2009 Physics Teacher Education Coalition Conference Presenters

Deborah Allen, National Science Foundation

Deborah Allen is on leave from an associate professorship at the University of Delaware (UD) to serve in the National Science Foundation's Division of Undergraduate Education, where she is a Program Director for the Robert Noyce Teacher Scholarship Program (as well as for additional programs). In the mid 1990's Allen made a transition in scholarship focus from physiology to science education, joining a multidisciplinary team of scientists/science educators to design, implement and assess problem-based learning (PBL) curricula for introductory science courses. She currently collaborates on an NSF Teacher Professional Continuum project to investigate development of future elementary and middle school science teachers' pedagogical context knowledge in a new program that includes a 15-credit course using interdisciplinary PBL science problems. She also collaborates with State of Delaware high school and university educators to design curriculum materials and offer teacher professional development courses. Allen has presented numerous invited workshops and talks on active, group-based strategies around the country and outside the US. She is the author of Thinking Towards Solutions: Problem-Based Learning Activities for General Biology (Saunders, 1998) and co-editor of The Power of Problem-Based Learning (Stylus, 2000), a collection of strategies for implementation of PBL in undergraduate courses. She serves on the editorial board of CBE-Life Sciences Education and co-authors a regularly-featured column on teaching strategies for that journal.

Wolfgang Bauer, Michigan State University

Wolfgang Bauer received his Ph.D. from the University of Giessen, Germany, in 1987.  Following a one-year postdoctoral appointment at the California Institute of Technology in Pasadena, CA, he joined the faculty of Michigan State University (MSU), East Lansing, MI, in 1988 as an assistant professor, with dual appointment at the National Superconducting Cyclotron (NSCL) Laboratory. In 1993 he was promoted to associate professor, and in 1996 to full professor.  He served as head of the theory group at the NSCL from 1997 to 1998, as associate chair of MSU's Department of Physics and Astronomy from 1998 to 2001, and as chair since then.

Wolfgang's honors and awards include the US National Science Foundation Presidential Faculty Fellow award in 1992 and the German Alexander-von-Humboldt Foundation's Distinguished Senior Scientist award in 1999.  He was elected Fellow of the American Physical Society in 2003, and was named University Distinguished Professor at MSU in 2007.

For more than 15 years Wolfgang has worked on using information technology in teaching and learning, and has studied the effectiveness of these approaches. He is co-inventor of the open source LON-CAPA course management system, now in use at over 70 universities and community colleges and many high schools around the nation. In collaboration with APEX Learning he developed a virtual AP high school physics course. And he has partnered with many high school teachers from across the USA, who have taken his college level virtual physics courses.

Cliff Chancey, University of Northern Iowa

Dr. Cliff Chancey is Professor and Head of Physics at the University of Northern Iowa in Cedar Falls, Iowa. Northern Iowa has a long history of preparing secondary physics teachers, and has created several successful programs directed to in-service physics teachers. Cliff has been active in outreach to Iowa schools and teachers, particularly in emerging areas such as robotics and nanotechnology.  He earned his PhD in theoretical physics from the Johns Hopkins University, and was a post-doctoral fellow--and later Senior Visiting Fellow--in Theoretical Physics at Oxford University.  Cliff has served two terms on the Board of Directors of Sigma Xi-The Scientific Research Society and on the Board of the Iowa Academy of Sciences.  He currently serves as PI on an NSF grant directed to extending nanoscience education into Iowa secondary schools.  His research interests include condensed matter physics, mathematical physics, and physics education.

N. John Cooper, University of Pittsburgh

Lezlie S. 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.

Phil DiStefano, University of Colorado at Boulder

Philip P. DiStefano, Provost and Executive Vice Chancellor for Academic Affairs, holds the top position in Academic Affairs at the University of Colorado at Boulder.  In this role, he administers the academic policies and programs of the university and provides intellectual leadership for excellence in teaching, scholarship and creative work.

His responsibilities include providing oversight for the recruitment, development and promotion of faculty, deans, and other academic leaders.  He also coordinates academic planning with budget preparation and capital development needs, and works to implement diversity plans.

