BOSE - TOPICS
Informal, Afterschool, and Public Engagement
Information and Communication Technology
Standards and Assessment
Policy and Program Reviews
Helen R. Quinn (Chair), Stanford Linear Accelerator Center, Stanford University (emerita)
George Boggs, Palomar College, (emeritus), San Marcos, California
Melanie Cooper, Department of Chemistry, Michigan State University
Rodolfo Dirzo, Department of Biology, Stanford University
Jacquelynne Eccles, Department of Psychology, University of Michigan
Joseph Francisco, Department of Chemistry, Purdue University
Margaret A. Honey, New York Hall of Science, New York, New York
Susan Kieffer, Department of Geology, University of Illinois, Urbana
Matthew Krehbiel, Kansas State Department of Education
Michael Lach, Urban Education Institute, University of Chicago
Lynn Liben, Department of Psychology, The Pennsylvania State University
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, Neag School of Education, University of Connecticut
Yu Xie, Department of Sociology, University of Michigan
Helen Quinn is professor emerita in the Department of Particle Physics and Astrophysics at the SLAC National Accelerator Laboratory, and co-chair of Stanford University’s K12 Initiative. Dr. Quinn is a theoretical physicist who was inducted into the National Academy of Sciences in 2003 and holds numerous honors, including the prestigious Dirac and Klein medals, for her research contributions. She has had a long term engagement in education issues and has worked at the local, state, and national level on them. Her interests range from science curriculum and standards to the preparation and continuing education of science teachers. She was an active contributor to the California State Science Standards development. She is a member and former president of the American Physical Society. Dr. Quinn has served on numerous National Research Council committees. Her current NRC committee work includes the Committee on a Framework for Assessment of Science Proficiency in K-12. Her previous NRC experience includes the Committee on Conceptual Framework for New Science Education Standards (chair); the Committee on the Review and Evaluation of NASA's Pre-College Education Program (chair); the committee that produced the report Taking Science to School; and the Committee on Astro 2010 Panel on Particle Astrophysics and Gravitation. She received her Ph.D. in physics from Stanford University.
George Boggs is superintendent/president emeritus at Palomar College and president and CEO emeritus at the American Association of Community Colleges. Dr. Boggs is a clinical professor of higher education for the Roueche Graduate Center at National American University and an adjunct professor of higher education for San Diego State University. He served as a faculty member, division chair, and associate dean of instruction at Butte College in California and, for fifteen years, he served as the superintendent/president of Palomar College in California, after which he led the American Association of Community Colleges. Dr. Boggs has served on the boards of directors of the California Association of Community Colleges, the Community College League of California, the Western Association of Schools and Colleges, and the American Association of Community Colleges. Dr. Boggs served as the chair of the NRC’s Committee on Evolving Relationships and Dynamics Between Two- and Four-Year Colleges and Universities: A Summit and as a member of the NRC’s Planning Committee for a Workshop Investigating Science Courses in the Undergraduate Context and the Committee on Undergraduate Science Education. He earned his B.S. in chemistry from The Ohio State University, an M.S. in chemistry from University of California, Santa Barbara, and a Ph.D. in education administration from the University of Texas, Austin.
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.
Jacquelynne Eccles is the Wilbert McKeachie/Paul Pintrich distinguished university professor of Psychology and Education, as well as a research scientist and director of the Gender and Achievement Research Program at the Institute for Social Research. Over the past 40 years, Dr. Eccles has conducted research on a wide variety of topics including gender-role socialization, teacher expectancies, classroom influences on student motivation, and social development in the family and school context. Dr. Eccles has served as chair of the advisory committee for the Social, Behavioral and Economic Directorate at the National Science Foundation, president of the Society for Research on Adolescence, chair-elect of the Developmental Psychology Division of the American Psychology Association and chair of the MacArthur Foundation Research Network on Successful Pathways Through Middle Childhood, as well as assistant vice president of Research, Chair of the Combined Program on Educational Psychology and chair of both the Psychology Department and the Institute for Research on Women and Gender at the University of Michigan. She is now the editor of the Journal for Research on Adolescence. She has served on the faculty at Smith College, the University of Colorado, and the University of Michigan. Dr. Eccles earned her Ph.D. in psychology from University of California - Los Angeles.
