2011 Physics Teacher Education Coalition Conference Invited Speakers

Lawrence Abraham, University of Texas at Austin

Lawrence D. Abraham, Ed.D. is a Professor in the Department of Kinesiology and Health Education and has been on the faculty of UT Austin since 1975, with research leaves in 1980-81 at the National Institutes of Health and in 1987-88 at the University of Massachusetts at Amherst.   Dr. Abraham currently serves as a graduate faculty member in programs in Movement Science (Kinesiology), Biomedical Engineering, Neuroscience, and Science and Math Education.  His research focuses on the coordination of movement, with particular interests in skill acquisition and in interactions between mechanical and neural (reflex and voluntary) components of movement.  He teaches undergraduate and graduate courses in motor learning, motor control, and biomechanics.  In 1993-94 he held the William David Blunk Memorial Professorship in recognition of outstanding teaching and service to students.  From 1998-2002 he served as Associate Dean for Teacher Education and Student Affairs in the College of Education, and from 2000 to 2008 he served as Chair of the Department of Curriculum and Instruction.  Since 2003 he has served as a Co-Director of the UTeach Natural Sciences Program for preparing secondary science and mathematics teachers.  In 2009 he accepted an appointment as Associate Dean for the School of Undergraduate Studies, where his work focuses on enriching the undergraduate curriculum across the university.

Alison Ahlgren, University of Texas at Austin

Alison Ahlgren is the Program Director for College Readiness for the College of Natural Sciences at UT Austin. Previously she was the Director of Math Placement and Coordinator of Quantitative Reasoning courses at the University of Illinois. Her crowning achievement which brought national acclaim to the UI, lies with her work with a software assessment and remediation tool called ALEKS, Assessment and Learning in Knowledge Spaces. She has always viewed proper placement of incoming students as a high priority, and after finding ALEKS she found a way to provide effective placement on a large scale. She is a "teacher of teachers" and a passionate innovator and initiator who always searches for new methods and is never satisfied with the status quo.

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.

Jackie Bortiatynski, The Pennsylvania State University

Dr. Jackie Bortiatynski is the current Director of the Center for Excellence in Science Education, a teaching and learning center in the Eberly College of Science.  She received her B.S. in Chemistry in 1984 from Utica College in Utica New York, and her PhD. in Chemistry from Penn State University in 1990.  She then spent 8 years as a research associate in the Fuel Science Program at Penn State and her research focused on the interaction of pollutants with soils and sediments.  In 1998 she became the Director of Instrumentation in the Undergraduate Program in the Department of Chemistry at Penn State working with laboratory directors to integrate instrumentation in laboratory curriculum.  She has been an organic chemistry lab director and a director of summer science camps for 10 years.  She is also the current Director the Summer Experience in the Eberly College of Science, a outreach program in the Eberly College of Science that is a partnership with the Penn State Upward Bound Math and Science Program.

Eric Brewe, Florida International University

Eric Brewe is an Assistant Professor of Science Education and Physics at Florida International University. During his time at FIU, Dr. Brewe has been instrumental in implementing and researching implications of Modeling Instruction in university physics.  His research has included quantitative investigation into student learning, attitude and success and has recently included Social Network Analyses of student participation.  His career includes a Ph.D. in Curriculum and Instruction – Physics at Arizona State University and five years as Assistant Professor of Physics at Hawaii Pacific University.  Currently, Dr. Brewe advises several graduate students and works with the FIU Physics Education Research Group.  At home, Eric is married to Crystal Brewe, they have two children, Matilda and Everly, and Eric is a runner and cook.

Antonia Chimonidou, University of Texas at Austin

Antonia Chimonidou is a lecturer in the Center of Inquiry in Mathematics and Sciences at the University of Texas at Austin. She received her bachelor's degree in Physics from the University of California, Los Angeles, and her doctoral degree in theoretical Physics from the University of Texas at Austin. She has been teaching physics and astronomy to pre-service elementary education majors using inquiry-based teaching methods since 2009.

Her research interests have evolved from statistical physics and theoretical applications of quantum mechanics to physics education and research in teaching methodologies of science. She is currently studying the effectiveness of hands-on, inquiry-based teaching methods, as compared to traditional lecture classes. In addition to teaching, she is actively involved in curriculum development for the four-semester integrated NSC science courses at UT.