DiStefano served as CU-Boulder's Interim Chancellor from January 2005 to July 2006.  As chief executive and academic officer for the Boulder campus, he was responsible for the administration of academic, administrative, student support and athletic programs, and managing campus resources.  He also worked collaboratively with faculty, alumni, donors, friends of the university, governing officials, and business and community leaders on establishing a vision for the university's future.

DiStefano joined the University of Colorado in 1974 as an 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, Dean and Vice Chancellor, culminating with his appointment as Provost and Executive Vice Chancellor in 2001.

A first-generation college graduate, 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.  Since then, he has authored and co-authored numerous books and articles on various topics in Language Arts and Education.

Fred Dylla, American Institute of Physics

H. Frederick Dylla is the Executive Director and CEO of the American Institute of Physics, a not-for-profit umbrella organization for 10 scientific societies that publishes scientific journals and provides information-based products and services. Prior to this appointment, Dylla was with the U.S. Department of Energy's Thomas Jefferson National Accelerator Facility (Jefferson Lab) in Newport News, Virginia for 17 years while he concurrently held an Adjunct Professorship in Physics and Applied Science at the College of William and Mary. As the Chief Technology Officer and Associate Director for the Free-Electron Laser (FEL) program at Jefferson Lab, Dylla was responsible for initiating, building, and operating the FEL.

The author of over 190 publications, Dylla received his B.S., M.S. and Ph.D. in physics from the Massachusetts Institute of Technology. He is a Past President of the AVS: Science & Technology of Materials, Interfaces, and Processing, where he was elected a Fellow in 1998 and is currently a distinguished lecturer for AVS.  Dylla is also a Fellow of the American Physical Society and a founding member of its largest unit--Forum of Industrial and Applied Physics. He has been an active member in numerous local and regional technology development organizations, including appointments by the Virginia governor to two scientific commissions, and has served on many national advisory committees for the Department of Energy, Department of Defense, and the National Science Foundation.

Jason Ermer, University of Texas at Austin

Jason Ermer is a Clinical Assistant Professor on the faculty of the UTeach program in the College of Natural Sciences at the University of Texas at Austin. A former middle school mathematics teacher and graduate of the UTeach program, Jason teaches sections of the early field experience courses -- Step I and Step II -- and supervises students during their elementary and middle school field experiences.

Eugenia Etkina, Rutgers University

Eugenia Etkina has an extensive teaching experience in physics and astronomy instruction at middle school, high school and university levels. She earned her Ph.D. in physics education from Moscow State Pedagogical University. She now is an associate professor of science education at Rutgers University. She taught middle school physics and mathematics, high school physics and astronomy and university physics courses. She is currently teaching pre- and in-service teachers how to teach physics and works collaboratively with the department of Physics and Astronomy to reform introductory physics courses. She developed an approach to teaching physics where students construct their understanding using processes similar to those used by scientists in real world research. She studies how students develop and transfer scientific abilities.

Noah D. Finkelstein, University of Colorado-Boulder

Noah Finkelstein is an Associate 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 50 publications in refereed venues. Finkelstein serves on five national boards in physics education including: the American Physical Society's Committee on Education, the Physics Education Research Leadership Organizing Council, and the Executive and Advisory Council of the Physics Teacher Education Coalition (PTEC). In 2007 he won the campus-wide teaching award, the Boulder Faculty Assembly's Excellence in Teaching Award.

Jill Fitzgerald, University of North Carolina

Dr. Jill Fitzgerald is currently Senior Associate Dean and Professor of Literacy Studies at The University of North Carolina at Chapel Hill where she has taught since 1979. During inception of UNC-BEST, she was Interim Dean of the School of Education.  A former primary grades teacher and Reading Specialist, she has taught courses in reading and writing at the undergraduate and graduate levels.  She has published over 70 works and been an invited speaker at national and international research and professional conferences. Her current primary research interests center on literacy issues for multilingual learners and early literacy development in relation to literacy-instruction reform efforts. She has won the American Educational Research Association's Outstanding Review of Research Award and (with George Noblit) the International Reading Association's Dina Feitelson Award for Research.  She currently serves on editorial boards for several national and international journals, including Journal of Educational Psychology and Reading Research Quarterly. She has also served on national and international literacy and educational associations extensively through committee work.

