MONICA AGUIRRE (Presenter) is a K–5 resource teacher in the Vista Unified School District (VUSD) in San Diego, California. She has 20 years of experience working with K–4 students, instructional expertise in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), and building relationships with students through restorative practices. She has held various leadership positions, including founding faculty to design the practices of a new school, English Language Arts (ELA) and Math CCSS implementation lead and curriculum reviewer, and district leader on the VUSD Core Leadership Team for the California NGSS Early Implementation Initiative through K–12 Alliance/WestEd. She has a B.A. in political science and sociology, California Multiple Subject Teaching Credential and Administrative Services Credential, and an M.A. in education administration and supervision.
CHARLES W. (ANDY) ANDERSON (Presenter) is a professor in the Department of Teacher Education, Michigan State University. His current research focuses on the development of learning progressions leading to environmental science literacy for K–12 and college students. He has used conceptual change and sociocultural research on student learning to improve classroom science teaching and science teacher education, science curriculum, and science assessment. He is past president of the National Association for Research in Science Teaching and was co-editor of the Journal of Research in Science Teaching and associate editor of Cognition and Instruction. He served as a member of the National Assessment of Educational Progress (NAEP) Science Framework Planning Committee and the NAEP Science
Standing Committee. He received his Ph.D. in science education from the University of Texas at Austin in 1979.
PHILIP BELL (Presenter) is a professor of learning sciences and human development and holds the Shauna C. Larson chair in learning sciences at the College of Education at the University of Washington (UW). He is executive director of the UW Institute for Science & Math Education. He pursues a cognitive and cultural program of research across diverse environments centered on how people learn in ways that are personally consequential to them. He is co-principal investigator of the Research+Practice Collaboratory. His current work involves design-based research on novel learning experiences and resources that promote educational equity as well as broad-scale design-based implementation research conducted through collaborative partnerships of researchers and practitioners. He has a background in human cognition and development, science education, computer science, and electrical engineering.
ERIC BERSON (Presenter) is the director of teacher happiness at Mystery Science, a K–5 science curriculum start-up based in San Francisco. A former classroom teacher, he has researched how students develop scientific understanding and how teachers develop instructional practices in science. He was a postdoctoral fellow at Stanford University and earned a Ph.D. in elementary science cognition at the University of California, Berkeley.
BERT BOWER (Presenter) is CEO and president of Teachers’ Curriculum Institute (TCI), which trains and supports science and social studies teachers in a series of teaching strategies that allow students with diverse learning styles to experience learning. He taught social studies for 8 years at Mountain View High School in Mountain View, California, and authored several social studies textbooks for D.C. Heath and Company. He is also co-author of Bring Learning Alive! The TCI Approach for Middle and High School Social Studies and Social Studies Alive! Engaging Diverse Learners in the Elementary Classroom. He received a doctorate in social studies education from the Stanford University School of Education.
DIANE J. BRIARS (Planning Committee Member) is a mathematics education consultant and immediate past president of the National Council of Teachers of Mathematics. She began her career as a secondary mathematics teacher. She was
a senior developer/research associate on the Intensified Algebra Project funded by the National Science Foundation and was mathematics director for Pittsburgh Public Schools. She is a past-president of the National Council of Supervisors of Mathematics and has served in leadership roles in other national organizations. She holds a Ph.D. in mathematics education and M.S. and B.S. degrees in mathematics from Northwestern University and did postdoctoral study in the Psychology Department of Carnegie-Mellon University.
LIZETTE BURKS (Presenter) is the state science supervisor for the Kansas State Department of Education. Previously, she directed K–12 science programs in a large school district in Kansas. She also served as a science teacher in Texas and Kansas at the high school and middle school levels for 8 years. She serves on the boards of directors for the Kansas Association for Conservation and Environmental Education and the Kansas Association for Teachers of Science. She also serves on the communications committee of the Council of State Science Supervisors. She was recently selected as a Research+Practice Fellow by the Research+Practice Collaboratory. She earned a B.S. in biology from Texas Tech University, an M.Ed. in teaching from Emporia State University, and an Ed.D. in curriculum and instruction from the University of Kansas.
