Buhr, Susan

Dixon, Patricia

Director, Center for Integrating Research and Learning, National High Magnetic Field Laboratory, Florida State University, Tallahassee, Florida. A former elementary and middle school teacher, I became involved in educational outreach from a national laboratory when I was hired on to write curriculum as part of a State Department of Education grant. Once the grant ended and the curriculum was disseminated to more than 200 middle schools in the State of Florida, I stayed on at the laboratory, administering the Research Experiences for Undergraduates (REU) Program and initiating a Research Experiences for Teachers (RET) Program in 1999. In addition to administering the two programs and seeking funding for the RET Program, I participated in curriculum development, design and facilitation of teacher workshops, and teaching courses at Florida State University and Flagler College. The RET Program in particular became an area of great interest for me and I am currently involved in a second research project on how teachers translate their experiences at the laboratory once they return to the classroom. I continue to go to schools and classrooms to work with children and to enhance science education at all levels.

Fortenberry, Norman

Norman L. Fortenberry is Director of the Center for the Advancement of Scholarship on Engineering Education (CASEE) at the National Academy of Engineering (NAE). CASEE represents an effort, collaborative across stakeholder communities, to improve the alignment of the knowledge and skills possessed by future and current engineers and the knowledge and skills sought within engineers by various stakeholders of engineering education. This effort is pursued through research on, as well as development and deployment of, innovative policies, practices, and tools designed to enhance the efficiency and effectiveness of systems for the formal (spanning all age and grade levels), informal, and lifelong education of engineers. Though clearly focused on engineers and engineering education, CASEE benefits from and contributes to knowledge across a wide spectrum of the natural and social science communities, and other communities as well. Fortenberry previously served in various executive positions within the National Science Foundation's Directorate for Education and Human Resources including Senior Advisor to the Assistant Director, and director of the divisions of undergraduate education and human resource development. He has also served as executive director of the National Consortium for Graduate Degrees for Minorities in Engineering and Science, Inc. (The GEM Consortium).

Hall, Michelle

I am President of Science Education Solutions, Executive Director of the Digital Library of Earth System Education, and a former faculty member in Geosciences at the University of Arizona. I have been involved in communicating science to broad audiences and working in K-16 education and outreach for the past 12 years. At the University of Arizona, I was the Earth science coordinator, advisor and instructor of courses for pre-service Earth science teachers. I also taught numerous graduate courses and professional development workshops for in-service teachers. In 1997, my research team established one of the first educational seismology networks (now called SpiNet) and began developing essential classroom materials for using seismic instruments and data in the high school classroom. The network includes schools from around the US and several in Europe. We have recently started a focused effort of recruiting and training teachers in New Mexico and hope to establish a model for networking regional schools that can be propagated across the country. I was PI on a Phase I and Phase II NSF GK-12 program (CATTS) that is presently in its 6th year of operation in southern Arizona. Out of that experience, we have conducted research on how to establish effective scientist-teacher partnerships. My research team has also developed a series of college level GIS (Geographic Information System) based inquiry modules that are being used at over 80 universities nationally. We are presently converting them to high school level materials. Each of these above projects required an integration of experts in science and education to ensure the highest quality educational materials and programs. Scientists were able to participate at a level they were comfortable and, over time, often expanded their expertise into the educational arena. In my mind, providing opportunities for scientists to get involved initially at low levels of commitment in very high quality teams and projects is the key to expanding their interest and abilities for communicating science more effectively and broadly. This model worked for me personally to bridge the chasm between my geophysics background and my desire to improve education.