Linnea Fletcher, National Science Foundation

A life-long fascination in science caused Linnea Fletcher to obtain bachelors and master's degrees in Biology, Chemistry and Biochemistry at the University of California at Irvine before coming to Texas to earn her Ph.D. in microbiology at the University of Texas at Austin. After several years working in laboratories, Dr. Fletcher began a career in education at Austin Community College (ACC) in 1991. She taught in the Biology, the Chemistry and the Applied Health departments, and served as Division Chair and Assistant Dean of Math, Science and Technology at a new campus. In 1997, Dr. Fletcher became interested in bringing biotechnology training to ACC. She started the program, and served as its first Department Chair until fall 2008. The Biotechnology Program trains both two-year students, and students with a four-year degree to work in area industry such as Applied Biosystems, Luminex, Cells Direct, CEDRA, and Stratagene. During this time she also received an National Science Foundation (NSF) funded Advanced Technology Education (ATE) grant to develop and implement a high school dual credit Introduction to Biotechnology course, served as the South Central Regional Director for the ATE Center grant in Biotechnology known as Bio-link, the Governor's Bioscience Cluster, and participated in several NSF and state funded curriculum projects. The projects ranged from developing applied math problems in biotechnology, biological modules for MEM and nanotechnology students, and a ninth grade Technology and Engineering textbook. Currently she is on leave of absence from her home institution and working in the Division of Undergraduate Education at the National Science Foundation in the areas of ATE, S-STEM, CCLI and Robert Noyce Scholarship programs.

Judy Franz, American Physical Society

Judy Franz has served as executive officer of APS for the past 15 years.  Prior to this, she was a professor of physics at the University of Alabama, Huntsville, West Virginia University and Indiana University, Bloomington. From 2002-2008, she served as secretary general of the International Union of Pure and Applied Physics (IUPAP).  Her research was in the area of condensed matter physics and she is a fellow of APS, the American Association for the Advancement of Science (AAAS) and the Association for Women in Science (AWIS).  She has been active in the areas increasing women in physics and improving physics education for over 25 years.

Gary Gladding, University of Illinois, Urbana-Champaign

Gary Gladding is Professor and Associate Head of Physics at the University of Illinois.  He is a high energy physicist who has worked on experiments at CERN, Fermilab, SLAC and Cornell. His current research, however, is in physics education (http://research.physics.uiuc.edu/PER/).  He led the faculty group responsible for the reform of introductory physics instruction at Illinois.  He is currently PI for a NSF grant for enhancing student learning in introductory physics through the use of multimedia learning modules and a University grant for increasing student retention in engineering through the development of physics courses for at-risk students.  He is a Fellow of the American Physical Society and has been awarded the AAPT Award for Excellence in Undergraduate Physics Teaching.

Howard Gobstein, Association of Public and Land-grant Universities

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.

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. He has directed several large teacher preparation and materials development grants, including computer-based physics learning materials for high school and for elementary teachers (http://cpuproject.sdsu.edu), and guided inquiry curriculum materials for middle school physical science (http://www.interactionsinfo.net/) and college physics and physical science (http://www.petpset.net/). As part of these projects, he and his colleagues have developed substantive workshop and web-based materials to help teachers implement the curricula with high fidelity.  The curricular materials also have provided the context for his group to do research on how students learn in technology-rich collaborative learning environments. 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.  His most recent NSF-funded projects include both the development of the LEPS curriculum (the topic of the PTEC workshop) and the development of learning progressions in scientific inquiry and the teaching of scientific inquiry for grades 3-6.