KATHRYN B. CHVAL (Presenter) is the Joanne H. Hook dean’s chair in educational renewal, dean of the College of Education, and professor of mathematics education at the University of Missouri. Prior to joining the university, she was the acting section head for the Teacher Professional Continuum Program in the National Science Foundation (NSF) Division of Elementary, Secondary and Informal Science. She worked at the University of Illinois at Chicago as the co-director on mathematics curriculum development projects and systemic change projects funded by NSF, after leaving her position as a 3rd-grade teacher. Her research focuses on effective preparation models and support structures for teachers, effective elementary mathematics teaching for English learners, and curriculum standards and policies. She earned her Ph.D. at the University of Illinois at Chicago.
JILL COWART (Presenter) is the director of mathematics and science content in the Louisiana Department of Education. As a teacher, school administrator, and now state-level leader, she has spent her career working with Louisiana students and educators. In her current role, she is working on projects, such as imple-
menting a pre-engineering pathway for high school students, partnering with local and national organizations to develop and implement quality curriculum in mathematics and science, and building out standards and curriculum-aligned remediation tools to help teachers help struggling students. She earned a B.A. in education from Southeastern Louisiana University and an M.A. in curriculum and instruction from Louisiana State University.
ELIZABETH A. (BETSY) DAVIS (Planning Committee Member) is a science educator and teacher educator at the University of Michigan. She is especially interested in beginning and experienced elementary teachers, teachers learning to engage in ambitious science teaching, and the roles of curriculum materials and teacher education in promoting teacher learning. She received the Presidential Early Career Award for Scientists and Engineers at the White House and the Jan Hawkins Early Career Award. She has published in journals, such as Science Education, Journal of Research in Science Teaching, Teaching and Teacher Education, Curriculum Inquiry, and Educational Researcher. She received her doctorate from the University of California, Berkeley.
KATHY DIRANNA (Presenter) is the statewide director of WestEd’s K–12 Alliance. She is the director of the California Next Generation Science Standards (NGSS) K–8 Early Implementation Initiative and has served as a principal investigator or project director for several National Science Foundation–funded projects. She helped shape California’s science reform efforts for the past 30 years and continues to serve on state committees for the implementation of NGSS and through the California Mathematics and Science Partnership Program. Nationally, she has served as the mentor coordinator for the National Academy of Science and Mathematics Education, co-developed professional development design, and provided technical assistance. She serves on a variety of advisory boards, has been a consultant on instructional materials and multimedia productions, and has been a featured speaker and program coordinator at state and national conferences. She is the co-author of several publications, including Assessment-Centered Teaching: A Reflective Practice and A Data Coaches Field Guide: Unleashing the Power of Collaborative Inquiry.
JAY DISKEY (Presenter) is executive director of the PreK–12 Learning Group of the Association of American Publishers (AAP). In this role, he directs the group’s advocacy, public policy development, and operations. He has worked in govern-
ment relations and education policy for nearly three decades. Prior to joining AAP, he headed Diskey & Associates, a public affairs consultancy specializing in education. He served as communications director for the U.S. House of Representatives’ Committee on Education and the Workforce and as vice president of the education practice at Hager Sharp Inc., a Washington-based public relations firm. In the early 1990s, he was special assistant to U.S. Secretary of Education Lamar Alexander. He recently served as chair of the International Publishers Association’s education committee.
DANIEL EDELSON (Planning Committee Member) is the executive director of Biological Sciences Curriculum Study (BSCS). He has experience as a curriculum and educational software developer, educational researcher, and advocate for science and social studies education. Prior to his work at BSCS, he served as vice president for education at the National Geographic Society, executive director of the National Geographic Education Foundation, and professor at Northwestern University, where he had a joint appointment in education and computer science. He is the lead author of a high school environmental science course, Investigations in Environmental Science: A Case-Based Approach to the Study of Environmental Systems, and is an author of units in two comprehensive middle school science programs. He has written extensively on the importance of geoscience, geography, and environmental science education, and has published papers on motivation, instructional design, educational technology, and teacher professional development. He received a Ph.D. in computer science from Northwestern University.
