Heidi Schweingruber, Ph.D., is the director of the Board on Science Education at the National Research Council (NRC). She co-directed the study that resulted in the report A Framework for K-12 Science Education (2011) which is the first step in revising national standards for K-12 science education. She served as study director for a review of NASA’s pre-college education programs completed in 2008 and co-directed the study that produced the 2007 report Taking Science to School: Learning and Teaching Science in Grades K-8. She served as an editor on the NRC report Mathematics Learning in Early Childhood: Paths to Excellence and Equity (2009). She co- authored two award-winning books for practitioners that translate findings of NRC reports for a broader audience: Ready, Set, Science! Putting Research to Work in K-8 Science Classrooms (2008) and Surrounded by Science (2010). Prior to joining the NRC, Heidi worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education where she administered the preschool curriculum evaluation program and a grant program in mathematics education. Previously, she was the director of research for the Rice University School Mathematics Project an outreach program in K-12 mathematics education, and taught in the psychology and education departments at Rice University. Heidi holds a Ph.D. in psychology (developmental) and anthropology, and a certificate in culture and cognition from the University of Michigan.
|Kerry Brenner, Ph.D., is a senior program officer for the Board on Science Education. In addition to directing the study on Strengthening Research Experiences for Undergraduate STEM Students, she has recently coordinated a workshop on service learning in undergraduate geosciences education and collaborated with the Board on Life Sciences (BLS) in the Division on Earth and Life Studies on a Convocation on Integrating Discovery-Based Research into the Undergraduate Curriculum. In her past work with BLS, she served as the study director for the project that produced Bio2010: Transforming Undergraduate Biology Education for Future Research Biologists. As an outgrowth of that study she participated in the founding of the National Academies Summer Institutes for Undergraduate Education. Along with other projects, she has led a standing committee for the U.S. Department of Defense on Medical Technologies, multiple studies related to microbiology and biosecurity, and one on the decision making process for reopening facilities contaminated in biological attacks. She earned her bachelors' degree from Wesleyan University in Middletown, CT and her Ph.D. in Molecular Biology from Princeton University.|
|Kenne Dibner, Ph.D., is a program officer with the Board on Science Education. Prior to this position, Kenne worked as a research associate at Policy Studies Associates, Inc. (PSA), where she conducted evaluations of education policies and programs for government agencies, foundations, and school districts. Most recently, Kenne concluded an evaluation of a partnership with the Department of Education, the National Park Service and the Bureau of Indian Education to provide citizen science programming to tribal youth. Prior to working at PSA, she worked as a research consultant with the Center on Education Policy and served as a legal intern for the U.S. House of Representatives’ Committee on Education and the Workforce. |
Kenne holds a Ph.D. in Education Policy from Michigan State University, where she completed her dissertation on the role of military recruiting in public high schools. Upon receipt of a B.A. from Skidmore College in English Literature, Kenne directed a 200-person after-school program for the YMCA of Greater New York. She is currently renovating a house in Baltimore City, where she lives with her wife, Jenny, and her perfect wheaten terrier, Bluebell.
Margaret Hilton is senior program officer of the Board on Science Education (BOSE) at the National Research Council (NRC), where she is conducting a study of Assessing Intrapersonal and Interpersonal Competencies. She recently completed the study, Enhancing the Effectiveness of Team Science. Previously, she directed a consensus study that led to the report, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. This study built on and extended earlier workshops, one focused on future skill demands, another on the intersection between science education and 21st century skills, and another on assessment of 21st century skills. She also directed two large national summits--Community Colleges in the Evolving STEM Education Landscape (in December, 2011) and Assessment of Informal and Afterschool Science Learning (in June, 2012). She contributed to the BOSE report Discipline-Based Education Research, was a primary author of the report, Learning Science through Computer Games and Simulations; and directed a study of high school science laboratories. For the NRC Committee on National Statistics, she directed a study of the Occupational Information Network (O*NET), a large database of occupational information. Prior to joining the NRC staff, Margaret was a consultant to the National Skill Standards Board. Earlier, at the Congressional Office of Technology Assessment, she directed studies of workforce training, work reorganization, and international competitiveness. She earned a B.A. in geography, with high honors, from the University of Michigan, an M.A. in regional planning from the University of North Carolina at Chapel Hill, and an M.A. in education and human development from George Washington University.
|Amy Stephens, PhD, is a program officer for the Board on Science Education. Amy received her PhD in Cognitive Neuroscience from Johns Hopkins University in 2013 and continued on as a Postdoctoral Research Fellow within the Center for Talented Youth (CTY) and School of Education. She is also an Adjunct Professor for the Southern New Hampshire University Psychology department teaching online Cognitive Psychology and Statistics graduate-level courses. Amy has an extensive background in behavioral and functional neuroimaging techniques and has examined a variety of different populations spanning childhood through adulthood. Her work at CTY focused on characterizing cognitive profiles of academically talented youth in an effort to develop alternative methods of identification to capture talented students from under-resourced populations. Additionally, Amy’s research explored the effectiveness of spatial skill training on performance in math and science classes as well as overall retention rates within STEM-related fields for students entering the Engineering program at JHU. Amy lives in Severn, MD with her husband, Shane, and her almost 2 year old daughter Ellie. They love spending quality time with their adorable schnoodle Scottie, being outside, and running.|
|Matthew Lammers is a program coordinator with the Board on Science Education, the Board on Testing and Assessment, and the Teacher Advisory Council.|
|Miriam Scheiber is a program assistant for the Board on Science Education. She provides direct support to the BOSE committees.|