2012 Physics Teacher Education Coalition Conference Invited Speakers

Jon Anderson, Centennial High School

Jon Anderson is a physics teacher at Centennial High School in the Minneapolis/St. Paul metro area. He is currently the Teacher Coordinator for the PhysTEC Project, the teacher representative on the PhysTEC National Leadership Council and was the Teacher-in-Residence at the University of Minnesota from 2007-2009.  Jon received his BS from the University of Minnesota in 1986 and his MEd in Physics Education in 1992.  He has taught physics for 23 years at both the high school and college levels.  Jon is also a member of the "Physics Force," an outreach team from the University of Minnesota and a QuarkNet Lead Teacher.  Previously, he worked as a researcher on the DZero detector at the Fermilab and was the Curriculum Coordinator for an Upward Bound Math & Science program for 13 years.

Al Bennett

Andrew Boudreaux, Western Wasington University

Andrew Boudreaux is currently an assistant professor of physics and science education at Western Washington University, where he teaches introductory and upper division physics courses and special content courses for preservice elementary teachers.  Dr. Boudreaux also designs and implements a program of preparation for undergraduate teaching assistants and learning assistants.  He has worked extensively in the professional development of inservice teachers K-12, most recently as the facilitator of summer content workshops as part of the North Cascades and Olympics Science Partnership.  Dr. Boudreaux's research efforts focus on identifying student conceptual and reasoning difficulties in introductory physics and physical science.  Dr. Boudreaux completed his doctoral work in 2002 with the Physics Education Group at the University of Washington.

Suzanne Brahmia, Rutgers

Suzanne Brahmia is a PI on the NSF-funded project developing proportional reasoning with invention tasks, and heads the invention instruction development team at Rutgers.  Suzanne has taught physics at the middle school through university levels since 1987.  Prior to attending graduate school at Cornell University, Suzanne was a Peace Corps volunteer teaching physical science in a rural French-speaking African high school (grades 7-12). Since 1993 she has been the Director of the Extended Physics program at Rutgers University, a program that promotes learning and persistence in engineering for groups underrepresented in STEM.  She designed and runs an introductory physics course for freshman engineering majors who are underprepared in mathematics.  In addition, she is the Associate Director for Physics at the Math and Science Learning Center.  In addition to being a PI on the current project, Suzanne is the co-PI on two NSF-funded curriculum development projects.  One is for college students, the Investigative Science Learning Environment (ISLE) project (PIs Alan Van Heuvelen and Eugenia Etkina.)   The other curricular project is for precollege students, Physics Union Mathematics (PUM) (PI Eugenia Etkina.)  Over the past two years she has developed and implemented Invention Sequences in her engineering physics course, and has overseen their implementation with various high school and middle school classes in NJ.  She is the co-author with Peter Lindenfeld of a textbook for college science majors entitled Physics, the First Science, published by Rutgers University Press in 2011.

Stephanie V. Chasteen, Sciencegeekgirl Enterprises

Dr. Chasteen is currently a Science Teaching Fellow through the Science Education Initiative at the University of Colorado and an independent consultant to a variety of innovative science education programs. She has a PhD in Condensed Matter Physics, and extensive expertise in science education and education reform through coursework and professional experience. She previously held a postdoctoral appointment at the Exploratorium Museum of Science in which she developed and taught professional development workshops in science inquiry to K12 teachers.  Since 2007, she has developed junior level courses at the University of Colorado to better teach students the skills and habits of mind that are expected of budding physicists. Her recent projects focus on communicating best teaching practices (as supported by research) to practicing K-16 educators, including workshops, videos, and podcasts. She has presented extensively to K-12 audiences on the use of clickers and peer instruction, learning goals, and cognitive science.

Keith Clay, Green River Community College

Keith Clay received his doctorate in physics at the University of Washington.  He has taught at Pacific Lutheran University and the University of Hawaii but he has spent most of his career at Green River Community College.  GRCC is the only two year college chosen as having both one of ten exemplary physics programs and one of ten exemplary teacher preparation programs.  Keith has been deeply involved in both.  Keith has served as an advisor to the Statistical Research Center of APS and he is currently a member of the PhysTEC board of advisors.