ERIN MARIE FURTAK (Presenter) is associate professor and program area chair of science education at the University of Colorado Boulder, as well as the chair of the CU Teach Secondary Science, Engineering, and Mathematics Teacher Education Program. Previously, she was a public high school science teacher. Her current research focuses on how to support secondary science teachers in improving their everyday formative assessment practices. She was principal investigator for a National Science Foundation CAREER grant to investigate how a long-term professional development program centered on a learning progression for natural selection supported high school teachers in iteratively designing, enacting, and revising formative assessments. She is involved in professional development partnerships with school districts and organizations in Colorado and across the country. She earned a bachelor’s degree in environmental, population, and organismic biology from the University of Colorado Boulder, master’s degree in education
from the University of Denver, and doctorate in curriculum and teacher education from Stanford University.
SUSAN GOMEZ-ZWIEP (Planning Committee Member) is a professor of science education at California State University, Long Beach. Her research areas include science education, language development, and teacher education. Her current research focuses on using inquiry science as a context for secondary language development and the integration of science with Common Care State Standards English Language Arts and Mathematics. She was a member of the California Curriculum Framework Committee for the Next Generation Science Standards (NGSS) and is a leader for the California NGSS Early Implementation Initiative, through K–12 Alliance/WestEd. She also serves as a regional director for the K–12 Alliance/WestEd. She received a B.A. in biology from the University of California, Berkeley, and a Ph.D. in science education from the University of Southern California.
RABIAH HARRIS (Presenter) is a science and STEM elective teacher at Kelly Miller Middle School in Washington, DC, and for 4 years, served as the science department chair. She will teach at Dunbar High School in Washington, DC, in the coming year. She has taught in public and public charter schools over the last 12 years in Washington, DC, and New Orleans, Louisiana. She has worked on projects with the Washington, DC, central office, supporting teacher professional development and realignment of science teaching in the district to the Next Generation Science Standards. She is a graduate of Howard University and the University of Pittsburgh. Currently, she is studying to receive a doctorate in STEM education focusing on equity with minority K–12 students in STEM classes.
RUSH D. HOLT (Presenter) is the chief executive officer of the American Association for the Advancement of Science (AAAS) and executive publisher of the Science family of journals. Before joining AAAS, he served for 16 years as a member of the U.S. House of Representatives, representing New Jersey’s 12th Congressional District. In Congress, he served as a senior member of the Committee on Natural Resources and the Committee on Education and the Workforce. He was assistant director of the Princeton Plasma Physics Laboratory, where he helped establish the lab’s science education program. Earlier, he served on the faculty of Swarthmore College, where he taught courses in physics and public policy. He is a graduate of Carleton College, and he holds M.A. and Ph.D. degrees in physics from New York University.
JENNIFER HORTON (Presenter) is the STEM/CTE instructional coach for K–12 teachers in Lincoln, California. To prepare for this position, she taught high school biology for 11 years and worked with the University of California, Davis, School of Education to help develop Next Generation Science Standards model-based biology lessons. Science education and its relevance have always been important to her, from her work with salmon in Alaska, to sailing for 4 years in the South Pacific, to currently working on her farm in Loomis, California.
MATTHEW KREHBIEL (Presenter) joined Achieve, Inc., in October 2015 as associate director, science. His work focuses on science instructional materials and supporting implementation of the Next Generation Science Standards. He previously served as the state science supervisor in the Kansas State Department of Education. He also coordinated the statewide effort to use the implementation of the standards to advance science education for all students. He served on the board and later as president of the Council of State Science Supervisors. He began his career as a high school science teacher in Kansas. He earned a B.A. in biology and natural sciences and secondary teacher certification in general science, biology, and physics from Bethel College. He has an M.S. in curriculum and instruction with a focus in science education from Kansas State University.
OKHEE LEE (Presenter) is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include science education, language and culture, and teacher education. She is currently leading collaborative research between New York University and Stanford University to develop instructional materials aligned with the Next Generation Science Standards (NGSS) in order to support science learning and language development of elementary students including English learners. She was a member of the NGSS writing team and served as leader for the NGSS Diversity and Equity Team. She was also a member of the steering committee for the Understanding Language Initiative at Stanford University. She received her Ph.D. in educational psychology from Michigan State University.
