PhysTEC 2008 Conference Presenters

Bob Beichner, North Carolina State University

As a member of the Physics Education R & D Group, Dr. Beichner's research focuses on increasing our understanding of student learning and the improvement of physics education. Working from a base of National Science Foundation and computer industry support, he developed the popular "video-based lab" approach for introductory physics laboratories. A spinoff from the award-winning VideoGraph project was a study of how the visual perception of motion can best be utilized in instructional computer animations and how that information can be used by teachers of large lecture classes. In a separate project, Dr. Beichner and his students are writing a series of tests aimed at diagnosing students' misconceptions about a variety of introductory physics topics. The kinematics graphing test developed by Dr. Beichner is now being used in high schools and colleges around the world.

Bob's biggest current project is the creation and study of a learning environment supporting a new way to teach called SCALE-UP: Student-Centered Activities for Large Enrollment Undergraduate Programs. This curriculum development, evaluation, and dissemination effort is supported by the U.S. Department of Education, the National Science Foundation, Hewlett-Packard, and Pasco Scientific. The approach is being adopted at quite a few schools, including MIT, the University of New Hampshire, Coastal Carolina, the University of Central Florida, RIT, the University of Alabama, American University, and Wake Technical Community College. The SCALE-UP project is part of Dr. Beichner's efforts to reform physics instruction at a national level. Probably his most visible work along those lines has been the textbook that he co-authored with Raymond Serway. The 5th edition of Physics for Scientists and Engineers was the top-selling introductory calculus-based physics book in the nation, and was used by more than a third of all science, math, and engineering majors. He is currently the director of the PER-CENTRAL project, working to establish an electronic "home base" for the Physics Education Research community. He is also the founding editor of the APS journal Physical Review Special Topics: Physics Education Research. He has been named co-Director of the NCSU STEM Education Initiative.

Workshop - The Student Centered Activities for Large Enrollment Undergraduate Programs (SCALE-UP) Project

Tracy Bond, University of Arkansas

Bond completed her B.S. in physics and M.A. in physics education under Dr. Gay Stewart while attending the University of Arkansas. After graduation, she went on to teach physics, advanced physics, chemistry, advanced chemistry, environmental analysis, and theology at Lutheran High School in Little Rock, AR. During her time at Lutheran High, Bond grew the physics program from 15 to 45 students at a time when the total population of the school averaged 175. She also developed and implemented a new course titled Environmental Analysis; this course integrated chemistry, biology, physics, geology, and meteorology and was designed for learning-disabled students. After a move back to Fayetteville, Bond began working with Dr. Stewart as a Teacher-in-Residence as part of the PhysTEC program. While Bond's tenure as TIR came to an end in the summer of 2007, she and Dr. Stewart have been able to continue much of the same work since that time.

Workshop - Making use of a Master Teacher's Unique Knowledge to prepare TAs and Learning Assistants

Derek Briggs, University of Colorado at Boulder

Derek Briggs is an Assistant Professor of Research and Evaluation Methodology in the School of Education at the University of Colorado at Boulder. He is the Principal Investigator on a Carnegie Foundation grant to study Vertical Scaling, and Co-PI on two NSF-funded projects at CU-Boulder: the Learning Assistant model for Teacher Education in Science and Technology (LA-TEST) and Undergraduate Science Course Innovations and their Impact on Student Learning (UCI). Prof. Briggs is a psychometrician by training and an expert in applied statistics and educational measurement. One of his primary research interests is in the application of learning progressions to the design and analysis of educational assessments. His published research includes studies on diagnostic assessment, meta-analysis, and multidimensional measurement using item response theory.

More on Prof. Briggs and his work can be found at

Workshop - A New Instrument for Measuring Pedagogical Knowledge of Physics Teachers

David Buck-Moyer, Cal Poly State University

David Buck-Moyer received his Bachelors of Science degree and teaching credential in chemistry from Occidental College in 1977. For the next 26 years, David taught a variety of science and math courses at middle school, high school, and continuation high school. In 2005-2007 David was a Teacher-in-Residence at Cal Poly where he taught courses (physics, chemistry, and teaching methods) and supervised student teachers. This year David returned to the high school classroom where he is currently teaching Earth Science and Chemistry.

Workshop - The Multiple Roles of Teachers-in-Residence (TIRs) at smaller institutions

Eleanor Close, Seattle Pacific University

Eleanor Close is Assistant Professor of Physics and Science Education at Seattle Pacific University. She received her B.A. from Bryn Mawr College in 1996 and spent the next three years teaching high school physics and physical science in Louisburg, N.C., through Teach For America, receiving her teaching certificate in general science in 1999. She became science department chair at Louisburg High School in January 1997, by seniority. She received her M.S. from the University of Washington in 2003, working with the Physics Education Group, and is currently ABD in the education doctoral program at Seattle Pacific University (Ed.D., 2008?). Her research interests include professional development for pre-service and in-service K-12 teachers, effective science instruction for K-12 students, and the relationship between teacher characteristics and student learning. Currently she is working closely with other SPU physics faculty on several NSF-supported projects aimed at studying and improving student learning in science in grades 5-10 and supporting K-12 teachers in various ways. She is a member of many associations whose acronyms include P for physics, S for science, and/or T for teachers (AAPT, NARST, NSTA, WSTA…).

Workshop - Introduction to the Diagnostic Learning Environment

Hunter Close, Seattle Pacific University

Hunter Close has been working in physics education since 1995, when, after earning his B.A. from Rice University, he began teaching at Jones High School, in Houston, Texas. In 1998 he left Houston to study History and Philosophy of Science at Indiana University, Bloomington, which granted him a M.A. in 2000. He then joined the Physics Education Group at the University of Washington and earned his Ph.D. in 2005. His research at UW focused on describing student thinking about momentum, rotation, friction, and related issues. Currently, his professional attention is directed towards teacher preparation and professional development. In particular, he is interested in how a central principle of eliciting and responding productively to student thinking could provide the essential framework for teacher education. He is currently an Assistant Professor of Physics at Seattle Pacific University and is involved in several ongoing projects related to promoting formative assessment among K-12 science teachers.

Workshop - Learning Assistants (LA's): Re-imagining undergraduate TA's as future pre-college physics teachers

Karen Cummings, Southern Connecticut State University

Karen Cummings is an Associate Professor of Physics at Southern Connecticut State University. She received her Ph.D. in 1996 from the University at Albany, State University of New York. Her graduate training was in the field of experimental condensed matter physics, but since graduating she has focused most of her research efforts on the learning and teaching of physics. Karen has worked on several NSF funded projects including the Studio Physics project housed at Rensselaer Polytechnic Institute, assessing transfer of learning and improving pre-service teacher education. As a result, she has extensive first-hand knowledge of the intricacies involved in classroom assessment.

