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NASA's Elementary and Secondary Education Program: Review and Critique (2008)

Chapter: Appendix A: Biographical Sketches of Committee Members and Staff

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Suggested Citation:"Appendix A: Biographical Sketches of Committee Members and Staff." National Research Council. 2008. NASA's Elementary and Secondary Education Program: Review and Critique. Washington, DC: The National Academies Press. doi: 10.17226/12081.
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Suggested Citation:"Appendix A: Biographical Sketches of Committee Members and Staff." National Research Council. 2008. NASA's Elementary and Secondary Education Program: Review and Critique. Washington, DC: The National Academies Press. doi: 10.17226/12081.
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Suggested Citation:"Appendix A: Biographical Sketches of Committee Members and Staff." National Research Council. 2008. NASA's Elementary and Secondary Education Program: Review and Critique. Washington, DC: The National Academies Press. doi: 10.17226/12081.
Page 141
Suggested Citation:"Appendix A: Biographical Sketches of Committee Members and Staff." National Research Council. 2008. NASA's Elementary and Secondary Education Program: Review and Critique. Washington, DC: The National Academies Press. doi: 10.17226/12081.
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Suggested Citation:"Appendix A: Biographical Sketches of Committee Members and Staff." National Research Council. 2008. NASA's Elementary and Secondary Education Program: Review and Critique. Washington, DC: The National Academies Press. doi: 10.17226/12081.
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Suggested Citation:"Appendix A: Biographical Sketches of Committee Members and Staff." National Research Council. 2008. NASA's Elementary and Secondary Education Program: Review and Critique. Washington, DC: The National Academies Press. doi: 10.17226/12081.
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Appendix A Biographical Sketches of Committee Members and Staff Helen R. Quinn (Chair) is a professor of physics at Stanford University and also serves as education and public outreach manager at the Stanford Linear Accelerator Center. She has published widely and holds numerous honors from scientific organizations. In addition to her scholarly work in theoretical physics, she is also interested in science education and the continuing education of science teachers. She was an active contributor to the ­California state science curriculum reforms and currently serves as the president of the nonprofit Contemporary Physics Education Project. She is an elected member of the National Academy of Sciences, and she is also a member and past president of the American Physical Society. At the National Research Council, she served as a member of the Committee on Physics of the Universe, and she also served on the Federal Coordinat- ing Committee on Science, Mathematics and Technology Education. She received a Ph.D. in physics from Stanford University. Edward F. Crawley is a professor and head of the Department of Aero- nautics and Astronautics at Massachusetts Institute of Technology and a MacVicar faculty fellow. He is currently serving as a member of the NASA Technology and Commercialization Advisory Committee. His cur- rent research interests include the design of spacecraft and space systems, the development of intelligent structures with embedded actuators, sensors and processors, and the architecture of large engineering systems. He was a finalist in the NASA astronaut selection in 1980, is an active pilot, and was the 1990 and 1995 northeast regional soaring champion. He has served as chair of several professional organizations and is currently chairing 139

140 NASA’S ELEMENTARY AND SECONDARY EDUCATION PROGRAM the Soaring Society of America Structures and Materials Panel. He is an elected member of the National Academy of Engineering and a fellow of the AIAA (American Institute of Aeronautics and Astronautics). He served on the Presidential Advisory Committee on the Space Station Redesign. He received S.B. and S.M. degrees in aeronautics and astronautics and a Sc.D. in structural dynamics from the Massachusetts Institute of Technology. Michael A. Feder (Program Officer) is on the staff of the Board on Science Education. He has a background in child development and education evalu- ation. At the National Research Council, he is also serving as a program officer for the Committee on Learning Science in Informal Environments and the Committee on Understanding and Improving K-12 Engineering Education. Previously, he worked as an education program evaluator, con- tributing to such projects as a review of interventions for English-language learners and the evaluation of the Mathematics and Science Partnership Programs in New Jersey and Ohio. His research work included the effects of subsidized non-Head Start day care on the academic achievement of His- panic children and the psychological and academic adjustment of refugee children exposed to wartime trauma. He has a Ph.D. in applied develop- mental ­psychology from George Mason University. Ernest R. House is emeritus professor in the School of Education at the University of Colorado at Boulder. His primary interests are evaluation and policy analysis. Previously, he was an associate professor at the ­Center for Instructional Research and Curriculum Evaluation at the University of ­ Illinois, Urbana-Champaign. He is a recipient of the 1989 Harold E. ­ Lasswell Prize presented by Policy Sciences and of the 1990 Paul F. L ­ azarsfeld award for evaluation theory presented by the American Evalu- ation Association. He has authored numerous books and peer-reviewed articles on evaluation and policy and has served on the editorial board of several professional journals in evaluation. He has been a visiting scholar at the University of California at Los Angeles, Harvard University, and the University of New Mexico, as well as in England, Australia, Spain, Sweden, Austria, and Chile. He has served on several advisory boards and committees, including the Federal Coordinating Committee on Science, M ­ athematics and Technology Education, and led several evaluations and assessments of science, technology, engineering, and mathematics and other programs. He received a B.A. in English from Washington University, an M.S. in secondary education from Southern Illinois University, and an Ed.D. from the University of Illinois. Harriett G. Jenkins is a retired member of the federal Senior Executive Ser- vice who consults on a variety of projects. Formerly, she served as director