Warren Hein, AAPT

Dr. Warren W. Hein is Executive Officer at the American Association of Physics Teachers (AAPT).   Hein received his BS degree from the University of Wisconsin-Whitewater in 1966 and his Ph.D. in Nuclear Physics from Iowa State University in 1970.  Prior to joining the AAPT as Associate Executive Officer in February 1997, Hein taught physics at Northern State University in Aberdeen, South Dakota, from 1970 to 1979, and South Dakota State University from 1979 to 1997.  He also served as Department Head from 1985 to 1997.

Charles R. Henderson, Western Michigan University

Charles Henderson is an Associate Professor in the Physics Department and the Mallinson Institute for Science Education at Western Michigan University. His current work is focused on the development of theories and strategies for promoting change in the teaching of STEM subjects. This includes issues related to the diffusion and adoption of research-based instructional strategies. Two current projects include 'Facilitating Change in Undergraduate STEM' and 'Understanding Instructor Practices and Attitudes Toward the Use of Research-Based Instructional Strategies (RBIS) in Introductory College Physics'. Both projects are funded by NSF. The goal of the former project is to articulate models for promoting changes in STEM instructional practices in higher education. The latter seeks to understand the level of knowledge about, attitudes towards and use of RBIS by introductory physics instructors. He is the editor of Physics Education Research Section of the American Journal of Physics and former chair of the American Association of Physics Teachers (AAPT) Committee on Research in Physics Education.  Dr. Henderson earned his Ph.D. in Physics Education Research from the University of Minnesota, Twin Cities Campus.

Paul Hickman, Science Education Consultant

Paul Hickman worked as an optical engineer and then taught high-school physics for 25 years in Cold Spring Harbor, New York and Belmont, Massachusetts. Before his retirement, he was an Associate Professor of Education and Director of Northeastern University's Center for the Enhancement of Science and Mathematics Education (CESAME). 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 or workshop leader. He received the Presidential Award for Excellence in Science Teaching in 1988 and was the first recipient of the American Association of Physics Teachers' award for Excellence in Pre-College Physics Education. Paul also worked as a consultant helping develop the first interferometrically controlled ruling engine and the first high-resolution laser printer. He served as the Chair of AAPT's Teacher Preparation Committee and is a consultant to the PhysTEC project.

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 FIPSE-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 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 (www.cur.org). His research interests include laser cooling, optical modeling, and physics education research.

Daniel Kleppner, Massachusetts Institute of Technology

Daniel Kleppner is the Lester Wolfe Professor of Physics, Emeritus, MIT, and is the Co-Director of the MIT-Harvard Center for Ultracold Atoms. He is the author of Quick Calculus with Norman F. Ramsey, An Introduction to Mechanics with Robert J. Kolenkow, and occasional Reference Frame essays in Physics Today. He has taught at MIT since joining the faculty in 1966. His research is in areas of atomic and optical physics including high precision measurements, quantum optics, and atomic quantum fluids. He has been awarded the Oersted Medal of the American Association of Physics Teachers, the Davisson-Germer and Lilienfeld Prizes of the American Physical Society, the Ives Medal of the Optical Society of America, the Wolf Prize and the National Medal of Science.

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, and a recently awarded Noyce Fellowship program that encompasses mathematics, chemistry, earth sciences, and physics programs. The efforts have also served as basis for recent reforms of the secondary education science and mathematics programs at FIU, led by the PER group.

Don Langenberg, University of Maryland

Don Langenberg is an experimental condensed matter physicist who is currently Chancellor Emeritus of the University System of Maryland and Professor of Physics and Electrical Engineering (ret.) at the University of Maryland, College Park.  He has served as Deputy Director of the National Science Foundation and as President of the American Physical Society and of the American Association for the Advancement of Science.  His current interests span a variety of activities related to teaching and learning.

Lok Lew Yan Voon, Wright State University

Lok C. Lew Yan Voon is currently a Professor of Physics and Adjunct Professor of Electrical Engineering, and Chair of the Physics Department at Wright State University. He received the NSF CAREER award in 2000 and has published over 85 articles in the field of nanotechnology. He has taught physics at all levels, from courses for pre-service middle childhood science majors to graduate-level physics. Lew Yan Voon has been a strong supporter of pedagogical and curricular reforms. Currently, as department chair, he has provided leadership oversight of the physics education programs within the department, including support of alternative licensure programs for high-school physics teachers and the growth of the middle-childhood program.

