Adam Gamoran (Chair), William T. Grant Foundation, New York, New York
Melanie Cooper, Department of Chemistry, Michigan State University
Rodolfo Dirzo, Department of Biology, Stanford University
Joseph Francisco, Department of Chemistry, University of Nebraska
Matthew Krehbiel, Achieve, Inc.
Michael Lach, Urban Education Institute, University of Chicago
Lynn Liben, Department of Psychology, The Pennsylvania State University
Cathy Manduca, Science Education Resource Center, Carleton College
John Mather, NASA Goddard Space Flight Center
Brian Reiser¸ School of Education and Social Policy, Northwestern University
Marshall “Mike” Smith, Carnegie Foundation for the Advancement of Teaching
Roberta Tanner, Retired Physics Teacher, Thompson School District, Loveland, Colorado
Suzanne Wilson, Department of Teacher Education, Michigan State University
Yu Xie, Department of Sociology, Princeton University
Adam Gamoran was named president of the William T. Grant Foundation in 2013. He came to the Foundation from the University of Wisconsin-Madison, where he held the John D. MacArthur Chair in Sociology and Educational Policy Studies. His research career, which he developed over the course of three decades, focused on understanding educational inequality by attending to such challenging issues as academic tracking, racial segregation, school organization, and curriculum reform. His work has been recognized and published nationally and internationally, for example serving as lead author of Transforming Teaching in Math and Science: How Schools and Districts Can Support Change (Teachers College Press, 2003) and as co-editor of Stratification in Higher Education: A Comparative Study (Stanford University Press, 2007). He is an elected member of the National Academy of Education and the American Academy of Arts and Sciences, and was twice appointed by President Barack Obama to the National Board for Education Sciences. Now in his second period of service to BOSE, he was appointed as chair in 2014. Previously, he chaired the Independent Advisory Panel of the National Assessment of Career and Technical Education for the U.S. Department of Education. In his new role as president of the William T. Grant Foundation, he has prioritized supporting research to deepen our understanding of the programs, policies, and practices that reduce inequality in youth outcomes, and to understand and improve the use of research evidence in decisions that affect youth.
Melanie Cooper is Lappan-Phillips professor of science education and professor of chemistry at Michigan State University. Her initial appointment at Clemson University was one of the first tenure track appointments in chemistry education in a chemistry department. Her research has focused on improving teaching and learning in large enrollment introductory chemistry courses, including general and organic chemistry. She has worked on how students learn to construct and use representations, problem solving, conceptual understanding, and development of practices such as argumentation and metacognition. An outgrowth of this research is the development and assessment of evidence-driven, research-based curricula. She was a member of the National Research Council’s Committee on Status, Contributions, and Future Directions of Discipline Based Education Research. She is a fellow of the American Association for the Advancement of Science and has received a number of awards for excellence in teaching. She holds a B.S., an M.S., and a Ph.D. from the University of Manchester (England).
Rodolfo Dirzo is a professor of biology at Stanford University. Dr. Dirzo is one of the world's leading tropical forest ecologists and conservation biologists. He has performed seminal work on the evolution of plant-animal interactions. He carried out classical experimental studies on the ecosystem significance of biodiversity loss, fragmentation, and deforestation. He is a foreign associate of the National Academy of Sciences; a member of the American Academy of Sciences and of the California Academy of Sciences. His currently is on the boards of the Cary Institute for Ecosystem Studies (New York, USA), the Fondo Mexicano para la Conservación de la Naturaleza (Mexico City), and Paso Pacifico (Ventura, California). Dr. Dirzo was awarded the Presidential Medal in Ecology in Mexico; the Pew Scholar in Conservation from The Pew Charitable Trust; and the Outstanding Service Award: Teaching, Organization for Tropical Studies. He also served on the NRC Committee on a Conceptual Framework for New Science Education Standards and the NRC's U.S. National Committee on DIVERSITAS. He earned his M.Sc. and his Ph.D. from the University of Wales, Aberystwyth.