Hehn, Jack

Director, Education American Institute of Physics. Jack G. Hehn has a wide range of experience in physics and science education having taught and worked with students in elementary school through graduate school. He was reared and educated in Texas. He has served in administrative and instructional roles within physics departments for 17 years and has spent much time developing and teaching the freshman physical science course for pre-service teachers, developing mentoring and training programs for teaching assistants, and developing instructional laboratory programs using multimedia and interactive computer technologies. In 1992, Hehn joined the American Association of Physics Teachers (AAPT) as the Associate Executive Officer. Two of the efforts he helped to direct included a high school textbook, "Active Physics," and a college physical science course for pre-service teachers, "Powerful Ideas in Physical Science." He was also active in the effort to create national science standards and in the development of a large-scale networking project for two-year colleges, TYC21. Hehn served three years (1996-1999) as a program consultant and program director with the Division of Undergraduate Education (DUE) in the National Science Foundation (NSF). In August of 1999, Hehn joined the American Institute of Physics as the Director of Education. He is a Co-Principal Investigator on the Physics Teachers Education Coalition (PhysTEC) a partnership of the American Physical Society (APS), AAPT and AIP; works in support of earth systems and earth and space science education efforts; and is encouraging and supporting the development of a physics digital library for educational resources. He has been and continues to be active in proposing and directing large scale educational programs in collaboration with AIP Member Societies, including science policy review and commentary, curriculum development, and technology and multi-media program development. The Education Division at AIP, primarily through the Society of Physics Students (SPS) and the AIP Corporate Associates Program encourages student and professional scientists to engage in outreach programs of many types. Many of these outreach programs are reasonable examples of efforts described in NSF's Criterion Two: Broader Impacts. See:http://www.aip.org/education/

Holtz, Mark

Professor of Physics, Texas Tech University. My current research interests concern optical properties of semiconductors, processing of III-Nitride based devices, III-Nitride nanowire growth, thin-film metal processing and the formation of nanodots and nanocrystals, and optical design and implementation for MEMS sensing. NSF NIRT Grant ECS-0304224 is directed toward growth and fundamental properties of semiconductor nanowires for device applications. NSF Grant ECS-0323640 supports research on AlN-rich semiconductors. NSF NIRT Grant C&TS-0210141 supports research on nanoscale materials properties related to combustion. NSF GOALI Grant 0218245 supports research on micromirror fabrication and control. NSF MRI Grant ECS-0420853 is for the development of an UHV deposition chamber with in situ surface diagnostics. Education: I have taught physics and interdisciplinary physics/engineering courses at Texas Tech University since 1991. These span introductory through graduate "traditional" physics curriculum courses. They also include courses taught at the graduate level and at the interfaces between physics and electrical engineering (microelectronics) and between physics and mechanical engineering (MEMS and lab on a chip microfluidics). Special Effort: Played an integral role in conceiving, developing, and implementing the M.S. Internship program in Applied Physics. Co-Director since 1996. Recruited, directed, arranged internships, and formed numerous on-going inter-university admission agreements. P.I. of NSF grant DMR-9705498 to develop this program.

Leslie-Pelecky, Diandra

Associate Professor, Department of Physics & Astronomy, and Center for Materials Research & Analysis, University of Nebraska. I became involved in education and outreach as an undergraduate, when our SPS ran a three-state Physics Olympics for high-school students. At Michigan State, I started a graduate-student-based outreach group called Science Theatre. As a faculty member, I ran a Research Experiences for Undergraduates (REU) program for six years and still heavily involve undergraduates in my laboratory. I currently am PI on a Phase II GK-12 project (Project Fulcrum) with research emphases on a) broadening student images of science and scientists, b) understanding the impact of participation on women graduate students so that activities positively influencing attitude and retention can be incorporated into disciplinary graduate programs and c) the role of university scientists in teacher professional development. I have worked with high-school teachers for the last three summers under the Research Experiences with Teachers (RET) program of our Materials Science Research and Engineering Center. My teaching effort focuses on developing a set of physical science courses for future elementary and middle school teachers. My research focuses on magnetic nanostructures, including fundamental issues such as understanding glassy magnetic transitions and applied projects, such as using magnetic nanoparticles as diagnostic and therapeutic agents for cancer.

Lichter, Robert L.