Dr. Cummings has served on several national level committees including the American Physical Society (APS) Forum on Education executive committee, the American Association of Physics Teachers (AAPT) committee on undergraduate education and the AAPT Research in Physics Education committee. She is currently Physics Education Research Editor for the American Journal of Physics and editor of the APS Forum on Education Spring Newsletter. She assisted the State of Connecticut in development of state science standards and is active in associated professional development for pre-service and in-service teachers at the K-12 level.

Workshop - Assessing student understanding, part 2: Attaching meaning to results

Mark Daniels, University of Texas at Austin

Dr. Mark Daniels is a Clinical Associate Professor and Master Teacher in the UTeach Natural Sciences program. He works mostly with mathematics majors in the program. Mark has taught or been associated with various UTeach courses and currently teaches mathematics courses that are specific to mathematics majors in the UTeach program such as M315C Functions and Modeling. Mark is also the Mathematics Department faculty advisor for teaching options and coordinator for Discovery Learning Natural Sciences as well as a coordinator and instructor in the UTeach Summer Masters program.

Workshop - Pre-Conference Workshop - UTeach Curriculum and Courses

Dwain Desbien, Estrella Mountain Community College

Dwain Desbien, co-PI/PD, has been a two-year college (TYC) physics instructor for the past 14 years. It was participation in the Two-Year College Physics Workshop Project that encouraged him to pursue his Ph.D. in physics education research. Dr. Desbien has built successful physics programs at two very different community colleges (one was a Title III institution the other a Title V institution). In his current position he was hired to begin the physics program at Estrella Mountain Community College and has received national recognition for that development. He currently is the division chair for the Science and Mathematics division at Estrella Mountain Community College.

Dr. Desbien's primary research interest is in classroom management issues in physics classrooms, which includes how to effectively use technology in the classroom. Dr. Desbien has led workshops on modeling/classroom management at Arizona State University, the TSAAPT, the Arizona Section of the AAPT, and national meetings of the AAPT. Dr. Desbien has presented over 15 papers (8 invited) at AAPT meetings. He has been the president of the Arizona Section of AAPT and is currently serving on the AAPT's TYC and nomination committees. In addition to his research on classroom management, Dr. Desbien is active in promoting assessment in physics education. He has co-led workshops at AAPT meetings on assessment for the previous three years, and has experience in developing and field-testing assessment instruments. Dr. Desbien currently serves on the executive board of the American Association of Physics Teachers as the representative from TYCs.

Workshop - Two-year colleges and future teachers: How can we help you, and vice versa

Lezlie DeWater, Seattle Pacific University

Lezlie Salvatore DeWater is an elementary teacher presently on professional leave from Seattle Public Schools to work as a Master Teacher in the Physics Department at Seattle Pacific University. She received her BA from Western Washington State University and her MEd in Curriculum and Instruction with a science emphasis from the University of Washington. Lezlie has held numerous positions with Seattle Public Schools: a classroom teacher, an assistant science supervisor, a science specialist, and science resource teacher. She spent seven years as visiting lecturer with the Physics Education Group at the University of Washington. During this time she served as an instructor in courses for both pre-service and inservice teachers. In Lezlie's current role at Seattle Pacific University, she is teaching and co-teaches physics and science education courses, developing and implementing professional development workshops for teachers, and rethinking and restructuring teacher preparation courses.

Workshop - The Multiple Roles of Teachers-in-Residence (TIRs) at smaller institutions

Denise Ekberg, University of Texas at Austin

Denise Ekberg received her B.S. in Biochemistry from the University of California at Davis and her M.S. in Biochemistry from the University of Illinois at Champaign/Urbana. Prior to teaching she pursued research topics in plant genetics, drug delivery systems, cholesterol and lipid biochemistry and protein transport in mitochondria. She began teaching high school in 1990 as an inaugural corps member of Teach for America. She taught Biology, Chemistry and Physics with "at risk" students for 2 years at Abramson Senior High School in New Orleans and then transferred to Benjamin Franklin High School, also in New Orleans, where she taught Biology, Chemistry and AP Chemistry for 13 years. For the past two years she has been fortunate to work with the UTeach program as a master teacher. She has worked with new teacher Induction and Apprentice Teaching as well as taught Step II, Research Methods and currently Project Based Instruction.

Workshop - Pre-Conference Workshop - UTeach Curriculum and Courses

Marcia Fetters, Western Michigan University

Dr. Fetters has a joint appointment in the Department of Teaching, Learning & Educational Studies and the Mallinson Institute for Science Education. She received her Ph.D. from Michigan State University in 1994. Her graduate training was in the Curriculum, Teaching and Educational Policy with emphasis in science disciplinary knowledge and professional development. Her primary undergraduate teaching assignment is secondary and elementary science methods courses and teacher education courses. At the graduate level, she teaches a variety of courses for science teacher professional development and growth. Marcia serves on the editorial board for the Journal of Research in Science Teaching, and currently serves as a Board of Examiner member for NCATE. Her research interests focus on the needs of individuals marginalized from the science education community, with a special focus on individuals with learning disabilities, and science in informal settings. Related to this interest, she has explored, written about, and published on the use of toys to teach science concepts.

Workshop - Early Field Experiences: Their role in shaping and developing skills, dispositions and teacher identity

Noah Finkelstein, University of Colorado at Boulder

Noah Finkelstein is an Assistant Professor of Physics whose research is in physics education, and particularly the role of context in student learning. He is PI or Co-PI six nationally funded grants to create and study conditions that support students' interest and ability in physics. These research projects range from the specific (how do students use representations or analogies in learning physics), to the course-scale (the role of computer simulations in learning, or implementation of Tutorials), to the departmental / institutional scale (what models of educational reform are sustainable and scalable?).This research has resulted in over 40 publications in refereed venues. Finkelstein serves on four national boards in physics education: the Physics Education Research Leadership Organizing Council, the Executive and Advisory Councils of the Physics Teacher Education Coalition (PhysTEC), the Forum on Education of the American Physical Society, and the Public Policy Council of the American Association of Physics Teachers. In 2007 he won the campus-wide teaching award, the Boulder Faculty Assembly's Excellence in Teaching Award.