Joseph S. Francisco is the William E. Moore distinguished professor of physical chemistry at Purdue University in West Lafayette, Indiana. Dr. Francisco has been at Purdue University since 1995. His research focuses on spectroscopy, kinetics and photochemistry of novel transient species in the gas phase. Dr. Francisco served as the president of the American Chemical Society for 2010. His work with the ACS demonstrates his interest and commitment to improving and promoting K-12 science education. As an organization, the ACS is interested in preparing future chemists and chemical engineers to compete globally. He has held fellowships at AAAS, American Physical Society, and Guggenheim. In 2001, he won the Alexander von Humboldt Research Award for Senior US Scientist. Dr. Francisco has served on numerous National Research Council committee. His current NRC committee membership includes the Laboratory Assessments Board; the U.S. National Committee for the International Union on Pure and Applied Chemistry (chair); and the workshop Committee on Graduate Education in Chemistry in the Context of a Changing Environment (chair). He earned his Ph.D. in chemical physics from Massachusetts Institute of Technology.
Margaret Honey is president and CEO of the New York Hall of Science. Among her current interests at the museum is the role of design-based learning in promoting student interest and achievement in STEM subjects. She is widely recognized for her work using digital technologies to support children’s learning across the disciplines of science, mathematics, engineering and technology. Prior to joining the New York Hall of Science, she was vice president of Wireless Generation, an education technology company. Earlier, she spent 15 years as vice president of the Education Development Center (EDC) and director of EDC’s Center for Children and Technology. There, she directed numerous large-scale research projects funded by the National Science Foundation, the Institute for Education Sciences, the Carnegie Corporation, and other organizations. As a member of the Educational Advisory Board of the Partnership for 21st Century Skills, she worked closely with business representatives to define 21st century skills and consider how to teach and assess them. Her activities have included collaborations with public television, investigations of data-driven decision-making tools and practices, and creation of one of the first internet-based professional development programs in the country. Dr. Honey is the chair of the current National Research Council (NRC)’s Committee Toward Integrated STEM Education: Developing a Research Agenda. She previously chaired the NRC’s Committee on Learning Science: Computer Games, Simulations, and Education and the Committee on IT Fluency and High School Graduation Outcomes: A Workshop. She earned a B.A. in social theory at Hampshire College, Amherst, Massachusetts, and both her M.A. and Ph.D. in developmental psychology from Columbia University. Susan W. Kieffer is the Center for Advanced Study professor of geology and physics and Charles R. Walgreen chair in the Geology Department of the University of Illinois at Urbana–Champaign. Dr. Kieffer is a member of the National Academy of Sciences and a recipient of the John D. and Catherine T. MacArthur Fellowship. Her research focuses on geological physics, nonlinear processes and nonlinear data analysis, stability, and sustainability. Dr. Kieffer is a former professor and head of department of geological sciences at the University of British Columbia. She was a geologist for the U.S. Geological Survey for ten years. She was the co-founder of a consulting firm to develop analysis of nonlinear data and prediction of processes; ventures in multidisciplinary, multimedia science and in science education. Dr. Kieffer also co-founded The Kieffer Institute for Development of Science-Based Education, a non-profit Institute based in Arizona for development of curriculum material for at-risk K-12 students. She has served on numerous National Research Council committees and boards including the Board on Earth Sciences and Resources and the U.S. National Committee for the International Union of Geological Sciences. Dr. Kieffer earned her M.S. in geological sciences and her Ph.D. in planetary sciences from California Institute of Technology. Michael Lach is the director of STEM Policy and Strategic Initiatives at the University of Chicago for the 100kin10 initiative. 100Kin10 is a national, multi-sector effort to create and support 100,000 science, technology, engineering, and mathematics (STEM) teachers by 2021. Prior to joining the University of Chicago, Mr. Lach was special assistant to the Secretary of Education at the U.S. Department of Education (DoEd). Before his work in Washington, D.C., Mr. Lach was Officer of Teaching and Learning for Chicago Public Schools. Mr. Lach began teaching high school biology and general science at Alceé Fortier Senior High School in New Orleans as a charter member of Teach for America. He then 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. Mr. Lach represented the DoEd on the National Research Council’s Climate Change Education Roundtable. Previously, he served as a member on the NRC’s Committee on Understanding and Improving K-12 Engineering Education in the United States and Committee on High School Science Laboratories: Role and Vision. Mr. Lach earned a B.S. in physics from Carleton College, an M.A. in science education from Columbia University, and an M.S. in education leadership from Northwestern University. 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. He has taught a wide variety of science courses, including biology, physics, physical science, prairie ecology, environmental science. 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 serves on the board of directors for the Council of State Science Supervisors and the Kansas State Science and Engineering Fair. He is also an ex-officio member of the Kansas Association for Conservation and Environmental Education and Kansas Association for Teachers of Science for the Kansas State Department of Education. In 2010, he received the Award for Excellence in Conservation and Environmental Education from the Kansas Association for Environmental Education. 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.
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.
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.
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.