Principal, Merrimack Consultants, LLC, Atlanta, GA. Independent consultant on education and philanthropy. Formerly, professor of chemistry in an urban university, vice provost for research and graduate studies at a state university, and executive director of a private science foundation. In recent years I have been active in policy-related activities and committees in professional and government organizations that focus on broadening participation of underserved populations in science, technology, engineering, and mathematics (STEM). As a professor, I got students, most of whom were underrepresented minorities, involved in research at early stages, even before undergraduate participation in research was demonstrated to stimulate and strengthen an interest in science. Within the ACS, I have been a long-term member of the Committee on Minority Affairs, and a member of its subcommittee that oversees the ACS Scholars Program. This program provides scholarships for African American, Latino, and American Indian undergraduates majoring in the chemical sciences. I also chair a ACS Board of Directors Task Force on increasing the representation of faculty members from these populations on the faculties of leading doctoral chemistry departments. At NSF, I chair the Advisory Committee on Equal Opportunities in Science and Engineering. I have also played key roles in activities intended to transform graduate and postdoctoral education in STEM areas.

Manduca, Cathy

Dr. Cathryn A. Manduca is director of the Science Education Resource center at Carleton College. This center is engaged in several projects that support effective science education nation-wide with a special focus on undergraduate earth-science education. Projects include development of a web-site supporting faculty teaching entry level geoscience,, professional development workshops and on-line resources for geoscience faculty, and a set of websites demonstrating how theDigital Library for Earth System Science can support faculty in addressing issues in teaching (e.g Teaching Quantitative Skills). Dr. Manduca served as coordinator for the Keck Geology Consortium undergraduate research program from 1994-2000. She is chair of the American Geophysical Union Committee on Education and Human Resources, past- president of the National Association of Geoscience Teachers and has co-authored several reports mobilizing action in the geoscience and digital library communities: Bringing Research on Learning to the Geosciences; Using Data in Undergraduate Science Courses; Shaping the Future of Undergraduate Earth Science Education; The Digital Library for Earth System Education-A Community Plan; and Pathways To Progress-Vision and Plans for the National STEM Education Digital Library.

Massey, Christine

Director of Precollege Research and Education, Institute for Research in Cognitive Science, University of Pennsylvania. My professional training is in cognitive developmental psychology, and I do research on children's thinking and learning in math, science and technology domains. At Penn's Institute for Research in Cognitive Science, I direct the Institute's preK-12 and public education programs and have developed a large network of regional partnerships supporting education collaborations and research related to understanding and improving learning in STEM domains. Our PENNlincs group (as we are known to our school and public partners) carries out the mission of linking the cognitive science research community to education in public schools and other settings. Drawing on developmental research on young children's learning and with funding from NSF's Instructional Materials Development Program, we developed a science curriculum series, Science for Developing Minds, for the early elementary grades (K-2). We have partnered with Philadelphia's Urban Systemic Program to provide professional development in science teaching and learning using this curriculum for early elementary teachers. This curriculum is also used as an exemplary curriculum in several graduate education programs around the country. I directed another recent partnership with Philadelphia schools focused on robotics for middle school students, with a particular emphasis on engaging girls and students from groups that have been underrepresented in the physical sciences and engineering. As a member of the steering committee for Access Science, Penn's NSF-funded GK-12 program, I've been involved in shaping partnerships that engage graduate and advanced undergraduate science, engineering, and math students in STEM education in local public schools. I am also a participant in an NSF-funded Center for Learning and Teaching called MetroMath, which focuses on math learning and teaching in urban environments. PENNlincs has also been a partner in a lively series of collaborations and grant-funded projects with informal learning institutions in the region (the Philadelphia Zoo, the Franklin Institute Science Museum, the Academy of Natural Sciences, the New Jersey State Aquarium, the Please Touch Museum, and Port Discovery). These partnerships have focused on studying learners and learning in informal environments and on designing exhibits and materials to support informal science learning.