Joseph S. Francisco was president of the American Chemical Society from 2009-2010. He currently serves as the Dean of College of Arts and Sciences, Elmer H. and Ruby M.Cordes Chair in chemistry at University of Nebraska in Lincoln. He was president of the National Organization for the Professional Advancement of Black Chemists and Chemical Engineers from 2006–2008. He is also a fellow of the American Physical Society (1998), the American Association for the Advancement of Science (2001), American Chemical Society (2012), and a Guggenheim Fellow (1993). He was awarded an Alexander von Humboldt U.S. Senior Scientist Award, appointed a Senior Visiting Fellow at the Institute of Advanced Studies at the University of Bologna, Italy; Professeur Invité at the Université de Paris-Est, France; a Visiting Professor at Uppsala Universitet, Sweden; and an Honorary International Chair Professor, National Taipei University of Technology, Taiwan. He served as President of the American Chemical Society in 2010. He was elected as the Fellow of the American Academy of Arts and Sciences, 2010 and was elected member of the U.S. National Academy of Sciences in 2013. He also received the Honorary Doctor of Science Degree, Tuskegee University., 2010. President Barack Obama appointed Joseph S. Francisco, PhD, to serve on the President's Committee on the National Medal of Science for the period 2010–2012, 2012–2014. He received his bachelors from the University of Texas at Austin in 1977 and his PhD from the Massachusetts Institute of Technology in 1983.
Matthew Krehbiel is the science program consultant for the Kansas State Department of Education. Before taking the position at the Kansas State Department of Education, Mr. Krehbiel spent ten years teaching high school science in Kansas. In 2010, he received the Award for Excellence in Conservation and Environmental Education from the Kansas Association for Environmental Education. As the Kansas State Department of Education science supervisor, Mr. Krehbiel led Kansas’ participation as a lead state in developing the Next Generation Science Standards and was the lead author of Appendix K: Model Course Mapping in Middle School and High School. He now coordinates the state-wide effort to use the implementation of these standards as an opportunity to advance science education for all students. Mr. Krehbiel serves on the board of directors for Kansas State Science and Engineering Fair, the Kansas Association for Conservation and Environmental Education and the Kansas Association for Teachers of Science (KATS) and is the President of the Council of State Science Supervisors. In 2013, Mr. Krehbiel was awarded the KATS Outstanding Contributions to Science Education Award: For Outstanding Commitment and Service to Science Education in Kansas and in 2015 he was selected by Bethel College for their Young Alumnus Award for his efforts to support science education in Kansas. Mr. Krehbiel earned his B.A. in biology and natural sciences and his secondary teacher certification in general science, biology, and physics from Bethel College. He received his M.S. in curriculum and instruction from Kansas State University.
Michael Lach is currently the director of STEM Education and Strategic Initiatives at the Center for Elementary Mathematics and Science Education and the Urban Education Institute of the University of Chicago. Previously, he was appointed by Secretary Arne Duncan to lead science and mathematics education efforts at the U. S. Department of Education. Dr. Lach began his professional career teaching high school biology and general science at Alceé Fortier Senior High School in New Orleans in 1990 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, developing a portfolio based alternative-certification system that was adopted by several states. Returning to the science classroom in 1994 in New York City Public Schools, and then back to Chicago in 1995, 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. He has served as an Albert Einstein Distinguished Educator Fellow, advising Congressman Vernon Ehlers (R-MI) on science, technology and education issues. He was lead curriculum developer for the Investigations in Environmental Science curriculum developed at the Center for Learning Technologies in Urban Schools at Northwestern University and published by It’s About Time, Inc. As an administrator with the Chicago Public Schools, he led the district’s instructional improvement efforts in science and mathematics in a variety of roles between 2003 and 2009, ultimately becoming Chief Officer of Teaching and Learning overseeing curriculum and instruction in 600+ schools. 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.