More on Noah and his work is available at

Workshop - Making the case: The role of data in supporting educational innovations

John Frederick, University of Texas at Austin

John Frederick has recently become the Provost and Vice-President for Academic Affairs at the University of Texas at San Antonio, following six months as a Senior Fellow at the National Association of State Universities and Land-Grant Colleges and six years as Executive Vice-President and Provost at the University of Nevada. John is a theoretical chemical physicist by training, with an AB in Chemistry from Princeton, and an AM and PhD in Chemistry from Harvard. Following graduate school, he spent three years as a postdoctoral research fellow in the group of Eric Heller at the University of Washington before moving to Reno to join the Chemistry faculty at Nevada. He has enjoyed several productive collaborations with workers around the world (Mexico, Japan, Russia, and the Ukraine), and has served as Treasurer and President of the Telluride Science Research Center. He has authored or co-authored some 50 papers in various areas of theoretical molecular dynamics and spectroscopy.

Workshop - Faculty/administration partnerships

Fred Goldberg, San Diego State University

Fred Goldberg is Professor of Physics at San Diego State University. For the past twenty-five years he has been involved in research and development in physics education. Initially his group did detailed studies of student understanding in various topical areas of physics, and later studied students' epistemological beliefs (beliefs about physics knowledge and about learning). They then focused on developing instructional strategies that addressed the student difficulties observed by their group and by others in the field. Many of these strategies involved the use of computer technology, including videodisks, animations, graphics programs and simulations. Over the past twelve years his group has focused on studying how students learn in a technology-rich collaborative learning environment, with a particular interest in studying ways that computer simulations can be used to complement and extend hands-on experiences of students and scaffold their development of target physics models. In 2003 Goldberg received the Robert A. Millikan Award from the American Association of Physics for his notable and creative contributions to the teaching of physics.

From 1995-2000 Goldberg directed a large team of physics educators (University and high school) and software design experts in developing pedagogy, curriculum materials and computer software to support a classroom environment where students have primary responsibility for developing robust and valid ideas in physics ( Since 2000 has helped direct projects involving the development of a year-long physical science course for middle school students ( and physics and physical science courses for prospective and practicing elementary teachers ( and Each of these projects incorporates the use of computer technology in a constructivist-oriented learning environment. They also provide the context for rich research studies of how students learn and how teachers teach. As part of these curriculum development projects, he and his colleagues have developed substantive workshop and web-based materials to help teachers implement the curricula with high fidelity.

Workshop - Physics and Everyday Thinking (PET) and Physical Science and Everyday Thinking (PSET)

Workshop - Post-Conference Workshop - Interactions in Physical Science

Howard J. Gobstein, National Association of State Universities and Land-Grant Colleges

Howard Gobstein is presently Vice President, Research and Science Policy at NASULGC, A Public University Association, of 217 research and land grant universities in every state. He is responsible for developing research and university policy efforts, in partnership with senior university research and economic development officers; and he co-directs the new initiative, Science and Mathematics Teacher Imperative.

His past positions include: Associate Vice President, Governmental Affairs, and Director of Federal Relations, Michigan State University; Senior Policy Analyst, Office of Science and Technology Policy, Executive Office of the President; Vice President and Senior Program Officer, Association of American Universities (AAU); and with the University of Michigan. He spent the first 11 years of his career designing and leading evaluations of government science programs and policies with the U.S. GAO – Government Accountability Office. Gobstein holds an MA in Science, Technology and Public Policy, George Washington University and a BS in Interdisciplinary Engineering from Purdue University. He was awarded Fellow status of AAAS.

Workshop - Faculty/administration partnerships

Paul Hickman, Science Education Consultant

Paul Hickman, now a Science Education Consultant, worked as an optical engineer and then taught high-school physics for 25 years in Cold Spring Harbor, New York and Belmont, Massachusetts. Before he retired he served as an Associate Professor of Education and Director of Northeastern University's Center for the Enhancement of Science and Mathematics Education (CESAME). He received the Presidential Award for Excellence in Science Teaching, the Tandy Technology Scholars Award, and was the first recipient of the American Association of Physics Teachers' award for Excellence in Pre-College Physics Education. Paul was awarded his B.S. in physics from Manhattan College, his M.S. from Long Island University and has been involved with several national programs to improve science teaching and learning as a writer, developer and workshop leader.

Workshop - Providing feedback to improve instruction: A Taste of RTOP

Chance Hoellwarth, California Polytechnic State University, San Luis Obispo

Chance Hoellwarth is an Associate Professor of Physics at Cal Poly – San Luis Obispo. His main interest is in building teams of faculty to implement physics course reforms. He, along with other faculty, has reformed introductory physics courses for both science and non-science majors, mostly in the studio environment. This has included incorporating Real Time Physics, Interactive Lecture Demonstrations, Powerful Ideas in Physical Science, and Physical Science for Everyday Thinking. In addition, he is transferring the lessons learned in the studio environment to the traditional lecture format in a way that is easily usable by other faculty.

Workshop - The Multiple Roles of Teachers-in-Residence (TIRs) at smaller institutions

Workshop - Making a course (and learning gains) portable: the Day-by-day plan

Theodore Hodapp, American Physical Society

Dr. Theodore Hodapp is the Director of Education and Diversity for the American Physical Society (APS) in College Park, Maryland. The American Physical Society is the largest professional society representing physicists in the United States, publishing the most significant international journals in physics, and facilitating programs to represent physicists and their interests. The APS Department of Education and Diversity ( runs programs that advocate issues relevant to minorities and women, and in areas of education and careers. Ted is also Principal Investigator of a large NSF and FIPSE-funded national effort, the Physics Teacher Education Coalition (, which seeks to improve the quality and quantity of physics and physical science K-12 teachers. Before coming to the APS, Dr. Hodapp served as Program Director in the National Science Foundation's Division of Undergraduate Education, working with programs in curriculum development and implementation, teacher preparation, scholarships, and the National Science Digital Library (he is currently co-PI on the ComPADRE digital library project,, that is collecting physics education materials throughout the country). Prior to coming to the NSF, Ted was professor and chair of the Hamline University Physics Department in St. Paul, Minnesota. He recently served as chair of the Physics and Astronomy Division of the Council on Undergraduate Research ( His research interests include laser cooling, optical modeling, and physics education research.

Closing Session - The role of physics education researchers in improving teacher education: Faculty, pedagogy, context, and climate

Drew Isola, Western Michigan University and Allegan High School

Drew Isola began teaching high school in 1982 after having graduated from Michigan Technological University in Michigan's Upper Peninsula certified to teach both math and physics. He started teaching in a small private school in center-city Philadelphia. Following that he moved back to Michigan where he completed his M.S. in Science Education at Western Michigan University and started teaching for Allegan Public Schools in Allegan, MI, a small town on the west side of the state. In 1999 he finished his PhD with a dissertation focused on students' mental models of electricity and how they are constructed. His teaching experience ranges over wide variety of levels in mathematics and science, both as an adjunct faculty member for various colleges and universities in West Michigan and as a high school and middle school teacher. He was the Teacher-in-Residence at Western Michigan University from August 2005 to July 2007 and is currently teaching math and physics at Allegan High S chool. Being a TIR has given him opportunities to share with pre-service and beginning teachers some of the lessons learned from his classroom experiences, spend more time mentoring novice and cross-over physics teachers, and make numerous presentations at state and national meetings on the subject of teacher preparation.