JOSEPH LEVINE (Presenter) is co-creator and instructor of the course Inquiry in Rain Forests, a Next Generation Science Standards-aligned, field-based, graduate-level professional development course, through the Organization for Tropical Studies. He is co-author of Biology, has led professional development workshops in the United States and globally, and has served as Outstanding Educator in
Residence for Singapore’s Ministry of Education. He is currently working with a team at the University of California, Berkeley, Museum of Paleontology to develop a framework for teaching about global change. Following a fellowship in science broadcast journalism at WGBH-TV, he produced science features for National Public Radio and served as science editor for NOVA co-productions and for the series The Secret of Life and Evolution. He earned a B.S. from Tufts University, master’s from the Boston University Marine Program, and Ph.D. from Harvard University.
MICHAEL LACH (Planning Committee Chair) is the chair of UChicago at the University of Chicago. Previously, he was appointed by U.S. Department of Education Secretary Arne Duncan to lead science and mathematics education efforts at the department. He began his career teaching high school biology and general science in New Orleans as a charter member of Teach for America. After 3 years in Louisiana, he joined the national office of Teach for America as director of program design. Returning to the science classroom in New York City Public Schools and then Chicago, he was named one of Radio Shack’s Top 100 Technology Teachers, earned National Board Certification, and was named Illinois Physics Teacher of the Year. As an administrator with the Chicago Public Schools, he led instructional improvement efforts in science and mathematics. He earned a bachelor’s degree in physics from Carleton College, master’s degrees from Columbia University and Northeastern Illinois University, and a doctorate from the University of Illinois at Chicago.
JEFF LIVINGSTON (Presenter) is president and CEO of EdSolutions, Inc. He spent more than a decade as a senior executive at McGraw-Hill Education, most recently as senior vice president of education policy and strategic alliances. He also held management responsibility for Intervention, Career and Technical Education, Supplemental Publishing, Advanced Placement, Adult Basic Education, Workforce Training, Fine Arts, and College Readiness. Before joining McGraw-Hill Education, he was an entrepreneur with specialties in instructional technology and marketing to urban school systems. As co-founder of Achieva.com, he helped to build online test prep and college prep programs for U.S. high schools. During a sabbatical focused on finding creative solutions to educational problems, he visited universities in Brazil, after-school programs in Colombia and South Africa, and other locations. He then formed EdSolutions, Inc. He holds a baccalaureate degree in government from Harvard University.
WILLIAM G. MCCALLUM (Presenter) is a university distinguished professor of mathematics at the University of Arizona. In 1989, he joined the Harvard Calculus Consortium and is the lead author of the consortium’s multivariable calculus and college algebra texts. He spent a year at the Institut des Hautes Etudes Scientifiques and a year at the Institute for Advanced Study on a Centennial Fellowship from the American Mathematical Society. In 2006, he founded the Institute for Mathematics and Education at the University of Arizona and is currently its director. He was one of the lead writers for the Common Care State Standards in mathematics. He received his Ph.D. in mathematics from Harvard University in 1984.
KATHERINE L. MCNEILL (Presenter) is an associate professor of science education at Boston College. A former middle school science teacher, her research focuses on how to support students with diverse backgrounds in engaging in science practices, with a particular focus on explanation and argumentation. Currently, she is working with colleagues at the Lawrence Hall of Science to design a digital middle school science curriculum. She has published the findings from her work in venues for educational researchers and practitioners. In 2011, she received the Early Career Research Award from the National Association for Research in Science Teaching. She has also conducted workshops at the annual meetings of the National Science Teachers Association and in school districts. She received her doctorate in science education from the University of Michigan.
KATHY MICKEY (Presenter) is managing editor/senior analyst of the Education Group at Simba Information, where she leads research on the PreK–12 and college education markets. She writes the bi-weekly newsletter Educational Marketer and works on a number of annual market forecast reports. She joined Simba in 2000 after many years as a reporter and editor at weekly and daily newspapers, where her focus was education.
VALERIE L. MILLS (Presenter) is a mathematics education consultant for Oakland Schools and past-president of the National Council of Supervisors of Mathematics. During her more than 35 years in education, she has taught high school mathematics, served as mathematics department chair, K–12 mathematics coordinator, and director of curriculum for the Ypsilanti and Ann Arbor public school districts in Michigan. In addition, she was principal investigator on five Mathematics and Science Partnership grants working with high-needs districts,
a teacher-author on the Core Plus Mathematics Project, and an advisor for the Connected Mathematics Project.