Geraldine L. Cochran, Florida International University

Geraldine Cochran is a doctoral student in Curriculum & Instruction and a member of the Physics Education Research Group at Florida International University (FIU).  She is also an assistant instructor in the Learning Assistant Seminar at FIU.  Her research interests include the recruitment and preparation of science teachers.  She has conducted research in physics education and astronomy education and has publications in the 2003 and 2008 PER Conference Proceedings.  Geraldine earned a B.S. in Physics and a B.S. in mathematics from Chicago State University (CSU).  While participating in the New York City Alliance Bridge to Teaching program at the City University of New York, Geraldine earned a M.A. in teaching and certification in physics and middle school science and mathematics from CSU.  She is a member of the Florida section of the American Association of Physics Teachers (AAPT) and will serve as vice-chair of the AAPT's Committee on Minorities 2012-2013.

Jane Conoley

Phil DiStefano, University of Colorado at Boulder

Dr. Philip P. DiStefano is Chancellor of the University of Colorado Boulder. Prior to his appointment he was the top academic officer at CU-Boulder for eight years as the Provost and Executive Vice Chancellor for Academic Affairs. He served as interim chancellor twice during pivotal times in the university's history.

Dr. DiStefano has served CU-Boulder for 38 years. He began his career at CU in 1974 as Assistant Professor of Curriculum and Instruction at the School of Education. His academic career flourished as he assumed a series of academic and administrative positions, including Professor, Associate Dean and Dean of the School of Education.

He chairs the executive committee of the Science and Mathematics Teacher Imperative (SMTI), an initiative of the Association of Public and Land-Grant Universities. In addition, he is principal investigator of CU-Boulder's Integrating Science, Technology, Engineering and Mathematics education (iSTEM).  

A first-generation college graduate, Dr. DiStefano earned a Bachelor of Science degree from Ohio State University and a Master of Arts degree in English Education from West Virginia University. He holds a Doctorate in Humanities Education from Ohio State University, where he served as a teaching and research associate.

He began his educational career as a high school English teacher in Ohio. He has authored and co-authored numerous books and articles on literacy education.

Dr. DiStefano co-chaired the steering committee for CU-Boulder's visionary strategic plan, Flagship 2030, conceived with campus, community and statewide input, to guide CU-Boulder for decades to come. Today, Dr. DiStefano is shepherding its implementation as Flagship 2030 moves from vision to reality.

Jess Dowdy, Aibilene Christian University

Dr. Dowdy holds an engineering physics bachelor's degree from Abilene Christian University and was involved heavily in undergraduate research.  He earned a masters degree in chemistry from Washington State University with an emphasis on a chemical physics approach to thin film surfaces.  In 2005 he completed a doctorate from Texas A&M University – Commerce in education by studying teacher's attitudes toward science as related to their undergraduate curriculum.  He has been involved in a science show for the public, especially public schools, for 20 years, to over 25 school districts, with hundreds of shows.  He spent 17 years at Northeast Texas Community College, as a professor of chemistry and physics.  Currently he works at Abilene Christian University in the physics department and is engaged in attitudinal studies relating to science.  He also been a graduate faculty adjunct for the Texas A&M – Commerce physics department since 2010.  In 2009 he was recognized as one of the top 50 community college teachers in Texas.

Eugenia Etkina, Rutgers University

Dr. Eugenia Etkina has 30 years of teaching experience in physics and astronomy instruction at middle school, high school and university levels. Before coming to Rutgers she taught high school physics and astronomy for 13 years in Moscow, Russia. She earned her Ph.D. in physics education from Moscow State Pedagogical University. In 1997, she was appointed an assistant professor at the GSE, became an associate professor in 2003 and a Full professor in 2010.  She created a unique program of physics teacher preparation in which prospective teachers enroll in five teaching methods courses mastering the art and science of teaching physics. She also created an Investigative Science Learning Environment (with A. Van Heuvelen) - a comprehensive inquiry-based physics learning system that engages students in experiences similar to that of practicing physicists who construct and apply knowledge. She also developed a new approach to helping students acquire scientific abilities.

