GEORGE R. BOGGS (Chair) is president and chief executive officer emeritus of the American Association of Community Colleges where he served for 10 years, and is superintendent and president emeritus of Palomar College, where he served for 15 years. He previously served as faculty member, division chair, and associate dean of instruction at Butte College in California. He is currently a member of the Board on Science Education and was one of the original members of the former Committee on Undergraduate Science Education. He has served on several National Science Foundation panels and committees. He holds a bachelorâ€™s degree in chemistry from Ohio State University, a masterâ€™s degree in chemistry from the University of California at Santa Barbara, and a Ph.D. in educational administration from the University of Texas at Austin.
THOMAS R. BAILEY is the George and Abby Oâ€™Neill professor of economics and education in the Department of International and Transcultural Studies at Teachers College, Columbia University. In 1996, with support from the Alfred P. Sloan Foundation, he established the Community College Research Center at Teachers College, which conducts a large portfolio of qualitative and quantitative research based on fieldwork at community colleges and analysis of national-and state-level datasets. In July 2006, he became the director of the National Center for Postsecondary Research), funded by a grant from the Institute of Education Sciences of the U.S. Department of Education. Since 1992, he has also been the direc
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Appendix E Brief Biographies of Committee Members and Staff COMMITTEE GEORGE R. BOGGS (Chair) is president and chief executive officer emeritus of the American Association of Community Colleges where he served for 10 years, and is superintendent and president emeritus of Palomar College, where he served for 15 years. He previously served as faculty member, division chair, and associate dean of instruction at Butte College in California. He is currently a member of the Board on Science Education and was one of the original members of the former Committee on Undergraduate Science Education. He has served on several National Science Foundation panels and committees. He holds a bachelor’s degree in chemistry from Ohio State University, a master’s degree in chemistry from the University of California at Santa Barbara, and a Ph.D. in educa- tional administration from the University of Texas at Austin. THOMAS R. BAILEY is the George and Abby O’Neill professor of eco- nomics and education in the Department of International and Transcul - tural Studies at Teachers College, Columbia University. In 1996, with support from the Alfred P. Sloan Foundation, he established the Commu - nity College Research Center at Teachers College, which conducts a large portfolio of qualitative and quantitative research based on fieldwork at community colleges and analysis of national- and state-level datasets. In July 2006, he became the director of the National Center for Postsecondary Research), funded by a grant from the Institute of Education Sciences of the U.S. Department of Education. Since 1992, he has also been the direc - 135
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136 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE tor of the Institute on Education and the Economy at Teachers College. His most recent book, co-edited with Vanessa Morest, is Defending the Community College Equity Agenda (Johns Hopkins University Press, 2006). He is an economist, with specialties in education, labor economics, and econometrics, and holds a Ph.D. in labor economics from MIT. LINNEA FLETCHER is chair of the Department of Biotechnology at Austin Community College (ACC) and continues to work on several federal and state grants. After several years working in laboratories, she began a career in education at ACC in 1991. She served as chair of the Department of Biology and then assistant dean of mathematics, science and technology. In 1997, she became interested in bringing biotechnology training to ACC. As part of this goal, she joined the Advanced Technologi- cal Education Center of Excellence for Biotechnology and Life Sciences Grant (Bio-Link). After serving several years as chair of the Department of Biotechnology and working on a variety of National Science Founda- tion (NSF) educational grants, she accepted a rotator position at NSF as a program director in the Division of Undergraduate Education. After two years at NSF, she returned to ACC. She obtained her bachelor’s and master’s degrees in biology, chemistry, and biochemistry at the University of California at Irvine and her Ph.D. in microbiology at the University of Texas at Austin. BRIDGET TERRY LONG is the Xander Professor of Education and Eco- nomics at Harvard University, Graduate School of Education. She is a faculty research associate of the National Bureau of Economic Research and research affiliate of the National Center for Postsecondary Research. In July 2005, the Chronicle of Higher