Mogk, David

David Mogk has worked on behalf of geoscience education, serving as Program Director in the NSF Division of Undergraduate Education, as chair of the Geological Society of America Education Division and Education Committee, and is recipient of the American Geophysical Union Award for Excellence in Geophysical Education. During the formative years of the Digital Library for Earth System Education (DLESE) and the National STEM Digital Library (NSDL), he served as: vice-chair of the DLESE Steering Committee, Collections Coordinator for DLESE, co-chair of the NSDL Community, Education and Pedagogy Committee, and was a member of the interim NSDL Steering Committee. He is co-author of the DLESE Community Plan (Manduca and Mogk, 2000; www.dlese.org) and Pathways to Progress: Visions and Plans for Developing the NSDL (Manduca, McMartin, and Mogk, 2001). Continuing work for the NSDL is focused on the development of the NSDL Using Data Portal (with Dr. Cathryn Manduca, Carleton College; http://serc.carleton.edu/usingdata/index.html). Current work on Combining Real and Virtual Professional Development for Current and Future Geoscience Faculty has produced the On the Cutting Edge Workshop series and supporting website (http://serc.carleton.edu/NAGTWorkshops/). This program has convened workshops on pedagogy (e.g.Teaching with Visualizations, Understanding What Our Students are Learning: Observing and Assessing) and scientific content areas (e.g. Teaching Biocomplexity in the Geosciences, Using Global Datasets to Teach Earth Processes, Teaching Petrology, Geochemistry, etc.). Related work on Integrating Research and Education (http://serc.carleton.edu/research_education/index.html) provides background information on NSF's Broader Impacts Criterion; Tips on Assessment, Dissemination and Partnering; and a number of instructional modules that explore different aspects of integrating research and education (e.g. All Things Cretaceous, Exploring the Yellowstone GeoEcosystem, Teaching Geology with Cyberinfrastructure, Crystallographic Structure Database, Impacts of Uranium Mining on the Navajo Nation).

Morrow, Cherilynn

Pak, Dotti

Education Director and Research Scientist, Materials Research Laboratory and Marine Science Institute, University of California Santa Barbara. I began working on outreach as a graduate student, when I co-taught a Saturday Science course for middle school students in Rockland County, New York. Since arriving at UCSB, I have been involved in outreach as a coordinator and program director through the Materials Research Lab. We currently run Research Experiences for Undergraduates (REU) and Research Experiences for Teachers (RET) programs, as well as a community college intern program and an internet question/answer service for K-12 students. We also run an annual curriculum development workshop for teachers, a seminar series and research colloquium for summer interns, and regular hands-on materials science activities for K-12 students. As a scientist, I have mentored teachers, high school students, and a number of undergraduates through various different intern programs (course credit, senior thesis research, paid internships and formal summer REU or RET programs) and present a weekly hands-on science activity in a K-6 classroom. My research focuses on using trace element and stable isotopic proxies to understand the role of the oceans in rapid climate changes that occurred over the past 150,000 years.

Peach, Cheryl

Co-Director of the Scripps Center for Educational Outreach Connections at Scripps Institution of Oceanography (SIO) and a COSEE (Centers for Ocean Sciences Education Excellence) PI. She is a member of the Advisory Committee to the NSF Geosciences Directorate and serves as the subcommittee chair for Education and Diversity. Prior to her work at Scripps she was a faculty member and interim Dean at the Sea Education Association, sailed as chief scientist on 15 teaching/research expeditions and provided on shore instruction in oceanography and oceanographic research methods. Cheryl's primary interest lies in forging strong links between the research and science education communities.

Pearson, Jr., Willie

Professor of Sociology and Chair, School of History, Technology and Society, Georgia Tech. After leaving industry to pursue an academic career, I have been engaged in numerous activities associated with what NSF characterizes as "broader impact." Because much of my career was spent in an undergraduate department, undergraduate students were an integral part of my research. (Much of my research focuses on underrepresented groups in science.) In fact, some of them served as co-authors and/or co-presenters. Most of my protégés presented papers in non-student sessions at professional meetings. Several undergraduates provided research and evaluation expertise to local non-profit organizations. Many of these activities resulted in me receiving university awards in teaching, research and community service (i.e., K-12 and non-profits).

Pennington, Bill

Professor, Department of Chemistry, Clemson University. I began my career at Clemson as a non-tenure track faculty member hired to set up a departmental X-ray crystallography laboratory. I was not, at that point, allowed to direct graduate students, so I recruited many undergraduate students to work with me on projects in crystal engineering and design. I was later transferred into a tenure track position and typically direct a research group of four-six graduate students and postdocs, but I have maintained an enthusiasm for working with undergraduate students. I directed our Research Experiences for Undergraduates program for seven years and I am currently developing a multidisciplinary research program for entering honors students at Clemson that will be implemented in the summer of 2006. I have also directed a number of NSF and Dreyfus sponsored workshops in X-ray crystallography for faculty members at primarily undergraduate institutions in the southeast. A number of very productive collaborations have developed from contacts made during these workshops. I teach courses in honors general chemistry, introductory and advanced inorganic chemistry, and X-ray crystallography. My research focuses on the use of halogen bonding for crystal design, the application of polydiacetylenes as strain sensors, and online X-ray diffraction analysis of spun fibers.