Noah D. Finkelstein, University of Colorado-Boulder

Noah Finkelstein is an Associate Professor of Physics at the University of Colorado at Boulder and conducts research is in physics education. He serves as one of the PIs of the Physics Education Research (PER) group at Colorado, and Director of Colorado's Integrating STEM, an NSF i-3 funded effort to establish a national center in STEM education.  Finkelstein is PI or Co-PI many nationally funded research grants to create and study conditions that support students' interest and ability in physics. These research projects range from the specifics of student learning to the departmental and institutional scales, and have resulted in over 80 publications. Finkelstein is increasingly involved in policy, and in 2010, he testified before the US Congress on the state of STEM education at the undergraduate and graduate levels. Finkelstein serves on four national boards in physics education, including:  Vice-Chair of the Physics Education Research Leadership Organizing Council (2010), and Chair of the Committee on Education of the American Physical Society (2011).

Richard Gelderman, University of Kentucky

Richard Gelderman is an astrophysicist who converted a personal interest in better learning strategies into a second career when--as the new faculty member in the room--he agreed to fill in for a retiring colleague as the teacher education liaison. Early efforts to connect with teachers outside the ivy covered walls, e.g., revitalizing a basically defunct Physics Teacher Alliance and building regional STEM competitions, were recognized with university awards for outstanding public service. As the founding science co-director for SKyTeach, one of the initial UTeach replication sites, the entire package of initiatives for successful new teacher preparation came together with gratifying results.

Howard Gobstein, Association of Public and Land-grant Universities

Howard Gobstein initiated and co-directs the, Science and Mathematics Teacher Imperative, which strives to stimulate member universities to prepare more, better and more diverse science and math teachers.  Gobstein and his staff also are responsible for the APLU Council on Research Policy and Graduate Education and the APLU Commission on Innovation, Competitiveness and Economic Prosperity.

Gobstein has been Associate VP, Michigan State University; Senior Policy Analyst, White House Office of Science and Technology Policy; VP, Association of American Universities (AAU); Director of Federal Relations for Research, University of Michigan and Sr. Science Policy Analyst with the US GAO.  His master's degree is in Science, Technology and Public Policy, George Washington University and a B.S. in Interdisciplinary Engineering from Purdue University.  He is a Fellow of the American Association for the Advancement of Science (AAAS) and selected as outstanding alumni of Purdue's School of Engineering Education in 2010.

Renee Michelle Goertzen, American Physical Society

Renee Michelle Goerzen is a post-doctoral researcher in the Physics Education Group at Florida International University. Dr. Goertzen helped produce the second collection of Open Source Tutorials, a DVD that contains adaptable Tutorials, instructor guides, and professional development materials. Her previous research examined the teaching practice of teaching assistants (TAs) who taught introductory physics using tutorials.  Her research interests have included instructor buy-in to reform curriculum, the impact of transformed curriculum and the LA program on FIU introductory students, and how to recognize and characterize effective TA instruction. She is currently a co-developer of the PhysTEC-funded Video Resource for Learning Assistant Development, a package of thematic case-based "video workshops" that highlight key issues in physics teaching and learning.

Bennett Goldberg, Boston University

Bennett Goldberg is the inaugural Director of STEM Education Initiatives in the Office of the Provost, working with colleges, departments and faculty in course transformation toward increasing the amount of evidence-based and active-learning in STEM instruction, and in developing and implementing training in teaching and learning for STEM PhD's and postdocs, our nations future faculty.

Goldberg is a Professor of Physics, Professor of Electrical and Computer Engineering, Professor of Biomedical Engineering, and Professor of Education. He is a former chair of the Physics Department and his active research interests are in the general area of nano-optics and spectroscopy for hard and soft materials systems.

Goldberg received a B.A from Harvard College, an M.S. and Ph.D. in Physics from Brown University in 1984 and 1987. Following a Bantrell Post-doctoral appointment at the Massachusetts Institute of Technology and the Francis Bitter National Magnet Lab, he joined the physics faculty at Boston University in 1989. Goldberg is a Fellow of the American Physical Society, has been awarded a Sloan Foundation Fellowship and is a recipient of the Presidential Young Investigators Award.