Education featured her as one of the “New Voices” in higher education; and in 2008, the National Association of Student Financial Aid Administrators awarded her the Robert P. Huff Golden Quill Award for excellence in research and published works on student financial assistance. An economist specializing in education, she studies the transition from high school to higher education and beyond. Her work focuses on college access and choice, factors that influence student outcomes, and the behavior of postsecondary institutions. She received an A.B. from Princeton University and M.A. and Ph.D. from the Harvard University Department of Economics. JUDY C. MINER is president of Foothill College in Los Altos Hills, Cali- fornia. She has worked as a higher education administrator since 1977 and in the California Community Colleges since 1979 where she has held administrative positions in student services and instruction at City Col- lege of San Francisco, the California Community Colleges Chancellor’s
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137 APPENDIX E Office and De Anza College. She serves on the Commission on Inclusion of the American Council of Education, the Board of Directors for the Council of Higher Education Accreditation, and the STEM Higher Edu- cation Working Group under the auspices of the President’s Council of Advisors on Science and Technology. She earned her B.A. in history and French and M.A. in history from Lone Mountain College in San Francisco and her Ed.D. in organization and leadership (with a concentration in education law) from the University of San Francisco. KARL S. PISTER, chair of the governing board of the California Council on Science and Technology, is former vice president—educational out- reach, of the University of California, and chancellor emeritus of the University of California, Santa Cruz. Prior to retirement, he completed five decades of service to higher education, beginning his career as assis - tant professor in the Department of Civil Engineering at University of California, Berkeley. He served as chairman of the Division of Structural Engineering and Structural Mechanics before his appointment as dean of the College of Engineering in 1980, a position he held for 10 years. From 1985 to 1990, he was the first holder of the Roy W. Carlson chair in engineering. From 1991 to 1996, he served as chancellor, University of California, Santa Cruz. He is a member of the National Academy of Engi- neering and a fellow of the American Academy of Arts and Sciences. He is also a fellow of the American Academy of Mechanics, American Society of Mechanical Engineers, and American Association for the Advancement of Science, and an honorary fellow of the California Academy of Sciences. He is a member of the Board of Directors of the Monterey Bay Aquarium Research Institute, Center for the Future of Teaching and Learning, and Board of Trustees of the American University of Armenia. He also served as founding chairman of the Board on Engineering Education of the National Research Council. He has a Ph.D. in theoretical and applied mechanics from the University of Illinois at Urbana–Champaign. NATIONAL RESEARCH COUNCIL STAFF JAY B. LABOV (PI) is senior advisor for education and communica- tion, National Academy of Sciences and the National Research Council (NRC), and serves as the principal investigator (PI) for this project. He has worked for the Academies for 15 years. He also serves as program director for Biology Education with the NRC’s Board on Life Sciences and the director of the National Academies Teacher Advisory Council. In this role, he is responsible for coordinating all aspects of the work for this project with the co-PIs and with program, administrative, and financial management staff at the National Academies. He also works with the
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138 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE Board on Life Sciences and the Teacher Advisory Council to obtain their input and serves as the National Academies’ representative and liaison with staff in the Division of Undergraduate Education and the Advanced Technological Education program of the National Science Foundation. He earned his B.S. in biology from the University of Miami, and M.S. in zool- ogy and Ph.D. in biological sciences from the University of Rhode Island. CATHERINE DIDION (co-PI) is senior program officer, National Acad- emy of Engineering (NAE). Her portfolio includes the Diversity of the Engineering Workforce Program with a charge to provide staff leadership to the NAE’s efforts to enhance the diversity of the engineering workforce at all levels including the diversity of those being prepared to enter the future workforce. She is the project director of a $2 million National Sci- ence Foundation (NSF) grant to increase the number of women receiving baccalaureate degrees in engineering and helped organize a workshop in 2010 for NSF on the underrepresentation of minority males in STEM. As a co-PI on the project, Didion links the work of the NAE on two-year and