JENNIFER MUNGER (Presenter) is the principal at Hartford Elementary and K–12 curriculum director in the West Central School District in South Dakota. She has roughly 10 years of teaching experience in special education and general education classrooms. During this time, the West Central School District embarked on the path of creating its own science curriculum to meet district needs and the needs of the learners, including resources to move to a more personalized learning environment for students. She completed her undergraduate work at Dakota State University and received an M.A. in education leadership from South Dakota State University. She is currently pursuing a doctorate degree at the University of South Dakota.
MARGO MURPHY (Presenter) is a teacher at Camden Hills Regional High School (CHRHS) in Rockport, Maine. She currently teaches global science, AP environmental science, and an elective course, Sustainable Agriculture. Prior to coming to CHRHS, she taught science for 22 years at Georges Valley High School. In 2003, she became a national board-certified teacher in earth science and was recertified in 2013. She is serving as a 2017 STEM Teacher Ambassador for the National Science Teachers Association and also serves on the board of the Maine Mathematics and Science Alliance. She received a B.S. in forest management and M.Ed. in secondary science education in 1992, both from the University of Maine, Orono. She is currently working on an advanced degree in educational leadership.
BARBARA NAGLE (Presenter) is director of the Lawrence Hall of Science’s Science Education for Public Understanding Program (SEPUP). She is a former research biologist and high school chemistry teacher. She has more than 20 years of experience leading large science instructional materials development projects and conducting professional development for middle and high school science teachers. With the SEPUP staff, she has developed a comprehensive issue-oriented middle school program and two high school courses. She is currently collaborating with the American Museum of Natural History and the University of Connecticut on Moving Next Generation Science Standards into Practice: A Middle School Ecology Unit and Teacher Professional Development Model, funded by NSF. She has a Ph.D. in cell biology from the University of Pennsylvania.
TIFFANY NEILL (Planning Committee Member) serves as the executive director of curriculum and instruction and the director of science and engineering education at the Oklahoma State Department of Education. She works to support districts and educators in aligning their curriculum and instruction to the Framework for K–12 Science Education and NGSS three-dimensional standards. She is also the president of the Council of State Science Supervisors and the co-PI for the NSF project ACESSE, working with 13 states to promote equity and coherence in state science education systems. She is completing a Ph.D. in science curriculum and instruction at the University of Oklahoma.
V. DARLEEN OPFER (Presenter) is the director of RAND Education and holds the Distinguished Chair in Education Policy. Prior to this role, she was director of research and senior lecturer in research methods and school improvement at the University of Cambridge’s (England) Faculty of Education. Her research uses large-scale surveys and other methods to understand the conditions that impact outcomes for teachers and students. She currently leads the TALIS Video Study. With Brian Stecher, she launched RAND’s American Teacher Panel and American School Leader Panel in 2014. She has served as a research advisor to the Institute for Social Science in Croatia, an advisor to the National Council for Education Research and Training, India, and a consultant for the U.S. Agency for International Development. She holds a B.A. from Stetson University and Ph.D. in education policy studies from the University of Virginia.
EILEEN PARSONS (Presenter) is a professor of science education in the School of Education at the University of North Carolina at Chapel Hill. Her research investigates the cultural and racial responsiveness of practices with respect to African American students in K–12 learning environments, with a focus on middle school. Additionally, she studies cultural and racial inclusiveness for traditionally underrepresented students of color in undergraduate STEM. She has published widely and has been an associate editor for the Journal of Research in Science Teaching and a co-editor of Science Education. She serves on the board of directors for the National Association for Research in Science Teaching. She taught high school science and math; instructed methods courses; coached lateral-entry teachers; and facilitated professional development of practicing science teachers. She earned a bachelor’s degree in science teaching (chemistry) from the University of North Carolina at Chapel Hill and master’s and doctorate degrees in science education from Cornell University.