Goldberg is also the former Director of Boston University's Center for Nanoscience and Nanobiotechnology, an interdisciplinary center that brings together academic and industrial scientists and engineers in the
development of nanotechnology with applications in materials and biomedicine. He is director of BU's nanomedicine program, bringing engineers and physical scientists together with medical researchers and clinicians.

Fred Goldberg, San Diego State University

Fred Goldberg is a professor of physics at San Diego State University and a member of the Center for Research in Mathematics and Science Education.  Over his long career he has worked on many large-scale collaborative projects involving research in science learning, development of instructional materials for use in K-12 classrooms, and professional development for practicing and prospective precollege teachers.  He was the recipient of the 2003 AAPT Robert A. Millikan Award and in 2006 was a Fulbright Senior Specialist visitor to Israel.  A major focus of his work over the last decade has been developing curricula to support the physics learning of prospective elementary teachers.

Victor Gonzalez, Pioneer High School

Victor Gonzalez is an AP Physics, CP Physics and CP Chemistry Instructor at Pioneer High School in the Whittier Union High School District. He obtained both his Bachelor's and Master's Degrees in Science from California State University, Fullerton. At the Master's level his research was to investigate the understanding of the ideal gas law and three of its components: pressure, volume, and temperature among high school physics and chemistry students. He was department chair at his high school from 2004 to 2011, and has been working as a master teacher with prospective K-12 physics and chemistry teachers through the Science Education Department at California State University, Long Beach from 2004 to the present. He was an integral part during his tenure as department chair in switching the science curricula to introduce physics before chemistry and giving all students at Pioneer High School an attempt at college prep physics.

Michael Gottfredson

Ron Henderson, Middle Tennessee State University

Dr. Ron Henderson is professor and chairman of the department of Physics and Astronomy at Middle Tennessee State University.  He obtained degrees from the University of Tennessee, Duke University, and the University of Virginia (Ph.D.) before joining MTSU in 1996.  Since becoming department chairman in 2008, the department has created a concentration in Physics Teaching (2009), won a Robert Noyce Scholarship Grant (2009), was selected as a comprehensive PhysTEC site (2010), and the university became a UTeach replication site (2010).  He is an outspoken advocate for inquiry-based pedagogy in both university and high school curricula, and wants to make a positive impact on the way science is taught in Tennessee.

Laura Henriques, California State University, Long Beach

Laura Henriques is a Chair of the Science Education Department at California State University, Long Beach. She teaches classes for prospective K-12 science teachers and graduate students earning their Master's in science education. Before coming to CSULB she taught high school physics and physical science. She was a Master Teacher for the Woodrow Wilson National Teaching Fellowship Teacher Outreach Team, has been on the Board of Directors for the California Science Teachers Association, and held elected positions in National Association of Research for Science Teaching and Association of Science Teacher Education. She is PI/co-PI on several grants which support science teacher development.

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 (www.aps.org/programs) 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 APS-funded national effort, the Physics Teacher Education Coalition (www.PhysTEC.org), 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, www.compadre.org, that collects physics education materials).  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 (www.cur.org), is a Fellow of the American Physical Society, and is currently serving on the National Research Council Committee on Undergraduate Physics Education Research and Implementation.  His research interests include laser cooling, optical modeling, and physics education research.

Vivian Incera, University of Texas at El Paso

Dr. Vivian Incera is professor and chairwoman of the Department of Physics at the University of Texas at El Paso.  She earned her Ph.D. at the P.N. Lebedev Physical Institute, in Moscow, Russia.  Dr. Incera is an internationally known expert in the field of high-energy physics under extreme conditions and has been PI of multiple research grants from DOE and NSF, including a Professional Opportunities for Women in Research and Education (POWRE) grant in 1999.  Since becoming UTEP department chairwoman in 2009, her department has increased the major enrollment in 500%, has won a Robert Noyce Scholarship Grant (2010), and has multiplied by six the total amount of external funding awarded to its faculty.