Dan MacIsaac, Buffalo State College

Dan MacIsaac is an Associate Professor of Physics at SUNY- Buffalo State College, NY, an NCATE-accredited four year comprehensive college historically specializing in teacher certification.  Buffalo State Physics offers undergraduate and graduate programs in physics teacher preparation to over fifty students, including traditional certification with bachelors' degrees, post baccalaureate certification, cross-certifying science teachers and alternative certification for career changing STEM professionals.  Buffalo State Physics also hosts a Summer Physics Teacher's Academy that has provided graduate physics credit to over two hundred teachers since 2002.

Michael Marder, University of Texas at Austin

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 specializes in the mechanics of solids, particularly the fracture of brittle materials, and has done experimental, computational, and theoretical work on materials ranging from rubber to single crystal silicon. He has published a graduate textbook on condensed matter physics which is now in its fifth printing. 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 math and science teachers, is working to introduce inquiry techniques into undergraduate teaching, and directs various programs aiming to improve science and mathematics instruction in Austin-area schools.

Steve Matson, University of North Carolina

Dr. Steve Matson is a Professor in the Department of Biology and Dean of the Graduate School at the University of North Carolina at Chapel Hill.  He was Associate Chair of Biology from 1997-2002 and then Chair of the Department of Biology for six years prior to his appointment as Dean of the Graduate School.  He earned M.S. and Ph.D. degrees in Biochemistry at the University of Rochester and was a postdoctoral fellow at Harvard Medical School in the Department of Biological Chemistry.  In addition to his work as a teacher and scholar in the Department of Biology, he spent 17 years as an academic advisor for undergraduates – the last three years as an Assistant Dean in Academic Advising.  His research interests focus on the role of DNA helicases in DNA repair and the transfer of antibiotic resistance between bacteria and he has had continuous support for his research program from the NIH.  He is an author or co-author on numerous publications and was an Editorial Board Member for the Journal of Biological Chemistry for 5 years.  Together with the Chair of Physics and the Dean of the School of Education, he worked to design and implement the UNC-BEST program to train future secondary school teachers in math and science.

Lillian C. McDermott, University of Washington

Lillian C. McDermott is a Professor of Physics and Director of the Physics Education Group at the University of Washington.  The group conducts a coordinated program of discipline-based education research, curriculum development, and teacher education.  Prof. McDermott received a B.A. from Vassar College and a Ph.D. in experimental nuclear physics from Columbia University.  She is a Fellow of the American Association for the Advancement of Science and the American Physical Society.  She has served on a number of AAPT, APS, and AAAS committees.  Among her most significant awards are the 2001 Oersted Medal and the 1990 Millikan Lecture Award of the AAPT.   In 2008 the Physics Education Group was honored by the APS with its Excellence in Education Award.

Laurie McNeil, University of North Carolina

Dr. Laurie McNeil is a Professor of Physics at the University of North Carolina at Chapel Hill and currently serves as Chair of the Department of Physics and Astronomy.  She has previously served as Interim Chair of the Curriculum in Applied and Materials Sciences (now the Curriculum in Applied Sciences and Engineering) and as an Associate Chair in each of those academic units.  She earned AB (Chemistry and Physics) and AM (Physics) degrees from Harvard University, and MS and PhD degrees (Physics) from the University of Illinois at Urbana-Champaign.  Before joining the faculty at UNC she did postdoctoral work at MIT.  Her research interests lie in experimental studies of the optical properties of semiconductors and insulators.  She has taken on leadership roles in the American Physical Society as Chair of the Committee on the Status of Women in Physics, a member of the Executive Committee of the Division of Condensed Matter Physics, and (currently) a member of the Physics Policy Committee and Vice-Chair of the Southeastern Section.  She is the PI of the PhysTEC grant at UNC and one of the founders of the UNC-BEST program for science teacher preparation.