Workshop - How to maximize the impact of a Teacher-in-Residence

Page Keeley, Maine Mathematics and Science Alliance

Page Keeley is the Senior Science Program Director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, formative assessment, and mentoring and coaching and consults with school districts and organizations nationally. She was the Principal Investigator on the NSF-funded Northern New England Co-Mentoring Network, a school-based mentoring program that supported professional learning communities for mentors and new teachers. She is currently the PI on two NSF-funded projects: Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research and PRISMS- Phenomena and Representations for Instruction of Science in Middle School. She is the author of seven recently published books, including the Curriculum Topic Study Series (Corwin Press), the Uncovering Student Ideas in Science Series (NSTA Press), and Science Formative Assessment- 75 Practical Strategies for Linking Assessment, Instruction, and Learning (NSTA Press).

Page taught middle and high school science for 15 years. During that time she received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993. She has served as an adjunct instructor at the University of Maine and is a Fellow in the National Academy for Science and Mathematics Education Leadership. She received her B.S. in life sciences from the University of New Hampshire and her M.Ed. in Secondary Science Education from the University of Maine. Page was elected the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

CANCELLED - Workshop - Curriculum Topic Study (CTS)- A systematic approach to uncovering student thinking with CTS-developed tools and processes

Lynn Kirby, University of Texas at Austin

Lynn Kirby is Master Teacher with the UTeach Program at The University of Texas at Austin. UTeach is a certification program created to produce highly qualified science and math teachers. Prior to working at UT, Lynn taught for seventeen years at the Kealing Magnet School in Austin, Texas, Austin's magnet junior high for science, math, and technology. During her years in the classroom she developed curriculum for 6th, 7th and 8th grade science classes, established and taught elective classes in Environmental Science, Anthropology, Geology of Texas, Plant Studies and Navigating the Internet. Lynn has also worked to create a Pre-AP Program designed for Kealing to help bridge minority students into the magnet program. Lynn was the co-chairperson for the national College Board committee writing the AP Vertical Team Guide for Science and she and Jason Hook co-authored Laying the Foundations: Pre-AP Middle School Science Life/Earth and The Lighthouse Guide to Science. She received a B.S. in Geology from the University of Texas at Austin and an MLA from St. Edwards University, and is a Microsoft Certified Professional and Trainer.

Workshop - The Development of UTeach by Master Teachers

Laird Kramer, Florida International University

Laird Kramer is an Associate Professor of Physics at Florida International University, a minority serving public research institution in Miami, FL. In 1996 he joined the faculty as a member of the experimental nuclear physics group and later pioneered education reform in the physics department. Since 2003, he has led the Education Outreach component of CHEPREO, the Center for High Energy Physics Research and Education Outreach. CHEPREO is an NSF-funded multidisciplinary, multi-institution project that supports basic research in particle physics, grid computing, and advanced networking at CERN. CHEPREO has redefined the education outreach model for physics, creating a research and learning community that provides pathways and support for students, especially those from traditionally underrepresented groups, to pursue to science careers. In 2007, he became PI of the FIU PhysTEC PPI Project, one of four new PPI sites funded in 2007.

Closing Session - The role of physics education researchers in improving teacher education: Faculty, pedagogy, context, and climate

Pamela Kraus, FACET Innovations

Pamela Kraus is a research scientist and co-founder of FACET Innovations. She received her BA from Carleton College and her Ph.D. in Physics from the University of Washington in 1997 working in the Physics Education Group. Pamela began her life-long interest in science education research as a middle and high school science teacher. Following her graduate studies she joined the Pacific Science Center's Teacher Education group managing a NSF Local Systemic Change grant. At the conclusion of the grant, she teamed up with Jim Minstrell to work on the Diagnoser Tools and related projects that help bridge research on learning and teaching and classroom practices. Pamela is currently working on several research, professional development and evaluation projects. One of these projects is a collaboration with Seattle Pacific University's Physics department focused on developing formative assessment and instructional materials in the physical sciences for the Diagnoser Project Tools (NSF TPC grant) and designing and implementing content courses in support of a diagnostic learning environment.

Workshop - Introduction to a Diagnostic Learning Environment

Priscilla Laws, Dickinson College

Priscilla Laws received a B.A. from Reed College (1961) and a Ph.D. from Bryn Mawr College (1966) in nuclear theory. She joined the faculty at Dickinson in 1965 and began research on the health effects of radiation. This led to the publication of two consumer books on medical and dental x-rays. Since 1986, she has dedicated herself to the development of physics education research-based curricular materials to enhance student learning in introductory physics courses. She has co-authored educational computer software and a series of books published by John Wiley & Sons as part of the Activity-Based Physics Suite including: the Workshop Physics Activity Guide; a calculus-based introductory physics text entitled Understanding Physics (with Karen Cummings, Edward F. Redish & Patrick J. Cooney). She has received national and international awards for educational innovation and software design including a Charles A. Dana award for Pioneering Achievement in Education (1994), a Robert A. Millikan Medal for notable and creative contributions to the teaching of physics from the American Association of Physics Teachers (1996), and the 2008 Medal from the International Commission on Physics Education in recognition of distinguished contributions to Physics Education with far reaching International impact.

Workshop - Assessing coherent student understanding in introductory physics courses

Laura Lising, Towson University

Laura Lising is an Assistant Professor of Science Education in the Department of Physics, Astronomy, and Geosciences at Towson University, north of Baltimore. Her specialties are inquiry science teacher education and also epistemological complexities of p-16 students. Currently she is a PI on Towson's PhysTEC project, which has successfully fostered inquiry teaching understanding and practice among hundreds of preservice elementary teachers at Towson. Dr. Lising's Ph.D. work was in low energy particle physics at the University of California at Berkeley, and she did two postdocs, one as a National Research Council Fellow with Bill Phillips at the National Institute of Standards and Technology (atomic physics) and a second one with Joe Redish and David Hammer at the University of Maryland in physics education research. Dr. Lising has been especially lucky to work with and learn from many dedicated and talented elementary teachers and, of course, the children in their classrooms.