Vivian Incera, University of Texas at El Paso

Stephen E. Kanim, New Mexico State University

Steve Kanim is an associate professor in the Department of Physics at New Mexico State University, where his research interests are in the teaching and learning of physics.  He received his bachelor's degree in electrical engineering from UCLA in 1981 and worked for a few years as an engineer in Silicon Valley.  He received a secondary science teaching certification from San Jose State University in 1984.  He taught high school physics in Palo Alto, California, and in Las Cruces, New Mexico for six years.  He received his Ph.D. in physics from the University of Washington in 1999, and has been at NMSU since 1998.  His current research interests are in student use of proportional reasoning in physics and in developing experiments to test models of cognition.  He is currently a PI on an NSF-funded curriculum development project to improve student proportional reasoning in physics through use of invention tasks, and has had NSF-sponsored curriculum development projects for introductory mechanics labs and for research-based conceptual tasks for classroom use.  He is co-author on two workbooks for introductory physics published by Pearson/Prentice Hall.

Angela Kelly, City University of New York

Angela Kelly is Assistant Professor of Physics & Astronomy at Stony Brook University, and is Associate Director of the Doctoral Program in Science Education at the Center for Science and Mathematics Education (CESAME). She earned her Ph.D. in Science Education from Columbia University. Her research interests include inequities in secondary physics access, science teacher recruitment and retention, and pedagogical content knowledge in the physical sciences.

Mary Kirchhoff, American Chemical Society

Mary Kirchhoff is Director of the American Chemical Society Education Division, which serves learners and educators by building communities and providing effective chemistry education products, services, and information.  She received her Ph.D. in organic chemistry from the University of New Hampshire and joined the Chemistry Department at Trinity College in Washington, DC in 1992. Mary served as Chair of the Division of Natural Sciences and Mathematics during her tenure at Trinity.  She began working in green chemistry when she received an AAAS Environmental Fellowship to work with the U.S. EPA's green chemistry program before joining the American Chemical Society's Green Chemistry Institute.  Mary was elected a Fellow of the American Association for the Advancement of Science in 2006.  She is a co-author or co-editor on Designing Safer Polymers, Greener Approaches to Undergraduate Chemistry Experiments, and Going Green:  Integrating Green Chemistry into the Curriculum.

Laird H. 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 nuclear experimentalist and has in recent years turned to building a transformational education outreach model. Since 2003, he has led the Education Outreach component of CHEPREO, the Center for High Energy Physics Research and Education Outreach. CHEPREO uses its high-energy physics base as fertile ground for an extensive education and outreach effort based in diverse South Florida. CHEPREO-led efforts have transformed the undergraduate physics experience at FIU, creating more and better prepared majors by empowering students through the implementation modeling instruction-based studio physics courses, establishment of student-centric methodologies, and establishment of a high school/university research and learning community. These reforms have led to a rapidly growing PER group; the awarding of a PhysTEC Primary Partner Institute to FIU in 2007; the successful expansion of the LA Model into chemistry, earth sciences, and mathematics; and the recent award of a HHMI Science Education grant.

Chuhee Kwon, California State University, Long Beach

Chuhee Kwon is Professor of the department of Physics and Astronomy at California State University, Long Beach (CSULB).  Prior to joining CSULB, she was a director funded postdoctoral fellow at Los Alamos National Laboratory, received a Ph.D. in Physics at the University of Maryland – College Park and B.S. in Physics at Seoul National University, South Korea.  Her research focuses the structure-property relation in high temperature superconductors, colossal magnetoresistant manganites, and gold nano-island films.  She is a PI of the CSULB PhysTEC grant and an NSF S-STEM grant for physical science and mathematics undergraduate scholarship.

Laurie Langdon, University of Colorado at Boulder

Dr. Langdon is a Research Associate in the School of Education at the University of Colorado-Boulder. As Co-Director for the Colorado Learning Assistant (LA) program, she works with faculty across eleven STEM departments to effectively use LAs in their courses and also teaches the pedagogy seminar for new LAs. In addition, she co-directs the Noyce Scholarship program. Dr. Langdon has extensive experience working with faculty to implement research-based instruction in General Chemistry courses, both as a post-doc at the University of New Hampshire and as a Science Teaching Fellow through the Science Education Initiative at CU. Her current efforts focus on recruiting and preparing future STEM teachers, and chemistry teachers in particular. Dr. Langdon has been a revision team member on three editions of the American Chemical Society's high school textbook, Chemistry in the Community (ChemCom), and she is a member of ACS's Advisory Board for their new Chemistry Teacher Education Coalition (CTEC) initiative.

