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APPENDIX B
Biographical Sketches of
Committee Members and Staff
JAMES G. MARCH is the Fred H. Merrill professor of
management at Stanford University; he also holds
appointments in political science, sociology, and
education. From 1953 to 1964 he was professor at
Carnegie Institute of Technology and from 1964 to 1970
was dean of social sciences at the University of
California, Irvine. He has been a leading scholar in the
field of organization behavior and management for 30
years. March, a member of the National Academy of
Sciences, has served on the National Science Board, on
the National Council of Educational Research, and on
advisory bodies for the National Science Foundation, the
Social Science Research Council, and the National
Research Council. He holds Ph.D. and M.A. degrees in
political science from Yale University and four honorary
doctorates.
ARNOLD n. ARONS is professor of physics at the
University of Washington, where he has been on the
faculty since 1968. Previously he was on the faculty of
Amherst College and Stevens Institute of Technology. His
research has included explosion phenomena, physical
oceanography, science education, and hydrodynamics. He
has been a leader in the development of innovative
curricula and instructional methods in science. He is a
trustee of the Oceanographic Institute at Woods Hole, has
served as consultant to the Naval Ordnance Laboratory,
and has received several honorary awards for his
contributions in physics and physics education. He has a
Ph.D. degree in physical chemistry from Harvard
University and M.E. and M.S. degrees from Stevens
Institute of Technology.
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WILLIAM O. BARER, retired chairman of the board of
Bell Telephone Laboratories, Inc., serves as chairman of
Rockefeller University and the Andrew Mellon Foundation.
For 25 years, he carried overall responsibility for
research programs at Bell Labs. His persona' work has
been on solid state and polymers; his Ph.D. degree in
physical chemistry is from Princeton University. Baker
has served on numerous national commissions and advisory
bodies concerned with science, technology, and education,
including the President's Science Advisory Committee, the
National Science Board, the National Science Board, and
the National Commission on Excellence in Education.
Currently, he chairs the Diplomatic Telecommunications
Service Policy Board and the General Accounting Office
Advisory Council; he serves on the Board of Higher
Education of New Jersey and the Carneige Forum on
Education and the Economy. He is a member of the
National Academy of Sciences, the National Academy of
Engineering, and the Institute of Medicine. His
contributions to American science and technology have
been acknowledged by 25 honorary degrees and the Bush,
Priestley, Gibbs, Madison, Perkin, and the President's
National Security and National Technology awards, among
others.
JEROME S. BRUNER is George Herbert Mead university
professor of experimental psychology at the New School
for Social Research. From 1945 to 1973 he was professor
of psychology at Harvard University; from 1960 to 1972 he
was director of Harvard's Center for Cognitive Studies.
His research in psychology has included the areas of
perception, attention, learning, memory, early language
acquisition, and problem solving by children. He is the
recipient of many honorary degrees and processional
awards, including the Distinguished Scientist Award of
the American Psychological Association. Bruner has a
Ph.D. in psychology from Harvard University.
MICHAEL COLE is professor of psychology at the
University of California, San Diego, where he is also
director of the Laboratory for Comparative Human
Cognition. Previously, he was a Ford Foundation fellow,
an exchange scholar with Moscow university ana a
professor at several other universities. His research
has included the cultural context of learning, the
psychology of literacy, and child development. He has a
Ph.D. degree in psychology from Indiana University.
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ALLAN M. COLLINS is principal scientist at Bolt
Beranek and Newman, Inc., with research interests in
semantic information processing and education. He has
been active in analyzing learning processes and
developing computer-based tutoring systems for teaching
reasoning. He recently directed a project for the Office
of Naval Research to study the different kinds of
conceptual models people have of complex systems. Be has
a Ph.D. degree in psychology and an M.A. degree in
communication sciences from the University of Michigan.
MARGARET B. DAVIS is Regents professor of ecology at
the University of Minnesota, where she was head of the
Department of Ecology and Behavior from 1976 to 1981.
She was on the faculty of the University of Michigan and
a research biologist with the Great Lakes Research
Division from 1961 to 1973, and was professor of biology
at Yale University from 1973 to 1976. Her primary areas
of research are Quaternary paleoecology and forest
ecology. She is a past president of the American
Quaternary Association and a member of the National
Academy of Sciences. She has a Ph.D. degree in biology
from Harvard University.
FREDERICK ERICKSON is professor of education and
medicine and a member of the Institute for Research in
Teaching at Michigan State University, where he has been
a faculty member since 1978. His research has focused on
social and cultural factors in learning, ethnographic
studies in education, and sociolinguistic study of cross-
cultural communication. Erickson has been a consultant
to many education and cross-cultural organizations. Be
is past president of the Council for Anthropology and
Education of the American Anthropological Association and
is the editor of that society's journal Anthropology and
Education Quarterly. He has a Ph.D. degree in education
and anthropology and M.A. and B.A. degrees in music from
Northwestern University.
ROBERT GLASER is university professor of psychology
and education and codirector and founder of the Learning
Research and Development Center at the University of
Pittsburgh. HiS recent research has focused on the
cognitive psychology of learning, instructional
psychology, expert/novice problem solving in science, and
the effects of structures of knowledge on learning and
reasoning skills. He is current president of the
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National Academy of Education, past president of the
American Educational Research Association, and recipient
of honorary degrees and awards including the Edward L.
Thornedike medal of the American Psychological
Association. He has a Ph.D. degree in psychological
measurement and learning theory and an M.A. degree in
experimental psychology from Indiana University and a
B.S. degree in chemistry from City College of New York.
