-
tor of the Board on Science Education at the National Research Council
(NRC), where she has directed or co-directed several studies on K-12 sci-
ence education, including the project that resulted in the NRC report, A
Framework for K-12 Science Education (2012). Prior to joining the NRC,
she was a senior research associate at the Institute of Education Sciences
in the U.S. Department of Education; was the director of research for the
School Mathematics Project at Rice University, an outreach program in
K-12 mathematics education; and taught in the psychology and education
departments at Rice University. She has a Ph.D. in psychology (develop-
mental) and anthropology, and a certificate in culture and cognition from
the University of Michigan.
TIMOTHY F. SLATER is a professor at the University of Wyoming where
he holds the Wyoming excellence in higher education endowed chair of sci-
ence education. As part of the university’s Center for Astronomy & Physics
Education Research (CAPER), his scholarship focuses on the cognitive pro-
cesses underlying how students engage in learning science and how teachers
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APPENDIX
learn to teach science. He works with college and university faculty mem-
bers on improving teaching practices for both nonscience majors and future
teachers. He has been an elected board member of the National Science
Teachers Association, the Society of College Science Teachers, the American
Astronomical Society, and the Astronomical Society of the Pacific. He was
also a founding member of the editorial board for the Astronomy Education
Review. He holds a B.S. in physical science and a B.S. in secondary educa-
tion from Kansas State University, an M.S. in physics and astronomy from
Clemson University, and a Ph.D. in geological sciences and geophysics from
the University of South Carolina.
KARL A. SMITH is cooperative learning professor of engineering educa-
tion at the School of Engineering Education at Purdue University. He also
has appointments as the Morse-alumni distinguished teaching professor
and a professor of civil engineering at the University of Minnesota. His
research and development interests include building rigorous research
capabilities in engineering education; the role of cooperation in learning
and design; problem formulation, modeling, and knowledge engineering;
and project and knowledge management. He is a fellow of the American
Society for Engineering Education and past chair of the society’s Educa-
tional Research and Methods Division. He has served as the principal
investigator or co-principal investigator on several National Science Foun-
dation projects, including two centers for learning and teaching and a dis-
semination project on course, curriculum, and laboratory improvement.
He holds a B.S. and an M.S. in metallurgical engineering from Michigan
Technological University and a Ph.D. in educational psychology from the
University of Minnesota.
WILLIAM B. WOOD is a distinguished professor of molecular, cellular,
and developmental biology (emeritus) at the University of Colorado, Boul-
der. Previously, he was on the faculty of the California Institute of Tech-
nology. His early research focused on the assembly of complex viruses that
infect bacteria. More recently, his research interests have included biology
education and the genetic control and molecular biology of axis formation,
pattern formation, and sex determination in development of the nematode
Caenorhabditis elegans. He is the recipient of several awards for his sci-
entific achievements, including the Bruce Alberts award for distinguished
contributions to science education from the American Society for Cell Biol-
ogy. He is a member of the National Academy of Sciences and has served
on National Research Council study committees. He received a Ph.D. in
biochemistry from Stanford University.
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