W. James “Jim” Lewis, University of Nebraska-Lincoln

W. James "Jim" Lewis is Aaron Douglas professor of mathematics and Director of the Center for Science, Mathematics, and Computer Education at the University of Nebraska-Lincoln. During the time he served as chair of his department, the department won the University-wide Department Teaching Award and an NSF Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring. He has received many teaching awards including the University's OTICA award and membership in UNL's Academy of Distinguished Teachers. More recently, he was the Carnegie Foundation's 2010 Nebraska Professor of the Year. He has served as President of the UNL Faculty Senate and President of the UNL chapter of AAUP. He has received the UNL Chancellor's Commission on the Status of Women Award for his support of opportunities for women in the mathematical sciences and UNL's Louise Pound-George Howard Distinguished Career Award

He is PI for two large NSF grants, NebraskaMATH and NebraskaNOYCE. He was chair of the Committee that produced the CBMS report, The Mathematical Education of Teachers, and co-chair of the National Research Council committee that produced Educating Teachers of Science, Mathematics and Technology: New Practices for the new Millennium. He was a member of the AMS Task Force that produced Towards Excellence: Leading a Doctoral Mathematics Department in the 21st Century as well as the author of the first four chapters of this book. He was also a member of the NRC Committee that produced Preparing Teachers: Building Evidence for Sound Policy. He is a past chair of the Mathematical Association of America's Coordinating Council on Education and the American Mathematical Society's Committee on Education. He received his Ph.D. in mathematics from Louisiana State University.

Michael Marder, University of Texas at Austin

As Associate Dean for Science and Mathematics 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 helps oversee the national expansion of UTeach.  

Michael Marder is 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 is involved in a wide variety of theoretical, numerical, and experimental investigations,   He specializes in the mechanics of solids, particularly the fracture of brittle materials. He has developed numerical methods allowing fracture computations on the atomic scale to be compared directly with laboratory experiments on a macroscopic scale. He is currently investigating fracture and deformation of polymeric materials.

Peter Muhoro, American Physical Society

Dr. Peter Muhoro is the Program Manager for the Minority Bridge Project at the American Physical Society (APS) in College Park, Maryland. The Minority Bridge Program (www.minoritybridgeprogram.com) has a goal to bring the fraction of physics PhDs granted to underrepresented minorities (African American, Native American and Hispanic American) into parity with the fraction of undergraduates (an increase of about 30 per year) within the next ten years. Peter earned his Master's and PhD degrees from the University of Michigan and a Bachelor's degree from Hampton University.

Monica Plisch, American Physical Society

Monica Plisch serves as the Associate Director of Education and Diversity at the American Physical Society (APS) in College Park, Maryland. She is a co-PI on the Physics Teacher Education Coalition (PhysTEC) project and a member of the National Task Force on Teacher Education in Physics. She also leads initiatives to improve mentoring and ethics education and to develop high school lessons on contemporary physics. Before coming to the APS, Dr. Plisch led education programs at a NSF funded center at Cornell University, where she developed programs on nanotechnology for undergraduate students and physics teachers. Dr. Plisch completed her doctoral studies in physics (nanomagnetics) at Cornell University. She enjoys competitive rowing and running.

Edward E. Prather, University of Arizona, Center for Astronomy Education (CAE)

Edward Prather is an Associate Professor in the Department of Astronomy, at the University of Arizona (UofA) and Steward Observatory. He is the Executive Director of the Center for Astronomy Education (CAE) – one of the nation's leading Earth, Astronomy and Space Science education research, curriculum development, assessment and professional development groups.  Over the last 20 years he has taught over 50 introductory college courses to more than 6000 students, and provided hundreds of professional development seminars for more than 2000 college instructors.  His teaching efforts were acknowledged in 2007 when he received the University of Arizona's Provost Education Prize, again in 2009 when he was awarded the UofA College of Sciences Innovations in Teaching award, and in 2011 when he received the AAPT's David Halliday and Robert Resnick Award for Excellence in Undergraduate Physics Teaching.