Workshop - Early Field Experiences: Their role in shaping and developing skills, dispositions and teacher identity

Workshop - Resource materials for teaching science inquiry

Tom Luce, National Math and Science Initiative

Tom Luce is the CEO of the National Math and Science Initiative, a non-profit dedicated to expanding programs with a proven impact on math and science education in order to help the U.S. maintain its leadership position in the global economy.Mr. Luce served as United States Assistant Secretary of Education for Planning, Evaluation and Policy Development from July 1, 2005 until September 1, 2006. At the department, Mr. Luce championed policies that would enhance American competitiveness.

An attorney, Mr. Luce received his undergraduate and graduate degrees from Southern Methodist University and has been honored with the SMU Law School and University Distinguished Alumni Awards. He was a founding partner and managing partner of the law firm of Hughes & Luce, LLP until his retirement from the firm in 1997. In addition to his law practice, at various times Mr. Luce has served on the boards or as guest lecturer at a number of schools of higher education, including the Kennedy School of Government at Harvard and the LBJ School of Public Affairs at The University of Texas at Austin.

Following his resignation from the Department of Education, Mr. Luce rejoined the board of Dell Inc. and currently serves as chairman of the Audit Committee. He previously served on the Dell board from 1991 until 2005. He also has served on the boards of the Texas Education Reform Caucus and multiple community and charitable organizations. He served as a member of the National Commission on Teaching and America's Future and on the Executive Committee of the Dallas Citizens Council, an organization composed of CEOs of Dallas's largest businesses. In addition, the United States Senate appointed Mr. Luce a member of the Library of Congress Trust Fund Board where he served until 2005.

Mr. Luce also has been appointed five times to major posts by Texas governors, including Chief Justice pro tempore of the Texas Supreme Court. He is perhaps best known for his role as the Chief of Staff of the Texas Select Committee of Public Education, which produced one of the first major reform efforts among public schools in 1984. Mr. Luce was a co-founder of the National Center for Educational Accountability and served as Chairman of the Board from its inception until 2005. He also founded Communities Just for the Kids and served as its Chairman until 2005. In 1995 Mr. Luce wrote Now or Never – How We Can Save Our Public Schools, a book that defined his educational philosophy and outlined a preliminary plan for educational reform that called for broader support for public education. His second book, Do What Works, was published in December 2004 and received numerous positive reviews.

Plenary - The National Mathematics and Science Initiative: Taking proven programs to scale

Julie Luft, Arizona State University

Julie Luft is a Professor of Science Education in the College of Education, Arizona State University-Tempe. Prior to her appointment at Arizona State University, she was at The University of Texas at Austin and the University of Arizona. Her work with beginning secondary science teachers began at the University of Arizona with the development of the Alternative Support for Induction Science Teachers (ASIST) program. Over the years, she has published extensively on the science teachers in their first years and various aspects of science teacher education. Her current work is funded through the National Science Foundation, and is focused on understanding the development of knowledge, beliefs and practices of beginning secondary science teachers. As an educator, she teaches a course to recruit science students into the profession of teaching, science methods for pre-service teachers, and various graduate courses in science education. Nationally, she is an Associate Editor for two open-access journals, and serves on the Policy and Relationship Committee of the National Association of Research in Science Teaching. She has also served as an Associate Editor of the Journal of Research in Science Teaching, the President of the Association of Science Teacher Educators, and a council member of the National Science Teachers Association.

Plenary - Early career science teachers: Research that can help build a better foundation

Michael Marder, University of Texas at Austin

Michael Marder is Professor of Physics and a member of the Center for Nonlinear Dynamics, internationally known for its experiments on chaos and pattern formation, and for many years ranked #1 in the nation by US News and World Report. He specializes in the mechanics of solids, particularly the fracture of brittle materials. As Associate Dean for K-12 Education in the College of Natural Sciences, Michael Marder is co-director of UTeach, the University program for preparation of secondary mathematics and science teachers, is helping to introduce active learning techniques into undergraduate teaching, and runs a program to help low-income grade-school children prepare for careers in mathematics and science.

Workshop - Pre-Conference Workshop - UTeach Curriculum and Courses

Workshop - The Development of UTeach by Master Teachers

Workshop - UTeach Replication

Panel Discussion - Recruiting tomorrow's physics teachers: Challenges, opportunities and strategies

Jill Marshall, University of Texas at Austin

Dr. Jill A. Marshall is an assistant professor in the Science and Mathematics Education group. She received her BS in Physics from Stanford University in 1980 and her PhD in Physics from the University of Texas at Austin in 1984. She currently teaches professional development courses in the UTeach Natural Sciences certification program and graduate courses in Science and Mathematics Education. She has also developed an inquiry based physical science course that focuses on cognitive and pedagogical issues. Her research interests include cognitive issues in learning and teaching physical science and gender issues in science, engineering, and technology.

Workshop - Pre-Conference Workshop - UTeach Curriculum and Courses

Closing Session - The role of physics education researchers in improving teacher education: Faculty, pedagogy, context, and climate

David Meltzer, University of Washington

David E. Meltzer is Senior Research Scientist for PhysTEC and is also a Research Scientist in the Department of Physics at the University of Washington. At the same time he serves as the 8th-grade science teacher at Seattle Country Day School. He is the editor of the forthcoming PhysTEC-sponsored book on physics teacher preparation. Meltzer has had more than sixteen years of experience in physics education research and curriculum development, and has been Principal Investigator on eight education-related projects funded by the National Science Foundation. He has published extensively in physics, physics education, and other fields, and has given more than 70 invited presentations. He received a Ph.D. in theoretical condensed matter physics from SUNY Stony Brook in 1985, and then went on to complete six years of post-doctoral work at the University of Tennessee and the University of Florida. He then joined the faculty at Southeastern Louisiana University in Hammond and turned his focus to physics education research, moving to Iowa State University in 1998. From 1998 to 2005 he was the director of the Iowa State University Physics Education Research Group. He is lead author on the 400-page Workbook for Introductory Physics, a compilation of class-tested active-learning curricular materials. He has taught more than 20 different physics courses, and he currently serves on the Executive Board of the American Physical Society Forum on Education.

Workshop - What is teacher effectiveness and how may it be assessed?

Duane Merrell, Brigham Young University

Duane Merrell came to Brigham Young University (BYU) in August 2004. BYU and the College of Physical and Mathematical Science lured him away from the public schools after twenty years of teaching to enhance the training of future physical science teachers, as part of an initiative that also relocated the BYU Physical Science Teaching Programs from the College of Education to the College of Physical Science and Mathematics. Duane*s only charge from his new dean, Earl Woolley, was, *Make the best physical science teaching program in the country.* Duane will share what he has learned in trying to meet this goal in the last three years -- both successes and setbacks -- during his workshop. His involvement in Operation Physics, C3P, Modeling Physics, AAPT/PTRA, DOE TRAC program and other local and national science teacher enhancement programs has lead him to be a better person and teacher over the last 20 years.