CYNTHIA PASSMORE (Planning Committee Member) is a professor specializing in science education in the School of Education at the University of California, Davis. A former high school science teacher, her areas of expertise include models and modeling in student learning, curriculum design, and teacher professional development. As part of the Sacramento Area Science Project (SASP), she has focused on investigating model-based reasoning in a range of contexts and is particularly interested in understanding how the design of learning environments interacts with students’ reasoning practices. She earned her Ph.D. in curriculum and instruction from the University of Wisconsin.
WILLIAM R. PENUEL (Presenter) is a professor of learning sciences and human development in the School of Education at the University of Colorado Boulder. His current research examines conditions needed to implement rigorous, responsive, and equitable teaching practices in STEM education. With colleagues from across the country, he is developing and testing new models for supporting implementation of innovations in science education through long-term partnerships between educators and researchers. As a co-principal investigator (PI) of the Research+Practice Collaboratory, he is developing resources to help people build and sustain research-practice partnerships. Penuel is also PI for the National Center for Research in Policy and Practice. He is one of the developers of an approach to improvement research called Design-Based Implementation Research.
BRIAN J. REISER (Planning Committee Member) is professor of learning sciences at Northwestern University. His research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. His Next Generation Storylines investigates how to help K–12 teachers work in partnership with students to design and manage the trajectory of science investigations. He served on the National Research Council committees authoring A Framework for K–12 Science Education, Developing Assessments for the Next Generation Science Standards, and Guide to Implementing the Next Generation Science Standards. He is currently collaborating with several state initiatives to design and provide professional development and curriculum materials for K–12 teachers to support them in realizing the reforms in NGSS in their classrooms. He earned his Ph.D. in cognitive science from Yale University.
ALBERTO J. RODRIGUEZ (Presenter) is the Mary Endres Chair in Elementary Education and professor of cross-cultural science education in the Department of Curriculum and Instruction at Purdue University. His research focuses on the use of sociotransformative constructivism as a theoretical framework that merges critical crosscultural education tenets with social constructivism. He is the principal investigator of the 20/20 Vision for Transdisciplinary Cross-Cultural STEM Project. His work has been published in various journals, and he has edited or co-edited four research-based books. He recently received the Innovations in Research on Diversity in Teacher Education Award from the American Educational Research Association, Division K (Teaching and Teacher Education).
LESA L. ROHRER (Presenter) serves as the director of curriculum, instruction, and assessment, and is the secondary science coordinator for Oklahoma City Public Schools. Prior to this, she served as the career and technical education (CTE) specialist and Indian Education Grant Director for the Northwest Arctic School Borough District in Alaska. Her teaching career spans grades 7–12 as a classroom teacher and adult learners as a professiuonal development provider and adjunct professor. She has authored and published instructional trade books for levels that range from grade 3 to high school. Currently, she is working with Brett Moulding and multiple states to build out a repository of lessons to support teachers in shifting their instruction as directed by the K–12 Framework. She received a bachelor’s degree in elementary education with a minor in science from the University of Central Oklahoma and a master’s degree in educational leadership from the University of Alaska Southeast.
JO ELLEN ROSEMAN (Presenter) is director of Project 2061, a long-term science education initiative of the American Association for the Advancement of Science. She is responsible for overseeing the project’s programs and activities in the areas of curriculum, instruction, assessment, and outreach. She participated in the development of Benchmarks for Science Literacy. Additionally, she directed the development of Resources for Science Literacy: Professional Development and led Project 2061’s evaluations of widely used middle and high school science textbooks. She also served as director of the Center for Curriculum Materials in Science. Prior to joining Project 2061, she was involved in scientific research and teaching at Johns Hopkins University. She has served on the board of directors for the Biological Sciences Curriculum Study. She also has taught biology and
chemistry in Massachusetts, Michigan, and Virginia. She received degrees from the University of Michigan, Michigan State University, and Johns Hopkins University.
JAMES RYAN (Presenter) is the San Francisco Unified School District STEM executive director. He has worked in a variety of capacities to improve STEM education for all students. He was a high school mathematics teacher and site administrator for 9 years. He worked as an analyst, programmer, and team lead for PowerSchool, a division of Apple Computers, and in several leadership roles at Key Curriculum Press. In his work at Key, he was vice president of professional development and marketing teams and led the creation of a new division focused on supporting the implementation of the Common Core State Standards for Mathematics (CCSS-M). Prior to his current role, he managed a CCSS-M Project at the San Francisco School Alliance.