Edward Price, California State University, San Marcos

Joan Prival, National Science Foundation

Dr. Joan Prival is a Program Director in the Division of Undergraduate Education at the National Science Foundation.  She serves as Lead Program Director for the Robert Noyce Teacher Scholarship program while also serving as a program officer in the Math and Science Partnership program, the Advanced  Technological Education (ATE) program, and the Transforming Undergraduate Education in STEM (TUES) program.  She received a B.A. degree in Biological Sciences from Wellesley College and a Ph.D. in Biochemistry from the Massachusetts Institute of Technology.   As a research biochemist, she conducted studies on blood cell differentiation and leukemia at the National Cancer Institute.  Prior to coming to NSF in 1997, she served as an education policy specialist for 14 years with the Washington D.C. Public Schools.  In 1999 she was awarded a fellowship from the Japan Society for Promoting Science to study teacher preparation in Japan.  She has received six NSF Director's Awards, including the NSF Director's Award for Superior Accomplishment.

AJ Richards, The College of New Jersey

AJ Richards is a physics graduate student at Rutgers University, specializing in PER.  He is the recipient of the Richard J. Plano Outstanding Teaching Assistant Award.  AJ has served as a teaching assistant in a variety of physics courses, in addition to being a developer of and co-lead instructor of the Learning Assistant Pedagogy course at Rutgers.  He is also a member of the invention instruction development team at Rutgers, and has taught in courses in which these materials were piloted.

Alma Robinson, Virginia Tech

Alma Robinson graduated from the VT Physics department in 2002 and received her Master's degree in Education in 2003. As a physics student, she was able to share her enthusiasm for physics and teaching through the outreach program and was an active member of SPS.  After leaving Virginia Tech, she spent eight years teaching incredible students an array of different physics courses ranging from calculus-based AP Physics to hands-on, conceptual physics at the remarkably diverse Wakefield High School in Arlington, VA. She's excited to return to Virginia Tech as the first PhysTEC Teacher in Residence and embraces the opportunity to work with both the Physics Department and the School of Education to help prepare our pre-service physics teachers for their future classrooms.

Willie Rockward, Morehouse College

Andy Rundquist, Hamline University

Andy Rundquist is an associate professor and chair of the physics department at Hamline University in St. Paul, MN. He has taught in an alternative licensure program for physics teachers for six years, culminating in producing over 80 newly licensed physics teachers in the state of Minnesota. Andy is also a founding member and moderator for the weekly online gathering of physics educators called the Global Physics Department. His research interests center around the generation, characterization, and optimization of ultrashort laser-matter interactions.

Mel S. Sabella, Chicago State University

Mel Sabella is an Associate Professor of Physics at Chicago State University whose interests focus on improving STEM education for underrepresented students. Sabella is the director of an NSF - CCLI project that integrates diverse research-based instructional material in the introductory urban physics classroom. He is also director of the Physics Van Inservice Institute, part of a project supported by the Illinois Board of Higher Education that supports practicing teachers through professional development and an equipment lending service. He is also a Co-PI on an NSF-Noyce grant that focuses on the professional nature of teaching and supports preservice students pursuing science certification. Sabella earned his PhD in Physics Education Research from the University of Maryland in 1999. After Maryland, he began a position as a postdoctoral research associate with the Physics Education Group at the University of Washington. He has published papers on physics education in the Physics Teacher magazine, the 2002, 2003, 2008, and 2010 PER Conference Proceedings, the Physics Education Research Supplement to the AJP and the 2008 Proceedings of the American Society for Engineering Education. He is currently the President of the Chicago Section of the AAPT, a member of the AAPT committee on Research in Physics Education, and a member of the APS Committee on Minorities. In 2008, Sabella co-organized the annual Physics Education Research Conference which focused on Diversity in PER.