Workshop - How to maximize the impact of a Teacher-in-Residence

Julia Olsen, University of Arizona

Dr. Julia Olsen is Research Associate for the Conceptual Astronomy and Physics Educational Research (CAPER) Team at the University of Arizona and Science Education Specialist for the Large Synoptic Survey Telescope (LSST). She received a PhD in Science Education (Teaching and Teacher Education) from the University of Arizona (2007), with a minor in special education. Her dissertation research involved development and testing of computer-based instructional modules concurrent with national field-testing of the GEMS/LHS (Great Explorations in Math and Science/Lawrence Hall of Science at UC Berkeley) middle school Space Science Core Curriculum Sequence. Dr. Olsen has a strong background in computer science and educational technology besides her major emphasis on astronomy/earth science education/special education. Dr. Olsen's research interests focus on application of strategies for differentiating instruction for diverse learners (students with special needs, students at-risk for school failure) and in applications of classroom technologies to assist development of conceptual understandings in science and mathematics. Fifteen years of teaching middle school science served not only to engender a deep respect for classroom teachers and their unique needs, but served to develop a framework for her continuing work in teacher education and mentoring. She was PhysTEC Teacher-in-Residence at the University of Arizona during 2005-2006 and is currently teaching two Earth Systems Science courses: one for undergraduate elementary education majors and one for in-service middle and high school teachers.

Workshop - Mentoring Using RTOP

Valerie Otero, University of Colorado at Boulder

Valerie Otero is an assistant professor of Science Education at the University of Colorado, Boulder. She is the director of the STEM Colorado Learning Assistant program which is recognized for its success in recruiting talented mathematics and science majors to careers in K12 teaching. The Learning Assistant program is designed to address three broad missions: (1) to recruiting talented math and science majors to K12 teaching careers, (2) to transform undergraduate math and science education to be more student-centered and interactive, and (3) to change the culture of math and science departments to contexts in which research-based teaching is valued as a legitimate endeavor for ourselves and for our students. In the four years of the program, 33 Learning Assistants have been recruited to become math and science teachers, 12 of whom are physics/astrophysics majors. The research agenda associated with the LA program involves measuring conceptual content knowledge, pedagogical knowledge, and teaching practice among former Learning Assistants as they move into teaching careers and among faculty participants.

Valerie also works to help non-science majors develop identities and skills in science. She is a co-developer of the Physics and Everyday Thinking (PET) curriculum and the Physical Science and Everyday Thinking (PSET) curriculum and materials (such as simulators and web-based teachers guides) that support its implementation. In her research associated with PET and PSET she studies how mediating features of the PET/PSET learning environments enhance or reduce opportunities for participation, identity development, and learning among teachers and students.

Panel Discussion - Recruiting tomorrow's physics teachers: Challenges, opportunities and strategies

Panel Discussion - The role of physics education researchers in improving teacher education: Faculty, pedagogy, context, and climate

Workshop - Strategies for Implementing Specific Activities in a Pedagogy Course for LAs

Bob Poel, Western Michigan University

Robert H. Poel is currently Emeritus Professor of Physics at Western Michigan University but still active in the field of science education and science teacher preparation. Recently he served as co-chair of the Michigan Department of Education's H. S. Science Expectations Project and worked specifically with the physics work group that wrote the physics expectations. He is the co-PI on an NSF-supported project that recently published a middle-school physical science curriculum titled, InterActions in Physical Science, that is based upon National Science Education Standards and the latest research findings in how students develop a deep understanding of basic physical science concepts and the nature of scientific inquiry. Previous teaching experience includes work at the middle-school, high-school, undergraduate and graduate levels with recent emphasis in curriculum development, in-service teacher professional development and teacher preparation.

In the PhysTEC project, he worked closely with the Teachers-in-Residence and together they developed a mentoring and induction program for pre-service teachers and recent graduates that emphasized the Learning to Teach Continuum. Professional memberships involving various committee positions and offices include Michigan Science Teachers Association, National Science Teachers Association, and the American Association of Physics Teachers. At Western Michigan University he was a member of the Mallinson Institute for Science Education and former Director of the Center for Science Education that provided a wide-range of professional development opportunities for K-12 science teachers via summer short courses, workshops, and extended programs with school districts.

Workshop - Post-Conference Workshop - Interactions in Physical Science

Workshop - How to maximize the impact of a Teacher-in-Residence

Steven Pollock, University of Colorado at Boulder

Steven Pollock is an Associate Professor of Physics whose research is in physics education. His PER activities are focused on student learning in large-scale classes, and the constraints and opportunities of replicating "proven" curricular practices. He is actively involved in implementing and evaluating innovations in teaching physics, including the incorporation of undergraduate Learning Assistants (LAs) into the classroom. He is an active member of the Colorado STEM-Teacher Preparation program, and he was instrumental in the reform of the freshmen recitations, adopting Washington Tutorials and organizing and managing the undergraduate LA program in Physics. With (co-presenter) Finkelstein, he helped develop a course "Teaching and Learning in Physics," for upper-division physics and education graduate students, post-docs, and high-school teachers. He is Co-PI on Colorado's Teacher Professional Continuum grant (LA-TEST), winner of a Boulder Faculty Assembly teaching award, and a Pew/Carnegie Teaching Scholar.

More on Steve and his work is available at

More information on the PER group at Colorado:

Workshop - Making the case: The role of data in supporting educational innovations

Ed Prather, University of Arizona

Dr. Ed Prather is an Associate Staff Scientist and Senior Lecturer with the Department of Astronomy at the University of Arizona. He earned his undergraduate degree in physics and astronomy at the University of Washington and earned his PhD in Physics Education Research from the Department of Physics at the University of Maine. For the past six years he has served co-director of the Conceptual Astronomy and Physics Education Research Team known as CAPER. With generous funding from the NSF and NASA, CAPER conducts rigorous research into student understanding and learning difficulties in the areas of astronomy, astrobiology, physics, planetary science and space science. The results of this research are used to inform the development, evaluation and dissemination of innovative instructional strategies and public outreach activities designed to promote the intellectual engagement of students.