Shaun Murphree, Allegheny College

Shaun Murphree received a B.A. in Chemistry from Colgate University in 1984 and a Ph.D. in Organic Chemistry from Emory University in 1991.  After post-doctoral work at Wesleyan University, he was employed as a research chemist at Bayer Corporation in Charleston, SC, where he eventually assumed the position of R&D manager.  In 1999, Murphree joined the faculty of the Chemistry Department at Allegheny College, where he teaches General Chemistry and Organic Chemistry.  His experience with PLTL spans ten years, more than 60 peer leaders, and over 600 students.  He was awarded a Workshop Project Associate (WPA) grant shortly after his arrival at Allegheny, and he and his colleagues have shared their results at education conferences, including the Biennial Conference on Chemical Education (BCCE), the Lilly Conference on College and University Teaching, and the Gordon Research Conference on Innovations in College Chemistry Teaching.

Valerie K. Otero, University of Colorado at Boulder

Valerie Otero is an associate professor of science education at the University of Colorado, Boulder and principal investigator on university-wide projects including the CU-Teach initiative and the STEM Colorado Learning Assistant program. Her research spans from studies of teacher knowledge to studies of how students learn various concepts in physics and the nature of science. Valerie has published broadly from Science magazine to Science and Children magazine.  She is co-author of nationally recognized curricula in physics and physical science. Valerie and colleagues have brought in an excess of $12 million to fund efforts in discipline-based education research and science teacher preparation efforts at CU Boulder.

Monica Plisch, American Physical Society

Dr. Monica Plisch is Assistant Director of Education for the American Physical Society (APS) in College Park, Maryland.  She manages several initiatives within the Physics Teacher Education Coalition (PhysTEC) project, including the PhysTEC coalition of more than 110 institutions committed to improving the education of future physics and physics science teachers.  Before coming to the APS, Dr. Plisch served as Director of Education Programs at the Center for Nanoscale Systems, at Cornell University.  She developed programs for pre-college students and teachers to learn about contemporary physics and developed an undergraduate lab course on nanotechnology.  Dr. Plisch completed her doctoral studies in physics at Cornell University, and her dissertation research was in the field of nanomagnetics.

Steven J. Pollock, University of Colorado

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 colleague Noah 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. With Valerie Otero (co-presenter), he has helped develop faculty workshops on LA preparation. He is Co-PI on Colorado's Teacher Professional Continuum grant (LA-TEST), winner of a Boulder Faculty Assembly teaching award, a Colorado Presidential Teaching Scholar, and a Pew/Carnegie Teaching Scholar.

More on Steve and his work is available at http://spot.colorado.edu/~pollocks

More information on the PER group at Colorado: http://per.colorado.edu/

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

Dr. Edward E. Prather is an Associate Staff Scientist with Steward Observatory and Senior Lecturer in the Department of Astronomy at the University of Arizona.  In 1995 he earned a B.S. in physics and astronomy at the University of Washington and in 2000 earned his Ph.D in physics from the University of Maine. From 2001 through 2004 he served as co-director of the Conceptual Astronomy and Physics Education Research team known as CAPER, at the University of Arizona.  Since 2004 he has served as Executive Director of the NASA and NSF funded Center for Astronomy Education (CAE) at the University of Arizona.  Through collaboration with members of CAPER and CAE he has lead several rigorous research programs to investigate student understanding and learning difficulties in the areas of astronomy, astrobiology, physics, and planetary science.  The results from this research are used to inform the development, evaluation and dissemination of innovative instructional strategies and public outreach activities designed to intellectually engage learners and significantly improve their understanding of fundamental science concepts. Dissemination of this work is provided through CAE's research-guided multi-day "Teaching Excellence Workshops", which have been attended by over 1000 college faculty around the nation.  Recently members of CAE were awarded an NSF CCLI Phase III grant to create the Collaboration of Astronomy Teaching Scholars (CATS) Program.  Through the CATS program CAE has created a national collaboration of Astronomy faculty, post-docs, graduate and undergrad students who are actively engaged in fundamental research on issues of teaching and learning.  In 2006 Ed's teaching efforts were acknowledged by his being honored with the University of Arizona's Provost General Education Teaching Award.