Alice Churukian, University of North Carolina at Chapel Hill

Alice Churukian has been the Lecturer in Physics Education in the Physics and Astronomy Department at the University of North Carolina at Chapel Hill since August 2007. She has been a major participant in the development and implementation of a new fast-track high school science teacher preparation program, UNC Baccalaureate Education in Science and Teaching (UNC-BEST). She developed and co-teaches the physics-specific methods course in the department and also developed and teaches a seminar for new undergraduate and graduate teaching assistants. The seminar introduces the students to Physics Education Research (PER) and its applications to the classroom. During the summer of 2010, she was instrumental in the renovation of a teaching lab room into an active-learning environment room and has been developing materials for the calculus-based introductory courses to effectively utilize the room. She works with faculty to improve learning in the introductory physics courses by introducing more student-centered applications in the lectures and recitations.

Alice earned her PhD in PER at Kansas State University in 2002. Her research involved the development, implementation, teaching, and evaluation of the New Studio approach to calculus-based introductory physics. She has been a Visiting Assistant Professor of Physics at the College of Wooster and an Assistant Professor of Physics at Concordia College in Moorhead, MN. At Concordia, she was co-PI on a grant to re-design a physical science course for elementary education majors and participated in science outreach to local schools.

Hunter G. Close, Texas State University – San Marcos

Hunter Close is an assistant professor of physics and director of the Learning Assistant Program at Seattle Pacific University. He is a physics education researcher, focusing on the microgenesis of physics concepts in real learning situations as revealed through speech, writing, gesture, and other embodied action.  He also studies the development of Learning Assistants' concepts of student thinking in physics. Presently he is pursuing these interests in the context of the Energy Project, the purpose of which is to study and support the learning of energy and the development of teachers' proximal formative assessment skills for energy.

Alan Dorsey, University of Florida

Alan Dorsey is a Professor of Physics and serves as Associate Dean for Natural Sciences and Mathematics at the University of Florida. Dorsey received his B.S. in Engineering Physics from Cornell University in 1982, and his M.S. and Ph.D. degrees in Physics from the University of Illinois at Urbana-Champaign in 1984 and 1987. After serving as the IBM Postdoctoral Fellow at Cornell from 1987-1989, Dorsey joined the faculty of the University of Virginia, where he earned tenure and became an Associate Professor in 1995. While at UVa he received an award for outstanding teaching as well as an Alfred P. Sloan Foundation Research Fellowship. He left UVa to join the faculty of the University of Florida in 1997, and served as Chair of UF's Department of Physics from 2002-2009.

A theoretical physicist, Dorsey's research focuses on the physics of novel phases of matter produced under extreme conditions, such as low temperatures or high magnetic fields. His research is supported by the National Science Foundation, and he has also served as the principal investigator for undergraduate and graduate training grants from the NSF and the US Department of Education. Active in national professional service, he is an elected Fellow of the American Physical Society, serves as the Secretary-Treasurer of the APS's Division of Condensed Matter Physics, and has chaired several national award and prize committees. Dorsey and Dr. Thomas Dana are the co-Founders and co-Directors of UFTeach, a program designed to inspire and train the next generation of middle and high school math and science teachers.

Sheldon Ekland-Olson, University of Texas at Austin

Sheldon Ekland-Olson joined The University of Texas at Austin after completing his graduate work at the University of Washington in Seattle and Yale Law School. He is currently the Bernard and Audre Rapoport Centennial Professor of Liberal Arts and serving as the Director of the Division of Statistics and Scientific Computation.  For five years he served as Dean of the College of Liberal Arts and then for eight years as Executive Vice President and Provost of the university.  He has authored or co-authored several books and numerous articles on criminal justice, prison reform, and capital punishment.  Widely recognized for his commitment to teaching undergraduates, he is the recipient of numerous teaching awards.  His current interests are reflected in the book manuscript, Who Lives, Who Dies, Who Decides?; an exploration of how communities have gone about justifying the violation of universally held moral imperatives. He has two children, well grown.  They have produced seven grand children, all as it turns out, perfectly perfect.

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).

Jim Flakker, Rutgers University Graduate School of Education

Jim Flakker teaches Physics and AP Physics at Governor Livingston High School in Berkeley Heights, New Jersey. He has a Masters Degree from Rutgers University Graduate School of Education where he continues to work as a Part Time Lecturer. He has done extensive work in curriculum development for the NSF funded Physics Union Mathematics (PUM) project. In addition to General Physics, he has taught in the Rutgers Astrophysics Institute, a NASA funded summer research program for high school students, and methods courses for future physics teachers at Rutgers.

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, Florida International University

Renee Michelle Goertzen 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 used introductory physics using tutorials.  Her research interests have included instructor buy-in to reform curriculum, the influence of institutional and environmental context on teaching, and how to recognize and characterize effective TA instruction.