Key PhD research projects in astronomy education (supervised by Dr. Prather) have focused on creating assessment instruments and research-based curriculum designed for use in the non-science majors introductory astronomy course (Astro101) including the development of the Light and Spectroscopy Concept Inventory (LSCI), the Stellar Properties Concept Inventory (SPCI), the Greenhouse Effect Concept Inventory (GECI) and Ranking Tasks for Introductory Astronomy. Currently Ed serves as Director or of the Center for Astronomy Education (CAE) at the University of Arizona. The main focus of CAE is to create a community of astronomy education research and teaching scholars. Through their "Teaching Excellence Workshops", members of CAE have been provided multi-day professional development experiences for nearly 1000 college astronomy faculty around the nation as part of the NASA Spitzer and JPL Navigator Education and Public Outreach programs. Recently Ed's teaching efforts were acknowledged by his being honored with the University of Arizona Provost General Education Teaching Award. In his spare time, Dr. Prather can be found exceeding appropriate human speed by use of various mechanical devises.

Workshop - Are you really teaching if no one is learning? How interactive lecturing can be used to measure and improve student learning

Mary Ann Rankin, University of Texas at Austin

Dr. Mary Ann Rankin is currently dean of the College of Natural Sciences at the University of Texas-Austin. Dr. Rankin is a biologist who attended Adams State College in Colorado and received her B.S. in Biology and Chemistry from Louisiana State University in New Orleans (1966). She subsequently received a Ph.D. in Physiology and Behavior from the University of Iowa (1972).

As Dean of Natural Sciences, Dr Rankin oversees the second-largest college at UT Austin in terms of student enrollment, and the largest in terms of research activity. Her time as Dean has seen complete reorganization of the school of biological sciences, and creation of major new programs in molecular biology, computational and applied mathematics, and nanotechnology. In 1997 she created a pilot program to help science and math majors become teachers, and under her leadership it has grown into UTeach, one of the country's largest and most highly regarded paths to secondary teaching. UTeach is currently being replicated at 13 other universities across the United States.

Opening Remarks - Responding to the Gathering Storm

Workshop - Faculty/administration partnerships

Jon Schweig, Math for America

Jon Schweig has been the MfA program director since 2005, and is responsible for the development of all aspects of programming for both the MfA Fellows program and the MfA Master Teacher program in New York City. Prior to joining the organization, he was a classroom teacher for five years, at schools in New York City and Providence, Rhode Island. He has taught at every grade level from fifth grade to Advanced Placement Calculus, and has served as a mentor teacher. Jon earned an MA from Stanford University in Curriculum and Teacher Education, specializing in Mathematics Education. While in graduate school, Jon and a partner collaborated on a curriculum project in which students designed zoo enclosures for imaginary animals. Called Zoo Space, the curriculum was used by an area middle school and the San Francisco Zoo.

Jon completed his undergraduate degree at Brown University, where he earned a BA in both Mathematics and English Literature. He is an avid cruciverbalist, juggler, and balloon-animal sculptor.

Workshop - Math for America: Creating and maintaining a community of mathematics teachers in New York City

Lane Seeley, Seattle Pacific University

Lane Seeley is Associate Professor of Physics at Seattle Pacific University. He earned his M.S. from Montana State University in 1996 where he was introduced to physics education research by Greg Francis. He earned his Ph.D. in experimental condensed matter physics at the University of Washington working with Gerald Seidler. Since joining the faculty at Seattle Pacific University in 2001 he has worked closely with colleagues to build a close knit physics department which is primarily focused on student learning. More recently, the department has focused increasing attention on supporting K-12 physics and physical science teachers. Lane has played an active role in the development of web based diagnostic tools for physical science teachers. He has also worked with colleagues to provide content-rich professional development for K-12 teachers. Lane leads the PhysTEC project at Seattle Pacific and has worked with colleagues to build and sustain a Learning Assistant program which provides undergraduates with an opportunity facilitate small group learning and explore the challenges and rewards of physics teaching.

Workshop - Learning Assistants (LA's): Re-imagining undergraduate TA's as future pre-college physics teachers

Panel Discussion - Recruiting tomorrow's physics teachers: Challenges, opportunities and strategies

Sean Smith, Horizon Research

Sean Smith is a Senior Research Associate at Horizon Research, Inc. (HRI). He received a Bachelor's Degree in Chemistry, a Master's Degree in Science Teaching, and a Ph.D. in Curriculum and Instruction from the University of North Carolina at Chapel Hill. Prior to joining HRI in 1991, Dr. Smith taught high school chemistry and physics. At HRI, he has led several project evaluations, including the Physics Teaching Resource Agents (PTRA), Powerful Ideas in Physical Science (PIPS), and Constructing Ideas in Physical Science (CIPS) programs. In addition, he managed the 2000 National Survey of Science and Mathematics Education. He is currently the principal investigator of ATLAST (Assessing Teacher Learning About Science Teaching), a project that is creating instruments to measure teacher and student science content knowledge, as well as teacher and student opportunity to learn.

Workshop - How do you know if they're getting it: Writing assessment items that reveal student understanding

Gay Stewart, University of Arkansas

Stewart is site leader for the UArk PhysTEC site, and a member of the PhysTEC Steering Committee. She received her Ph.D. in experimental high energy physics from UIUC in 1994. Her involvement with physics education reform began formally with her attendance at the Workshop Physics Conference at Dickinson College in 1993. Upon receiving her Ph.D., as a mother of two, she shifted her research purely to the condition of science education in the United States. In May, 1995 her work first gained NSF support through a DUE Course and Curriculum Development grant. She has served on education-related committees for APS (FEd Executive Committee, Committee on Education), and as an AAPT/PTRA National Advisory Board member and Regional Coordinator for Arkansas. She is chair of the College Board's (CB) Science Academic Advisory Committee, was jointly appointed by the CB and the NSF as co-chair of the Advanced Placement Physics Redesign commission. She chaired her department's undergraduate affairs committee during a transitional time, which saw the average number of graduating majors in physics increase by a factor of five in four years. She is the teaching assistant mentor, and developed a preparation program based in part on the University of Minnesota FIPSE-supported project. It grew into one of four sites in physics for the NSF/AAPT "Shaping the Preparation of Future Science Faculty," and is still active. These efforts played a central role in preparing Arkansas to join the Physics Teacher Education Coalition.

Workshop - Making use of a Master Teacher's Unique Knowledge to prepare TAs and Learning Assistants

Panel Discussion - Recruiting tomorrow's physics teachers: Challenges, opportunities and strategies

John Stewart, University of Arkansas

Robert Talbot, University of Colorado at Boulder

Bud Talbot is a fourth-year doctoral student in science education at the University of Colorado at Boulder. He has been an educator for 12 years, and has experience teaching high school physics and Earth sciences in both rural and suburban settings in Indiana, Arizona, and Texas. Bud currently teaches science methods and general methods courses at CU-Boulder, and also teaches physics in outreach programs. His areas of research interest are science teacher knowledge, student and teacher assessment, educational measurement, and teacher education. His published research includes work on scientific inquiry and teacher education.