ANDREW GLEASON is Hollis professor of mathematics and
natural philosophy at Harvard University, where he has
been on the faculty since 1950. His areas of research
are topological groups and Banach algebras. Be is a
member of the National Academy of Sciences, has received
the Cleveland Prize, and is a past president of the
American Mathematical Society. He has an A.M. degree in
mathematics from Harvard University and a B.S. degree in
mathematics from Yale University.
MICHAEL A. GUILLEN teaches mathematics and physics in
the Core Curriculum Program at the Harvard University
Science Center. His primary research specialities are
kinetic theory, general and special relativity, and
differential equations. His current research activities
are chiefly in theoretical astrophysics. He has been
active in communicating science to the public through
newspaper and magazine articles, television programs, and
as contributing editor of Science News and science
consultant to Metro-Goldwyn-Mayer/United Artists. His
most recent book is Bridges to Infinity: The Human Side
of Mathematics. He has M.S. and Phi. degrees in physics,
mathematics, and astronomy from Cornell University.
JILL H. LARKIN is associate professor of psychology
and director of the Center for Design of Educational
Computing at Carnegie-Mellon University, where she has
been on the faculty since 1978. Her research has focused
on cognition and problem solving, knowledge acquisition
in science, and the application of cognitive science to
education computing. She has developed computer
simulations to teach problem solving in the physical
sciences. Larkin has a Ph.D. degree in science and
mathematics education and an M.A. degree in physics from
the University of California, Berkeley, and a B.A. in
mathematics from Harvard University.
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ROBERT G. LOEWY is professor of mechanical and
aerospace science at Rensselaer Polytechnic Institute.
His areas of research are structural dynamics and
aeroelasticity, unsteady aerodynamics, magnetohydro-
dynamics, servomechanisms, and systems stability. Be is
a member of the National Academy of Engineering. Loewy
has been a member of advisory groups to branches of the
Department of Defense, a consultant to government
agencies and private industry, and a member of the
President's Science Advisory Board. Be has a Ph.D.
degree in engineering mechanics from the University of
Pennsylvania, an M.S. degree from the Massachusetts
Institute of Technology, and a B.A.E. degree from
Rensselaer Polytechnic Institute.
CORA B. MARRETT is professor of sociology and
Afro-American studies at the University of Wisconsin,
Madison, where she has been a member of the faculty since
1974. She taught earlier at the University of North
Carolina at Chapel Hill and at Western Michigan
University. Her research, conducted through the
Wisconsin Center for Education Research, focuses on
minority and female students in precollege mathematics
and science. She serves as a member of the steering
committee of Science World, a project sponsored by the
Wisconsin Department of Public Instruction, and as a
board member for the Argonne National Laboratory. She has
Ph.D. and M.A. degrees from the University of Wisconsin
in sociology.
SAMUEL MESSICK is vice president and distinguished
research scientist at the Educational Testing Service,
Inc., and adjunct professor of psychology at the City
University of New York Graduate Center. Bis research has
been concerned with psychometrics, test validity, prob-
lems in human assessment, and cognition and personality.
He has frequently been an adviser to federal agencies and
an invited fellow and teacher at universities. Be has
Ph.D. and M.A. degrees in psychology from Princeton
University.
PAUL E. PETERSON is program director of governmental
studies at the Brookings Institution. From 1967 to 1983
he was professor of political science and education and
also chairman of the committee on public policy studies
at the University of Chicago. His research involves
urban politics and policies, especially as they relate to
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race and education. Peterson has Ph.D. and M.A. degrees
in political science from the University of Chicago.
MARE TAAGEPERA is a lecturer in chemistry at the
University of California, Irvine, where she has been on
the faculty since 1975. She has been active in research
in organic chemistry and has received several awards for
outstanding teaching and leadership in science education.
Taegepera is cofounder of a summer science institute for
the retraining of elementary and secondary school class-
room teachers. She has a Ph.D. degree in physical
organic chemistry from the University of Pennsylvania.
DAVID E. WILEY is dean and professor in the School of
Education at Northwestern University, a position he has
held since 1979. From 1965 to 1979, he was a faculty
member in the Departments of Education and Behavioral
Sciences at the University of Chicago. During that
period, he was also resident adviser to the Venezuelan
Ministry of Education and a fellow at the Center for
Advanced Study in the Behavioral Sciences. Wiley' S
research interests include educational policy,
teaching-learning processes, evaluation, psychometrics,
statistics, and survey research. He holds a Ph.D. degree
in educational psychology from the University of
Wisconsin, an M.S. degree in statistics from the same
institution, and an A.B. degree in mathematics from San
Diego State University.
SENTA A. RAIZEN is study director for the Committee on
Research in Mathematics, Science, and Technology
Education and also study director for the Committee on
Indicators of Precollege Science and Mathematics
Education. Previously, she served as study director for
committees concerned with the evaluation of educational
programs and the assessment of scientific research. From
1914 to 1978, she was associate director of the National
Institute of Education, in charge of programs to
disseminate and apply research results to education;
before that she was a senior researcher at the Rand
Corporation and, for 10 years, a program official in
science education at the National Science Foundation.
She is a fellow of the American Association for the
Advancement of Science. She received a B.S. degree in
chemistry from Guilford College and an M.A. degree in
physical chemistry from Bryn Mawr College.
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ROLF K. BLANK has served as research associate to the
committee for six months. Previously, he was education
study director at the COSMOS Corporation and at James
Lowry and Associates, where he conducted a national study
of magnet schools. He received a B.A. degree in history
from Luther College, an M.A. degree in educational policy
studies from the University of Wisconsin, and a Ph.D.
degree in sociology from Florida State University.
Representative terms from entire chapter:
honorary degrees