Lynn Liben is distinguished professor of Psychology at The Pennsylvania State University where she also holds faculty appointments in College of Health & Human Development and in the College of Education. Her research focuses on spatial cognition, its development, and on how individual differences in spatial cognition are relevant for science education. Illustrative is research examining children's and adults' success in identifying locations and directions on maps, and adults' success in mapping geological data. She has used her research to help design educational programs for television, museums, and classrooms. A second focus is on gender development, gender stereotypes, and how these influence educational and occupational goals. At the intersection of her interests in spatial and gender development are current projects examining the impact of spatial-skills training on middle-school students’ STEM achievement and interests, and the reasons that boys consistently achieve greater success than girls on the National Geographic Bee. Dr. Liben is currently president-elect of the Society for Research in Child Development, former president of the Piaget Society and of the Developmental Psychology Division of APA, and past editor of Child Development and of the Journal of Experimental Child Psychology. She is a fellow of the American Psychological Association, the Eastern Psychological Association, the Association for Psychological Science, and the American Educational Research Association. Her research has been funded by NSF, NICHD, NIE, and the National Geographic Society. Dr. Liben earned her B.A. at Cornell University and her Ph.D. at the University of Michigan, both in psychology.
Cathy Manduca is director of the Science Education Resource Center at Carleton College where she is involved in a variety of projects that support improvements in undergraduate education and geoscience education. Her work includes organizing workshops and other activities for faculty and educators of all types, developing web resources that link teaching resources, pedagogy and discussion, and researching learning by geoscientists, faculty and students. Topics of focus include bringing research results on teaching and learning into broader use in the geosciences, understanding geoscience expertise, and building strong geoscience departments. She is the executive director of the National Association of Geoscience Teachers (NAGT) and serves on the AGU Outreach Committee, the Education Committee of the American Institute of Physics, the National Numeracy Network Board of Directors, and the advisory board for Gifted and Talented Education programs in my local school district. She is also the executive director of the National Association of Geoscience Teachers.
John C. Mather (NAS) is a senior astrophysicist at the U.S. space agency's (NASA) Goddard Space Flight Center in Maryland and adjunct professor of physics at the University of Maryland, College Park. Dr. Mather won the Nobel Prize in Physics for his work on the Cosmic Background Explorer Satellite (COBE) with George Smoot. COBE was the first experiment to precisely measure the black body form and anisotropy of the cosmic microwave background radiation, helping to cement the Big Bang theory of the universe. In 2007, Dr. Mather was listed among Time magazine's 100 Most Influential People in The World. Dr. Mather is also the senior project scientist for the James Webb Space Telescope, a space telescope to be launched to the Sun-Earth Lagrange point L2 in 2014. He was a member of the NRC Board on Physics and Astronomy; he served on the Committee on Physics of the Universe. He earned his B.A. in Physics from Swarthmore College and his Ph.D. in Physics from the University of California, Berkeley. He is also a member of the National Academy of Sciences.
Brian J. Reiser is professor of learning sciences in the School of Education and Social Policy at Northwestern University. Dr. Reiser’s research examines how to make scientific practices such as argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. This design research investigates the cognitive and social interaction elements of learning environments supporting scientific practices, and design principles for technology-infused curricula that embed science learning in investigations of contextualized data-rich problems. Dr. Reiser leads the Scientific Practices project to develop an empirically-based learning progression for scientific practices that species how learners can engage in constructing, applying, and refining scientific knowledge with increasing sophistication from elementary to middle school. Dr. Reiser is also on the leadership team for IQWST (Investigating and Questioning our World through Science and Technology), a collaboration with the University of Michigan developing a middle school project-based science curriculum, and led the BGuILE (Biology Guided Inquiry Learning Environments), developing software tools for supporting students in analyzing biological data and constructing explanations. Professor Reiser was a founding member of the first graduate program in learning sciences, created at Northwestern, and chaired the program from 1993, shortly after its inception, until 2001. He was co-principal investigator in the NSF Center for Curriculum Materials in Science, exploring the design and enactment of science curriculum materials, and served on the NRC panels authoring the reports Taking Science to School (2007) and Conceptual Framework for New Science Education Standards (2011). Dr. Reiser earned his Ph.D. cognitive science from Yale University.