Workshop - A new instrument for measuring pedagogical knowledge of physics teachers

Rob Thorne, Cornell University

Robert Thorne is a Professor of Physics at Cornell University. He received his BS from the University of Manitoba and his Ph.D. from the University of Illinois at Urbana, both in Electrical Engineering. His research group investigates electronic transport in low-dimensional conductors, applications of X-ray techniques to the recovery of ancient stone inscriptions, the physics of cryopreservation, and a variety of problems related to determining the molecular structure of proteins. In 2004 he founded Mitegen, LLC, which manufactures tools for X-ray crystallography that are used by academic, government and pharmaceutical scientists in more than 30 countries. Over the last several years he implemented a major revision of Cornell's introductory physics course for life and chemical science majors and premedical students, which already included peer instruction/polling, cooperative learning and other PER tried and tested methods, to address issues of relevance and student emotional interaction with physics. These efforts led to a 75% increase in course enrolment, a Faculty Appreciation Award from Cornell's sororities and fraternities, and the Class of 1972 Innovation in Teaching Award. He is now PI of Cornell's PhysTEC site.

Panel Discussion - Recruiting tomorrow's physics teachers: Challenges, opportunities and strategies

Pratibha Varma-Nelson, Northeastern Illinois University

Pratibha Varma-Nelson is Professor of Chemistry at Northeastern Illinois University in Chicago. She received her B.Sc. in Chemistry from Pune University, India, in 1970 and a Ph.D. in 1978 from the University of Illinois in Chicago in Organic Chemistry. The title of her thesis was "Protein Ancestors: Heteropolypeptides from Hydrogen Cyanide and Water". From 1977-1979 she studied the effects of essential catalytic residue modifications on conformation and binding affinity in anhydro-chymotrypsin while she completed a postdoctoral fellowship in enzymology at the Stritch School of Medicine, Loyola University, Maywood, Illinois before joining the faculty of Saint Xavier University, Chicago in 1979. She moved to NEIU in July of 2002 as Chair of the Department of Chemistry, Earth Science and Physics. At NEIU she teaches a Capstone Seminar and Biochemistry. Since 1995 her professional activities have revolved around the development, implementation and dissemination of the Peer-Led Team Learning (PLTL) model of teaching. She was an active partner of the Workshop Chemistry Project; one of the five NSF supported Systemic Reform Projects in Chemistry. She was a Co-PI of two NSF funded National Dissemination Grants awarded to the PLTL project and on the management team of the Multi Initiative National Dissemination (MID) Project. She has co-authored several publications and manuals about the PLTL model. Pratibha was the director of the Workshop Project Associate (WPA) Program, which provided small grants to facilitate implementation of PLTL and was the director of the Chautauqua course on PLTL offered annually from 1998-2005. In addition she was a Co-PI of the NSF funded Undergraduate Research Center, Center for Authentic Science Practice in Education, (CASPiE). She serves on the advisory board of Chemical and Engineering News, a weekly news magazine for professionals in the chemical sciences and on the editorial board of the Journal of Science Education and Technology. She moved to National Science Foundation as a Program Director (rotator) in August 2006. Her rotation at NSF will end in August 2008. She can be reached at NSF at or 703-292-4653.

Workshop - Bringing the research model of teaching to the classroom

Stamatis Vokos, Seattle Pacific University

Stamatis Vokos, Professor of Physics at Seattle Pacific University, has directed several projects on the learning and teaching of physics and has contributed to local and national science reform efforts K-20. In particular, he has provided leadership to teacher education and enhancement programs in Washington State, in which nearly two thousand preservice and inservice educators have participated. From 1995 until he joined SPU in 2002, he contributed extensively to the research and curriculum development efforts of the Physics Education Group, notably Physics by Inquiry, an inquiry-based curriculum for the preparation of teachers, and Tutorials in Introductory Physics, a supplementary curriculum for the introductory physics course. At SPU, Vokos and his colleagues in physics and science education are involved in research and development projects on undergraduate course reform and teacher education and enhancement. Funding from NSF, the Boeing Co., and the PhysTEC project has enabled a multi-year collaboration with FACET Innovations LLC to improve the effectiveness of the teaching of physics at a systemic level. A crucial component of the model at SPU is the incorporation of Master Teachers in the instructional and research program of the Physics Department.

Workshop - The Multiple Roles of Teachers-in-Residence (TIRs) at smaller institutions

Closing Session - The role of physics education researchers in improving teacher education: Faculty, pedagogy, context, and climate

Mary Walker, University of Texas at Austin

Dr. Mary H. Walker started working with the College of Natural Sciences as a consultant in 1997 when she collaborated with a group of master teachers and University faculty to develop the UTeach, an innovative secondary science and math teacher preparation program. Dr. Walker continues to work with the UTeach Natural Sciences program as a master teacher and instructor of Research Methods, Step 1 and 2, Classroom Interactions and Project-based Instruction. Formerly, Dr. Walker served as Administrative Supervisor of Science and Health Programs for the Austin Independent School District. From 1986 to 1997, Dr. Walker taught high school chemistry and worked as department chair of science at James Bowie HS in southwest Austin. Before entering the teaching profession in 1986, Dr. Walker worked as a research scientist at St. Jude's Children's Research Hospital in the department of Tumor Cell Biology. She received her doctorate in Biochemistry from the University of Texas at Austin in 1979. From 1979 to 1983, she worked as a postdoctoral researcher in virology and immunology in the department of Microbiology, UT. Dr. Walker received a Master's Degree in Biochemistry and a BS in Science Education from North Carolina State University in 1973 and 1975, respectively.

Workshop - The Development of UTeach by Master Teachers

Sherm Williamson, Seattle Pacific University

Sherm taught Physics and other physical sciences for 34 years before retiring in 2005. He is a graduate of the University of Washington with a degree in Chemistry, and minors in Math and Physics. An early NSF experience with Arnold Aarons was foundational to developing both a love for teaching Physics and establishing a student understanding based style of teaching. Although his primary focus was always with the students, he has worked at many levels to share his ideas to help individuals become better Physics teachers. For his classroom teaching, he has been recognized at the local, state, and national levels. He has been a long time consultant for Facet Innovations with Jim Minstrell, as a writer and trainer for Diagnoser. He also is currently with Seattle Pacific University as a VMT (visiting master teacher) working to assist in the development of new Physics teachers.

Workshop - The Multiple Roles of Teachers-in-Residence (TIRs) at smaller institutions