Stephen J. Robinson, Tennessee Technological University

Steve Robinson is a Professor of Physics and Department Chair at Tennessee Technological University. After twenty years in basic nuclear physics research, he has moved into curriculum development and education research. He was a dissemination team leader for the CPU project materials (http://cpuproject. sdsu.edu), and co-developer of the guided-inquiry Physics/Physical Science and Everyday Thinking (PET and PSET) curricula for college physics and physical science courses (http://www.petpset.net/). His current NSF-funded projects include the development of the LEPS curriculum (the topic of the PhysTEC workshop) and the development of of a guided-inquiry curriculum for college algebra-based physics courses based on the PET/PSET pedagogical structure. He is also coordinator of a pilot faculty development program within the state Teaching Quality Initiative. His research interests center around faculty development, and in particular the use of diagnostic testing to inform changes in instruction.

Philip M. Sadler, Harvard University

Philip M. Sadler earned a B.S. in Physics from MIT in 1973 and taught middle school science, engineering, and mathematics for several years before earning a doctorate in education from Harvard in 1992. Dr. Sadler has taught Harvard's courses for students preparing to be science teachers and for the next generation of science professors. As F.W. Wright Senior Lecturer in Astronomy, he carries on Harvard's oldest undergraduate course in science, Celestial Navigation. He directs one of the largest research groups in science education in the U.S., based at the Harvard-Smithsonian Center for Astrophysics. In 1999, Dr. Sadler won the Journal of Research in Science Teaching Award for work on assessing student understanding in science deemed "the most significant contribution to science education research" in the preceding year. He serves on editorial boards for several research journals and advisory boards for the American Educational Research Association and the American Astronomical Society. His research interests include assessment of students' scientific misconceptions and how they change as a result of instruction, the development of computer technologies that allow youngsters to engage in research, pre-college engineering instruction, and models for enhancement of the skills of experienced teachers. He was the executive producer of A Private Universe, an award-winning video on student conceptions in science. He won the Astronomical Society of the Pacific's Brennan Prize for contributions to astronomy teaching in 2002. He has been awarded the Computers in Physics Prize by the American Institute of Physics three times. He is the originator of the MicroObservatory network of robotic telescopes that has taken over 600,000 pictures for pre-college students' projects. He is the inventor of the Starlab Portable Planetarium and many other devices used for the teaching of astronomy, worldwide. Materials and curricula developed by Dr. Sadler are used by an estimated fifteen million students every year.

Lauren Secatore, Teach for America

Lauren Secatore is a graduate of Wake Forest University. She taught both middle and elementary school for five years, two as a Teach For America corps member, in Chicago. She currently directs Teach For America's recruitment efforts on a number of campuses in the Pittsburgh and Cleveland areas.

Peter S. Shaffer, University of Washington

Peter S. Shaffer is a Professor of Physics with the Physics Education Group in the Department of Physics at the University of Washington.  He completed his undergraduate work at the Massachusetts Institute of Technology in 1982.  He received his Ph.D. in physics from the University of Washington in 1993 for research on the learning and teaching of physics.  He was awarded the University of Washington Excellence in Teaching Award as a graduate student in 1992.  Prof. Shaffer has served on the AAPT Research in Physics Education Committee and is currently co-Editor for a resource book on Teacher Preparation to be published by the APS and AAPT.

Chandralekha Singh, University of Pittsburgh

Chandralekha Singh is an Associate Professor in the Department of Physics and Astronomy at the University of Pittsburgh. One goal of her research is to identify sources of student difficulties in learning physics both at the introductory and advanced levels, and to develop, implement, and evaluate curricula/pedagogies that may significantly reduce these difficulties. She is researching cognitive issues in learning physics and how to make students better problem solvers and independent learners.