APPENDIX A 141 of the Office of Senate Fair Employment Practices in the U.S. Senate and as the assistant administrator for Equal Opportunity Programs at NASA, working both with agency staff and with historically black colleges and universities and other minority universities. Prior to her federal career, she served as a teacher, vice principal, principal, director of elementary educa- tion, and assistant superintendent for instruction in the Berkeley Unified School District in California. She has received numerous awards, includ- ing two President’s Meritorious Executive Awards (1980, 1992) and the President’s Distinguished Executive Award (1983), as well as several awards from NASA. She is an elected fellow of the National Academy of Public Administration. In 2000, NASA honored her by establishing in her name the “Harriett G. Jenkins Pre-doctoral Fellowship Program.” She received a B.A. in mathematics from Fisk, which also awarded her an honorary doctorate of science. She has an M.A. in education and an Ed.D. in policy, planning, and administration, both from the University of California at Berkeley, and a J.D. from Georgetown University. Brett D. Moulding is director of curriculum and instruction at the Utah State Office of Education. He provides statewide leadership for education policy and programs, including development and implementation of the Utah core curriculum, core assessment, and statewide professional devel- opment of K-12 teachers. Previously, he served as president of the Council of State Science Supervisors, and he is currently a member of the steering committee for the revision of the 2009 Science Framework for the National Assessment of Educational Progress. Prior to working at the Utah Office of Education, he was a high school chemistry teacher for 20 years, and in 1992 he received the Presidential Award for Excellence in Mathematics and Science Teaching. Mr. Moulding has an M.S. in education with emphasis on science from Weber State University. Bruce Partridge is professor of astronomy at Haverford College. His research activities involve the use of radio astronomy to answer questions about the origin and evolution of galaxies and clusters of galaxies, and his related work includes preparation for the Planck Surveyor Satellite, to be launched by the European Space Agency to study the structure of the universe. His role in national and international scientific societies has included strategic planning in physics and astronomy and reform in higher education. He has served as education officer of the American Astronomical Society, an elective post charged with advising on educational policies and practices at all levels. He currently serves on several advisory committees to departments and programs at the California Institute of Technology and the Astronomical Society of the Pacific and as a referee for a number of physics and astronomy journals. He has received many awards and is a member

142 NASA’S ELEMENTARY AND SECONDARY EDUCATION PROGRAM of the American Astronomical Society and the International Astronomical Union. He has an A.B. in physics from Princeton University and a Ph.D. in physics from Oxford University. Senta Raizen is director of the National Center for Improving Science Edu- cation at WestEd. She has been involved in science education for over four decades, starting with her position as a program officer at the National Science Foundation. She has dealt with all aspects of science education, including curriculum improvement, assessment, professional development, program evaluation, and research and policy analysis, including the dis- semination and use of research. In her current position, she has led or participated in many projects aimed at science education reform for 2000 and beyond. She has also led several major evaluation efforts, including evaluation of federally sponsored programs that provide preparation and professional development for science and math educators. She has served as advisor to several national and international student assessment pro- grams and to and federal and private agencies. She has a B.S. in chemistry from Guilford ­College and an M.A. in physical science from Bryn Mawr College. Philip J. Sakimoto is the professional specialist on outreach and diversity at Notre Dame University with the mission of making science accessible to the broadest possible audience. Previously, he spent 14 years with NASA’s education and minority access programs, most recently serving as acting director of NASA’s Space Science Education and Public Outreach Pro- gram. His contributions include participation in several committees for increasing diversity at NASA and in space science. Dr. Sakimoto was the assistant director for the Johns Hopkins Space Grant Consortium as well as a research scientist and professor at the university. He served as chair of the astronomy department at Whitman College. He has published several NASA technical reports, and has written for scientific journals on space exploration and ultraviolet astronomy. He has lectured internationally on topics in astronomy and diversity in science. Dr. Sakimoto received a B.A. in physics from Pomona College and both an M.A. and a Ph.D. in astronomy from the University of California, Los Angeles. Heidi A. Schweingruber (Study Director) is the acting director of the Board on Science Education. She codirected the National Research Council study that produced Taking Science to School: Learning and Teaching Science in Grades K-8, in 2007 and was a program officer on the study that pro- duced America’s Lab Report: Investigations in High School Science. Prior to joining the National Research Council, she was a program officer for the preschool curriculum evaluation program and for a grant program in