Marshall ‘Mike’ Smith is a visiting scholar at the Carnegie Foundation for the Advancement of Teaching. He is a former senior counselor to Secretary Arne Duncan and director of international affairs at the U.S. Department of Education (DoEd). He was under-secretary and acting deputy secretary in the DoEd during the Clinton administration. Recently he was a visiting scholar with the Harvard Graduate School of Education. Dr. Smith previously served as a director of education programs at the William and Flora Hewlett Foundation. While at the Hewlett Foundation he funded projects focusing on education technology, California state education policy reform, and college readiness. He is also a former dean of the School of Education at Stanford University. Dr. Smith served as a member of the advisory committee for the NRC Division of Behavioral and Social Sciences and Education; advisory board of the NRC’s Center for Education; and the committee on improving learning with information technology. Dr. Smith earned an A.B. in psychology from Harvard College and an Ed.M. and Ed.D. in measurement and statistics from Harvard Graduate School of Education.
Roberta Tanner is a retired physics teacher. She taught physics, math, engineering and other science courses for 21 years at a high school in the Thompson School District in Loveland, Colorado. Wanting to spur her students to higher levels of achievement, she brought Advanced Placement Physics and integrated Physics/Trigonometry to the district and taught those for 15 years. She also designed and taught Microcomputer Projects, an award winning project-oriented microchip and electrical engineering course. In addition, she was privileged to work for a year as Teacher in Residence with the Physics Education Research group at the University of Colorado, Boulder. She also taught introductory Physics at the University of Colorado. Ms. Tanner was honored with the International Intel Excellence in Teaching Award in 2004 and the Amgen Award for Science Teaching Excellence in 2011. She served five years on the Teacher Advisory Council, an advisory board to the National Research Council (NRC). She also served on a committee of the National Academy of Engineering, investigating the advisability of National K-12 Engineering Standards. Ms. Tanner is currently serving on the NRC Committee on a Framework for Assessment of Science Proficiency in K-12. She completed her undergraduate work in physics and mechanical engineering at Kalamazoo College and Michigan State University. She earned her teaching certificate and a master’s degree in education at the University of Colorado, Boulder.
Suzanne M. Wilson is a professor and Neag endowed professor of teacher education Department of Curriculum and Instruction at the University of Connecticut. Previously, Dr. Wilson was a university distinguished professor at Michigan State University (MSU), where she served as chair and professor in the Department of Teacher Education. Prior to joining the faculty at MSU, Dr. Wilson was the first director of the Teacher Assessment Project, which developed prototype assessments for the National Board for Professional Teaching Standards. While at MSU, she has collaborated on several large-scale research projects, including the National Center for Research on Teacher Education, the Educational Policy and Practice Study, and the National Partnership for Excellence and Accountability in Teaching. She has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. She is currently co-principal investigator on Learning Science through Inquiry with the Urban Advantage: Formal and Informal Collaborations to Increase Science Literacy and Student Learning. Her interests include exploring various measures of teaching and teachers’ understanding that might be used for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher education and licensure. Dr. Wilson is chair of the National Research Council (NRC)’s Committee on Strengthening Science Education through a Teacher Learning Continuum and a member of the Committee to Develop an Evaluation Framework for Successful K-12 STEM Education. She previously served on the NRC’s Committee on Teacher Preparation Programs in the U.S. and the Center for Education’s advisory board. Dr. Wilson has a B.A. in history and American studies from Brown University and an M.S. in statistics and a Ph.D. in educational psychology from Stanford University.
Yu Xie is Otis Dudley Duncan distinguished university professor of sociology, statistics, and public policy at the University of Michigan. He is also a research professor at the Population Studies Center and the Survey Research Center of the Institute for Social Research, and a faculty associate at the Center for Chinese Studies. Dr. Xie is a member of the American Academy of Arts and Sciences, Academia Sinica, and the National Academy of Sciences. His main areas of interest are social stratification, demography, statistical methods, Chinese studies, and sociology of science. His recently published works include Women in Science: Career Processes and Outcomes (Harvard University Press, 2003) with Kimberlee Shauman, and Is American Science in Decline? (Harvard University Press, 2012) with Alexandra Killewald. He is currently a member of the National Academy of Science’s International Temporary Nominating Group for the Class V: Behavioral and Social Sciences. He served on the National Research Council’s Committee on Gender Differences in Careers of Science, Engineering, and Mathematics Faculty. Dr. Xie earned his B.S. in metallurgical engineering from Shanghai University of Technology. He earned an M.A. in the history of science, and an M.S. and a Ph.D. in sociology all from the University of Wisconsin-Madison.