Funding for Teacher Education Programs Invited Speakers

Deborah Allen, National Science Foundation

Deborah Allen is on leave from 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, and for the Interdisciplinary Training for Undergraduates in Biological & Mathematical Sciences (UBM), Course, Curriculum & Laboratory Improvement (CCLI), Research Coordination Networks–Undergraduate Biology Education (RCN-UBE), and Scholarships in Science Technology, Engineering, and Mathematics (S-STEM) programs. Before joining DUE, Allen served as PI of a NSF-funded Teacher Professional Continuum project, and continues to collaborate with the project's team of science and science education faculty who study pre-service teachers' progress through a reform-based teacher preparation program, and who co-teach courses for students in that program. Allen serves on the editorial board of CBE-Life Sciences Education and has co-authored a regularly-featured column on teaching strategies for that journal. She is the author of Transformations: Approaches to College Science Teaching (W.H. Freeman's Scientific Teaching Series, 2009) and co-editor of The Power of Problem-Based Learning (Stylus, 2000).

Vera Ananda, Greenlee ECE, K-8

Vera Ananda has a degree in physics and a teaching certification from the University of Colorado, Boulder. As an undergraduate, Vera worked as an assistant physics T.A., and received the Noyce Fellowship in 2005. Vera is a fourth-year secondary science teacher in Denver Public Schools. She teaches sixth grade geology, seventh grade biology, and eighth grade physics & chemistry. She has also taught high school chemistry and physics in Denver. Vera works predominantly with inner-city students, including those who qualify for free-and reduced lunch, immigrants, and English-language learners.

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 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.

Bert Holmes, National Science Foundation

Bert Holmes received his Ph.D. in physical chemistry from Kansas State University in 1976 following a B.A. in mathematics, a B.S. in chemistry and a minor in physics from The College of Emporia, where he was valedictorian of the class of 1970. Bert's academic career began at Ohio Northern University in 1975 and he was tenured in 1982. The following year Bert moved to Lyon College to become the first W.C. Brown, Sr. Distinguished Professor of Chemistry and Director of the Math and Natural Sciences Division. Bert's philosophy on the role of undergraduate research in the education of young scientists can be found in a 1987 article in the Council of Undergraduate Research Quarterly, Vol. 8, pp. 62. Bert is co-author of the CUR booklet "How to Get Started in Research at Undergraduate Institutions" that is now in its second edition. His primary research interests are in understanding the reaction mechanisms for both unimolecular and bimolecular processes and measuring/calculating rate constants for halocarbons that are being considered as replacement compounds for CFCs and that are also greenhouse gases.  He has been awarded six NSF-CSIP/ILIP/CCLI grants for curriculum improvement, six Outstanding Teaching Awards, and numerous research grants from Research Corporation, ACS-PRF, NASA and the Camille and Henry Dreyfus Foundation grants. He has had 18 consecutive years of funding for his research from the NSF and he has generated $3 million in external support. His current NSF research grant is for $271,000 and runs from 2007-2010. In 1992, Bert received the prestigious Chemical Manufacturers Association Catalyst Award for outstanding achievement in promoting undergraduate chemical education. Since 1998, Bert has been at the University of North Carolina at Asheville where was appointed as the first Philip G. Carson Distinguished Chair of Science.  In 2008, he became a rotator at the National Science Foundation where he works on the Noyce, STEP, CCLI and S-STEM Programs.

Michael Marder, University of Texas at Austin

Michael Marder is Professor of Physics, Associate Dean for Science and Mathematics Education, and Co-Director of UTeach at The University of Texas at Austin. His research focuses on mechanical properties of solids, particularly brittle fracture. He is a member of the Center for Nonlinear Dynamics, long a leading group studying complex nonlinear phenomena. He is the author of the graduate text Condensed Matter Physics, and working on a second edition. He has co-directed the secondary teacher preparation program UTeach at UT Austin since its first year. He also directs programs to help improve undergraduate instruction at UT Austin, and to increase access of under-represented K-12 students to careers involving science and mathematics.

Valerie K. Otero, University of Colorado at Boulder

Valerie Otero is an associate professor of science education at the University of Colorado, Boulder and is involved in several university-wide projects. She is the director of the Colorado Learning Assistant Program, the Noyce Fellowship program, and the Streamline to Mastery program and is co-director of the CU-Teach initiative and the iSTEM initiative. Her research spans from studies on 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 the popular Physics and Everyday Thinking curriculum and co-author of the Physical Science and Everyday Thinking curriculum.  Valerie is principal investigator on over $6 million in grants to improve mathematic and science education and she and her colleagues have brought in an excess of an additional $7 million to fund efforts in discipline-based education research and science teacher preparation.

Shelly Stachurski, Welby New Technology High School

Shelly Stachurski is a physics, chemistry, and astronomy teacher at Welby New Technology High School in Denver, Colorado.  Welby New Technology is a Title 1 public high school where English language learners make up 34% of the student population and 64% of students qualify for free and reduced lunch programs.  Shelly has a degree in biochemistry from the University of Colorado, Boulder and a teaching certificate from the University of Denver. As an undergraduate Noyce Fellow at CU-Boulder, Shelly conducted chemical education research and worked as an astronomy and chemistry teaching assistant. Shelly is currently a Boettcher Scholar at the University of Denver where she will complete her master's degree in urban education in July 2010.