APPENDIX A 143 mathematics education at the Institute of Education Sciences in the U.S. Department of Education. She was also a liaison to the Department of Education’s Mathematics and Science Initiative and an adviser to the Early Reading First Program. Before moving into policy work, she was the direc- tor of research for the Rice University School Mathematics Project, an outreach program in K-12 mathematics education, and she taught in the psychology and education departments. She has a Ph.D. in developmental psychology and anthropology and a certificate in culture and cognition from the University of Michigan. Elizabeth K. Stage is director of Lawrence Hall of Science, the public science center at the University of California at Berkeley. Previously, she directed the Mathematics Professional Development Institutes under the Office of the President of the University of California. Her work has focused on increasing opportunities for all students to learn worthwhile mathematics and science. She is president-elect of the National Center for Science Educa- tion, an elected fellow of the American Association for the Advancement of Science, and a former member and chair of the California Curriculum Commission. She serves as an expert in student assessment with the Organi- sation for Economic Co-operation and Development. She has an Ed.D. in science education and an M.Ed., both from Harvard University, and an A.B. in chemistry from Smith College, which also awarded her the Smith College Medal in 1996. James S. Trefil is Clarence J. Robinson Professor of Physics at George Mason University. As both a physicist and author, his word concentrates on writing and teaching science to nonscientists. He has served as contributing editor for science for USA TODAY Weekend, as a regular contributor and science consultant for Smithsonian and Astronomy magazines, as a science commentator and member of the Science Advisory Board for National P ­ ublic Radio and for numerous Public Broadcasting Service productions, and as principal science consultant to the Adler Planetarium in Chicago. He is currently chief science consultant to the McDougal-Littell Middle School Science Project. He held visiting faculty appointments at many U.S. and European universities and laboratories, and he held several appointments as visiting scholar at the Department of Geophysical Sciences at the University of Chicago. He is a fellow of the American Physical Society and a former Guggenheim fellow. He has a B.S. in physics from the University of Illinois, both a B.A. and an M.A. from Oxford University, and both an M.S. and a Ph.D. in theoretical physics from Stanford University. Carol H. Weiss is professor of education emerita at Harvard Graduate School of Education where she teaches courses on evaluation, organi-

144 NASA’S ELEMENTARY AND SECONDARY EDUCATION PROGRAM zational decision making, and research methods. Her ongoing research deals with educational policy making, the uses of research in policy mak- ing, and the influence of ideology, interests, information, and institutional rules and structures. She has written 11 books and about 100 articles and book chapters dealing with evaluation, uses of research in policy making, cross-national comparisons of research influence, and media reporting of research. Her recent work includes Evaluation: Methods for Studying Pro- grams and Policies, What to Do Until the Random Assigner Comes, and The Interface Between Evaluation and Public Policy, which was published internationally. She has been a fellow at the Center for Advanced Study in Behavioral Sciences, a senior fellow at the U.S. Department of Education, and a guest scholar at the Brookings Institution. She has a B.A. in govern- ment from Cornell, an M.A. in government from Columbia, and a Ph.D. in sociology from Columbia University.

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The federal role in precollege science, technology, engineering, and mathematics (STEM) education is receiving increasing attention in light of the need to support public understanding of science and to develop a strong scientific and technical workforce in a competitive global economy. Federal science agencies, such as the National Aeronautics and Space Administration (NASA), are being looked to as a resource for enhancing precollege STEM education and bringing more young people to scientific and technical careers.

For NASA and other federal science agencies, concerns about workforce and public understanding of science also have an immediate local dimension. The agency faces an aerospace workforce skewed toward those close to retirement and job recruitment competition for those with science and engineering degrees. In addition, public support for the agency's missions stems in part from public understanding of the importance of the agency's contributions in science, engineering, and space exploration.
In the NASA authorization act of 2005 (P.L. 109-555 Subtitle B-Education, Sec. 614) Congress directed the agency to support a review and evaluation of its precollege education program to be carried out by the National Research Council (NRC). NASA's Elementary and Secondary Education Program: Review and Critique includes recommendations to improve the effectiveness of the program and addresses these four tasks:
1. an evaluation of the effectiveness of the overall program in meeting its defined goals and objectives;
2. an assessment of the quality and educational effectiveness of the major components of the program, including an evaluation of the adequacy of assessment metrics and data collection requirements available for determining the effectiveness of individual projects;
3. an evaluation of the funding priorities in the program, including a review of the funding level and trend for each major component of the program and an assessment of whether the resources made available are consistent with meeting identified goals and priorities; and
4. a determination of the extent and effectiveness of coordination and collaboration between NASA and other federal agencies that sponsor science, technology, and mathematics education activities.
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