Pfund, Chris

co-Director of the Wisconsin Program for Scientific Teaching and associate Director of the Delta Program in Research, Teaching, and Learning at the University of Wisconsin-Madison. I earned my Ph.D. in Cellular and Molecular Biology from University of Wisconsin-Madison studying molecular chaperone in yeast with Dr. Elizabeth Craig. I then conducted post-doctoral researcher with Dr. Andrew Bent in the department of Plant Pathology at University of Wisconsin-Madison, studying plant-pathogen interactions. During both my graduate and post-doctoral work, I was actively engaged in many efforts aimed at improving undergraduate teaching and outreach. In particular, I have worked with educators and researchers to bring the model plant, Arabidopsis into classrooms to help teach genomics. I have also been involved in a Saturday Science program for middle school children. Currently, I am helping to direct two programs, the Delta Program in Research, Teaching, and Learning and the Wisconsin Program for Scientific Teaching in Madison. My work with both programs is focused on preparing future faculty to be effective teachers and mentors, as well as successfully integrate their approaches to research with their approaches to teaching and learning. Specifically, through the Wisconsin Program for Scientific Teaching, I have been integrally involved in developing, implementing, documenting, and evaluating a training seminar for mentors working with undergraduate researchers. I have helped develop a manual for facilitators of this seminar and am currently disseminating it locally and nationally with the support of the Howard Hughes Medical Institute Professors Program. I also continue to evaluate the impact of mentor training on the mentors themselves and the students with whom they work. My work with the Delta Program has focused on many approaches to training current and future faculty to better integrate their research, teaching, and learning. Core to all of the courses, programs, and activities offered by Delta are the ideas of teaching-as-research, learning community and learning-through-diversity. In particular, "teaching-as-research" involves the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of students and teachers. This idea links our program tightly with broader impact efforts.

Ross, Corinna

Graduate Student, Department of Biological Sciences, University of Nebraska, Lincoln. I began working on educational outreach as an undergraduate by volunteering at the Cayuga Nature Center, Ithaca, NY for hands-on after-school activities. I also volunteered as an undergraduate researcher and educational intern for the Cornell Community Bat Project. We visited local public schools, and held community meetings to inform and educate the public about the positive side of bat colonies. I am in my second year as a graduate fellow for Project Fulcrum, a GK-12 program where I am interested in broadening student images of scientists, and increasing inquiry in the classroom. I also am interested in issues involving the representation of women in science. My research combines animal behavior and genetics in a study of proximate mechanisms maintaining cooperative breeding in Callitrichids (primates). This work is supported by a National Science Foundation grant on which I am co-PI. I will complete my Ph.D. this year and plan to continue combining my education and outreach interests as an academic researcher.

Straley, Tina

Executive Director Mathematical Association of America Tina Straley received her Ph.D. degree in mathematics from Auburn University. She specialized in the areas of combinatorics and universal algebra. She has been on the faculties of Kennesaw State University, Auburn University, and Spelman College. At Kennesaw, she served as Chair of the Department of Mathematics and as Associate Vice President for Scholarship and Graduate Studies. Tina spent a year as Visiting Research Associate at Emory University and two years as Program Officer for Mathematics and Coordinator of Teacher Preparation in the Division of Undergraduate Education of the National Science Foundation. Tina Straley is the author of research papers in combinatorics and graph theory and articles and reports on undergraduate mathematics education and the mathematical preparation of teachers. She has participated, as proposal writer and PI, in several grant-supported projects supported by NSF, FIPSE, and private foundations. Dr. Straley has been active in several professional organizations, especially the MAA. Dr. Straley assumed her present position as Executive Director of the Mathematical Association of America in January, 2000.