Linda Slakey, National Science Foundation

Dr. Slakey is a graduate of Siena Heights College (B.S. in Chemistry), and the University of Michigan (Ph.D. in Biochemistry.)  She did postdoctoral research at the University of Wisconsin. Dr. Slakey was appointed to the faculty of the Department of Biochemistry at the University of Massachusetts Amherst in 1973.  Her scientific work focused on lipid metabolism and vascular biology, and was funded by the National Institutes of Health, the American Heart Association, and the National Science Foundation.  She was Head of the Department of Biochemistry from 1986 until 1991, and Dean of the College of Natural Sciences and Mathematics (NSM) from 1993 until 2000.  In September of 2000, she was appointed Dean of Commonwealth College, the honors college of the University of Massachusetts Amherst.  As Dean of NSM and of Commonwealth College she was active in supporting teaching and learning initiatives throughout the University, with particular attention to engaging undergraduate students in research, to faculty development activities that promote the transition from lecturing to more engaged pedagogies, and to the support of research on how students learn.  She joined the National Science Foundation in November of 2006 as Director of the Division of Undergraduate Education.

Gay Stewart, West Virginia University

Stewart is site leader for the UArk PhysTEC site, and a member of the PTEC 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. Gay is also co-PI of a 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 new NSF-MSP project, of which she is PI, College Ready in Mathematics and Physics.

Kathee Terry, Bellevue School District

Kathee Terry has held the position of Director of Curriculum and K-12 Science Curriculum Developer for the Bellevue School District in Bellevue, WA, for the past twelve years.  The mission of the district is to provide every student with an education that will prepare them for success in college.  Kathee has led the development and implementation of a coherent, articulated, common science curriculum and assessment system in all grades, K-10. In support of this effort, the district has partnered with Seattle Pacific University Department of Physics, Institute for Systems Biology, University of Washington Physics Education Group, and Facet Innovations, Inc, to assist in curriculum development, assessment development and professional development. Prior to coming to Bellevue, Kathee was Educational Coordinator of NASA funded Project Athena, Curriculum Development via Internet, part of the Public Use of Remote Sensed Data program.  She also spent 23 years teaching science in grades 5-12.

Pratibha Varma-Nelson, Indiana University Purdue University-Indianapolis

Pratibha Varma-Nelson received her B.Sc. in Chemistry with first class from the University of Pune, India, in 1970 and a Ph.D. in 1978 from the University of Illinois in Chicago in Organic Chemistry. She joined the faculty of Saint Xavier University, Chicago in 1979 as an Assistant Professor. In 1992 she was promoted to Full Professor and was elected co-chair of the science department for a three-year term.  In 2002 she received the SXU Teacher-Scholar Award. She moved to Northeastern Illinois University in July of 2002 as Chair of the Department of Chemistry, Earth Science and Physics. Since 1995 she has been involved in 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 has been a Co-PI of two NSF funded National Dissemination Grants awarded to the PLTL project and part of the management team of the Multi Initiative National Dissemination (MID) Project. She has co-authored a book, several papers, 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 founding Co-PI of the NSF funded Undergraduate Research Center, Center for Authentic Science Practice in Education, (CASPiE).  Pratibha has served on the advisory boards of the Molecular Science Project at UCLA and the Process Oriented Guided Inquiry Learning (POGIL) project. She is currently a member of the advisory board of Chemical and Engineering News (C&EN) and on the editorial board of the Journal of Science Education and Technology. In August 2008 Pratibha completed a two-year term as a Program Director (rotator) at the National Science Foundation in the Division of Undergraduate Education before joining Indiana University-Purdue University Indianapolis where she is a Professor of Chemistry and the Executive Director of the Center for Teaching and Learning. Pratibha is the co-recipient of the 2008 James Flack Norris award for her role in developing PLTL Workshop model for teaching of college chemistry. She can be reached at pvn@iupui.edu or 317-278-3425

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 (DRL-0822342 and DRL-0455796), 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 (PEG).  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.  Vokos was member and two-term chair of the AAPT Committee on Research in Physics Education, member of the AAPT Committee on Graduate Education, and chair of the AAPT Physics Education Research Elections Organizing Committee.  He is member of the APS Executive Committee of the Forum on Education and chair of the National Task Force for the Professional Preparation of Teachers of Physics, which is sponsored by APS, AAPT, and AIP.  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.