four-year engineering articulation agreements that should facilitate greater participation of community college students in engineering educa- tion. She also engages the relevant engineering societies and associations that are working with two-year institutions. She received an A.B. in inter- national relations from Mount Holyoke College and a graduate certificate of achievement in e-commerce from the University of Virginia. PETER H. HENDERSON (co-PI) is director of the NRC’s Board on Higher Education and Workforce (BHEW). His areas of specialization include higher education policy, labor markets for scientists and engineers, and federal science and technology research funding. He currently directs BHEW’s Study on Research Universities and the Committee on Science, Engineering, and Public Policy’s study on underrepresented groups and the expansion of the science and engineering workforce pipeline, both of which follow from the National Academies’ Rising Above the Gathering Storm. He has previously contributed as study director or staff to a variety of NRC education and workforce studies germane to this project, includ- ing Science Professionals: Master’s Education for a Competitive World (2009); Enhancing the Community College Pathway to Engineering Careers (2005); and Building a Workforce for the Information Economy (2001). He received his B.A. from Johns Hopkins University, master’s in public policy from Harvard University’s John F. Kennedy School of Government, and Ph.D. in history from Johns Hopkins University. MARGARET L. HILTON, is a senior program officer with the Board on Science Education and has led a series of National Research Council activ-
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139 APPENDIX E ities exploring emerging workforce skill demands and K-12 and higher education to meet those demands. She has convened a planning meeting on career-technical education and workshops on future skill demands, promising practices in undergraduate science, technology, engineering, and mathematics, and the intersection of science education and 21st cen- tury skills. She has directed studies of high school science laboratories, the Occupational Information Network (O*NET) database and the use of simulations and games for science learning. She is currently directing a study on Defining Deeper Learning and 21st Century Skills. She has a B.A. in geography from the University of Michigan, a master of regional planning from the University of North Carolina at Chapel Hill, and mas- ter of arts in education and human development from George Washington University. MARY ANN KASPER is a senior program assistant in the Division of Behavioral and Social Sciences and Education at the National Research Council. She has assisted on many projects and their reports, among them: America’s Lab Report: Investigations in High School Science, International Edu- cation and Foreign Languages: Keys to Securing America’s Future, Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity, and Student Mobility: Exploring the Impacts of Frequent Moves on Achievement . She is presently assisting with other projects, including a study on adolescent and adult literacy, and a report on the use of social science evidence for public policy. MARTIN STORKSDIECK (co-PI) serves as director of the Board on Sci- ence Education (BOSE) where he oversees studies that address a wide range of issues with connections to this project (e.g., climate change edu - cation, developing a conceptual framework for new science education standards, and discipline-based education research in higher education). As a co-PI, he will link the work of the ad-hoc committee to relevant work being undertaken by BOSE, especially the development of a proposed study on Barriers and Opportunities in Completing Two- and Four-Year STEM Degrees. He holds an M.S. in biology from Albert-Ludwigs Univer- sity in Freiburg, Germany, an M.P.A. from Harvard University’s Kennedy School of Government, and a Ph.D. in education from Leuphana Univer- sity in Lüneburg, Germany. CYNTHIA WEI was a National Academies Christine Mirzayan Science & Technology Policy Fellow working with Dr. Labov at the time of the sum- mit. She recently completed a AAAS Science & Technology Policy Fellow- ship at the National Science Foundation in the Division of Undergraduate Education, where she worked on a wide range of issues in science, tech-
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140 COMMUNITY COLLEGES IN THE EVOLVING STEM EDUCATION LANDSCAPE nology, engineering, and mathematics education with a primary focus on biology education and climate change education. She has diverse teaching experiences as a K-6 general science teacher, high school biology teacher, and college-level biology instructor. She received a dual-degree PhD in zoology and ecology, evolutionary biology, and behavior from Michigan State University, and a B.A. in neurobiology and behavior from Cornell University. She also was a postdoctoral research associate at the University of Nebraska, Lincoln’s Avian Cognition Laboratory.