with Lillian C. McDermott, Peter S. Shaffer, and the Physics Education Group at the University of Washington.
THEODORE HODAPP is the director of education and diversity for the APS and project director and PI of the Physics Teacher Education Coalition (PhysTEC) project. He served as a program director for NSF’s Division of Undergraduate Education (DUE), working with programs including teacher education, curriculum development, assessment, and digital libraries. Prior to this he was a professor of physics and chair of the Hamline University Physics Department. He is currently a research professor at Hamline. He served as chair of the Council on Undergraduate Research’s Division of Physics and Astronomy and served on its executive committee. He worked as a visiting scientist at the 3M corporate research laboratories and holds several patents in optical devices. He is a fellow of the APS and has published work in atomic, molecular, and optical physics, physics teacher education, and diversity issues.
MICHAEL P. MARDER is a professor of physics and associate dean for science and mathematics education at the University of Texas, Austin. He received his A.B., summa cum laude, from Cornell University in 1982 and his Ph.D. in physics from the University of California, Santa Barbara, in 1986. His research interests are in nonlinear dynamics, and he also serves as co-director of UTeach, a program at University of Texas, Austin, for the preparation of secondary math and science teachers. UTeach serves as a model for expanding opportunities for developing science and mathematics in K-12 and is being replicated at an increasing number of universities—currently more than 20 nationwide. Dr. Marder also directs programs to help improve undergraduate instruction at the university and to increase access of underrepresented K-12 students to careers involving science and mathematics. Among his honors are the Elizabeth Shatto Massey Award for Excellence in Teach Education and Fellowships of the APS, the Exxon Education Foundation, and the Sloan Foundation.
JOSÉ P. MESTRE is professor of physics and educational psychology and associate dean for research at the University of Illinois, Urbana-Champaign. Since earning his Ph.D. in theoretical nuclear physics in 1979, his research has focused on the learning of physics, making many pioneering contributions in areas such as the acquisition and use of knowledge by experts and novices, transfer of learning, and problem solving. He was among the first to publish scholarly articles on the use of classroom polling technologies to promote active learning in large classes and is a co-developer of Minds-On Physics, an activity-based high school physics curriculum that is heavily informed by learning research. Most recently, his research has focused on applications of methodologies common in cognitive science (e.g., eye-tracking)