Rachel E. Scherr, Seattle Pacific University

Rachel Scherr recently concluded multiple projects on professional development for graduate teaching assistants and a pair of projects producing tutorials embedded with video episodes of students working on the materials. In the TA projects, Scherr (with R. M. Goertzen) gained significant expertise in the issues facing physics graduate student tutorial instructors as they adapt to a reform teaching environment. For the Open Source Tutorials project, Scherr (again, with Goertzen) created and disseminated dozens of video workshops intended to help novice tutorial instructors (TAs, LAs, and faculty) implement the specific tutorials developed for that project. Scherr's current research and teaching emphasize the use of video to support teacher learning. She is currently a co-developer of the PhysTEC-funded Video Resource for Learning Assistant Development, a package of thematic case-based "video workshops" that highlight key issues in physics teaching and learning.

Beate Schmittmann, Virginia Tech

James Selway, Towson University

Jim Selway is currently the Physics Teacher in Residence at Towson University, which is in the Baltimore metro area. He received a B.S. in Physics and a M.S. in Engineering at Loyola University. He taught all levels of high school Physics for thirty eight years in the Baltimore County Public School system.  Additionally, he was an adjunct instructor in Loyola's graduate engineering division specializing in signal analysis, digital filter design, and automated data collection systems. His current interest is setting up a recruiting infrastructure in the high schools of the local educational systems and helping to reorganize the current teacher education program to include more early educational experiences, both in high school and college.

Josh Smith, Rutgers University

Josh Smith is an undergraduate physics major at Rutgers University, and future physics teacher.  He is a member of the invention instruction development team at Rutgers.  He is also a member of the first generation of Learning Assistants there, serving in a course that is field testing the invention curricula that he helped to develop.

Timothy Stelzer, University of Illinois at Urbana-Champaign

Gay Stewart, West Virginia University

Dr. Gay Stewart is site leader for the University of Arkansas PhysTEC legacy site, and a member of the PhysTEC Programmatic Review Board. In May 1995 her work on physics education reform first gained NSF support through a DUE Course and Curriculum Development grant. She served as 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, and is on the new AP Physics Curriculum Development and Assessment Committee. She was a member of the development committee for the College Board Science Standards for College Success, designed for grades 6-12. 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. This program grew into one of four sites in physics for the NSF/AAPT "Shaping the Preparation of Future Science Faculty."  She is co-PI of an NSF GK-12 project that places graduate students in middle school mathematics and science classrooms. The results of that project were so favorable that getting mathematics and science teachers the opportunity to work together is a major component of the $7.3M NSF-MSP project, of which she is PI, the College Ready in Mathematics and Physics Partnership. In 2009, she was named a fellow of the American Physical Society, for her contributions to physics teaching and physics teacher preparation. In 2010 she was elected vice president of the AAPT and to the APS executive board.

Anderson Sunda-Meya, Xavier University

Stamatis Vokos, Cal Poly-San Luis Obispo

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 in grades K-20.  In particular, he has provided leadership to teacher education and enhancement programs in Washington State, in which two thousand pre-service and in-service educators have participated.  He is currently PI of two NSF-funded projects, which strive to improve teacher diagnostic skills in physics and physical science.  Before joining SPU in 2002, Vokos was a senior member of the Physics Education Group at the University of Washington and contributed extensively to the Group's efforts.  At SPU, Vokos and his colleagues in physics and science education are involved in research and development projects on undergraduate course reform and teacher professional preparation and development. Funding from NSF, the Boeing Co., and the PhysTEC project has enabled a multi-year collaboration with FACET Innovations LLC and several of the largest school systems in Washington State to improve the effectiveness of the teaching of physics at a systemic level.  Vokos has served as member and two-term chair of the AAPT Committee on Research in Physics Education, member of the AAPT Committee on Graduate Education, member of the APS Executive Committee of the Forum on Education, and chair of the AAPT Physics Education Research Elections Organizing Committee.  He is vice chair of AAPT's Committee on Teacher Preparation and chair of the National Task Force on Teacher Education in Physics (T-TEP), which is sponsored by APS, AAPT, and AIP.