SAM SHAW (Presenter) has served as the South Dakota science education director since 2010. His other roles include consulting on state and national grants, managing South Dakota Virtual Schools, Advanced Placement, remediation programs, standards development, and statewide professional development. He has consulted for and developed initiatives involving teacher trainings to build instructional capacity. He led South Dakota’s NGSS work as a lead state, coordinated a South Dakota workgroup to create science standards based on the Framework, and is currently staging and implementing long-term plans for professional development in science for South Dakota teachers. He is treasurer for the Council of State Science Supervisors, where he acts as board liaison for the Committee on Professional Learning and co-principal investigator on an NSF Core Research Grant titled Advancing Coherent and Equitable Systems of Science Education.
JAMES SHORT (Presenter) is the program director for leadership and teaching to advance learning at the Carnegie Corporation of New York. His work in philanthropy focuses on supporting the preparation and development of teachers and leaders as well as the development and use of high quality instructional materials and tools for the implementation of new standards. Prior to Carnegie Corporation, he was the founding director of the Gottesman Center for Science Teaching and Learning at the American Museum of Natural History in New York City. His experience in education also includes a teacher of secondary science and graduate courses in science education, director of the National Academy for Curriculum Leadership at BSCS, and district science coordinator for Denver Public
Schools. In recent years, his work has focused on developing tools and models for professional learning to help teachers translate the NGSS into classroom instruction and assessment.
PATRICK SEAN SMITH (Presenter) is president of Horizon Research, Inc. (HRI), Prior to joining HRI in 1991, he taught high school chemistry and physics. In addition, he was a member of the Education Studies Department at Berea College. He worked extensively on materials development for Project Earth Science. He also worked on the evaluation of the NSF-funded Statewide Systemic Initiative for North and South Carolina and on other projects. He is currently the principal investigator for the NSF-funded Knowledge Assets to Support the Science Instruction of Elementary Teachers project. He received a bachelor’s degree in chemistry, master’s degree in science teaching, and Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill.
LEON WALLS (Planning Committee Member) is an associate professor of elementary science education at the University of Vermont. He has 14 years of experience as an electrical engineer and 9 years as a middle school science teacher in the Milwaukee Public Schools district. His current research interests include multicultural science education, education for sustainable development, and the nature of science. His particular interest is in investigating how formalized school settings impact student comprehension in these areas relative to very young children, especially children of color. He has also authored articles and book chapters on equity and science education. He has a B.S. in electrical engineering from St. Mary’s University-Texas, an M.A. in educational policy and leadership from Marquette University, and a Ph.D. in geoenvironmental science education from Purdue University.
DOUGLAS WATKINS (Presenter) serves elementary and high school science teachers, administrators, and students in the Denver Public School District. He spent 10 years in the classroom, educating students from grades 5 to 12 in the sciences. It was through observing his father and uncle (58 years teaching science combined) and a professor at Washington State University that he learned how science education could look. He models his own educational philosophy around their approaches, and has worked with a group of researchers at the University of Colorado Boulder to create a curriculum in line with that philosophy. He received a bachelor’s degree in wildlife sciences from Washington State University.
JUDY WURTZEL (Presenter) supports the Charles and Lynn Schusterman Family Foundation’s efforts to improve K–12 education across the United States, with a focus on instructional materials, professional learning, and parent resources. Prior to joining the Schusterman Foundation, Wurtzel was a senior advisor to the Noyce Foundation supporting grant making in human capital in education and other areas. Previously, she served in the U.S. Department of Education as a deputy assistant secretary in the Office of Planning, Evaluation and Policy Development and as founding director for technical assistance and policy in the department’s Implementation Support Unit. Previously she also was a senior advisor to the deputy secretary of education. She was co-director of the Aspen Institute Program on Education and Society. She has authored or co-authored numerous reports and studies on education improvement and co-edited Teaching Talent: A Visionary Framework for Human Capital in Education. She attended Yale College and earned a law degree from New York University Law School.