Mark Greenman, National Science Foundation

Mark D. Greenman is presently serving as an Albert Einstein
Distinguished Educator Fellow at the National Science Foundation within the Division of Undergraduate Education. He is a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching, the Council for Technology Education prestigious Path Finder Award, the North Shore Science Supervisor's Excellence in Science Teaching Award, and a recent inductee into the Massachusetts Hall of Fame for Science Educators.

Mark has served as a district-wide computer director, science director and math director, and he has effectively taught mathematics, chemistry and physics at all levels from calculus-based physics to conceptual physics for the "mathematically challenged." Through grants he has received from the Massachusetts Department of Elementary and Secondary Education Mark has provided summer institutes for over 400 secondary school teachers in physics, chemistry and Earth science content and best practices in science pedagogy. His laboratory-based professional development institutes are highly sought after and always result in many more applicants than available seats.

Mark holds a M.S. in physics from Syracuse University, a B.S. in physics with a minor in mathematics from Hofstra University, and he is a member of Sigma Pi Sigma and Kappa Mu Epsilon the national physics and mathematics honor societies.

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.

Joseph Heppert, Kansas University

Joseph A. Heppert, Ph.D.  Currently, Associate Vice Chancellor for Research and Graduate Studies at the University of Kansas (KU), Professor Heppert chaired the KU Chemistry Department from 2005 -2009 and was the inaugural Director of the Center for Science Education from 2001-2009. He has been active in projects to improve science teaching and science teacher preparation; is past chair of the American Chemical Society's Committee on Education; and has worked with the KU Center for Teaching Excellence on the introduction of more innovative teaching strategies in the natural sciences. Professor Heppert is currently the PI of a National Mathematics and Science Institute (NMSI) award to replicate the UTeach model of teacher preparation at KU. UKanTeach currently has over 280 enrollees at the beginning of its fourth year of implementation. He is also the interim director of a project to create an Educational Research Consortium involving researchers from four partner universities. This Consortium will assist with the research needs of the thirty-two regional school districts in the Kansas City Metropolitan area. The Ewing Marion Kauffman Foundation funds this effort.

Ronald Hermann, Towson University

Dr. Ron Hermann is an assistant professor of science education in the Department of Physics, Astronomy and Geosciences at Towson University.  Prior to his current position, he taught high school science for eleven years.  At Towson he teaches science methods classes for elementary and secondary pre-service teachers, teaches science content courses and supervises students during their student teaching experience.  In addition he serves as advisor for all students in the physics secondary education track.  During his two years at Towson University the number of students in the physics secondary education track has grown from one to eight.  He is co-PI of the PhysTEC grant and an NSF S-STEM: SuPporting Economically Disadvantaged Undergraduates in Physics (SPEeD-UP) grant.  He publishes in the area of inquiry-based science instruction.

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.

Chance Hoellwarth, California Polytechnic State University

Chance Hoellwarth is an Associate Professor of Physics at Cal Poly – San Luis Obispo where he is the co-Director for the Center for Excellence in Science and Mathematics Education and is the Coordinator for the Secondary Education program. His main interests are building teams of faculty to implement physics course reforms and to build programs that produces better-prepared physics teachers.

Alec Hrynyshyn, Brigham Young University

Al Hrynyshyn worked as a CFA (Teacher-in-Residence) at BYU from 2008-2010.  During the two years Al has worked closely as a mentor to all secondary physical science teaching students.  Al team teaches all secondary physical science methods courses and mentors students at all levels of the secondary physical science programs.  Returning to Lake Ridge Junior High in the fall of 2010 Al promptly accepted a team of students to mentor and develop during their student teaching phase.  Al's work as a TIR was highly successful and rewarding.  Al brought great influence to BYU's Physical Science teaching programs and real firsthand experience and realness to the students in the classrooms.  Al was trained as a Geologist and became a secondary teacher as a second career. BYU and the students he teaches are grateful for his second career.

Mary Kirchhoff, American Chemical Society

Mary Kirchhoff is Director of the American Chemical Society (ACS) Education Division. She earned her Ph.D. in organic chemistry at the University of New Hampshire, an M.S. degree in chemistry from Duquesne University, and a B.A. in chemistry from Russell Sage College. Kirchhoff served as assistant director for special projects in the Education Division and was assistant director of the ACS Green Chemistry Institute for three years where she managed day-to-day operations of the institute. Prior to joining ACS, she worked at the U.S. Environmental Protection Agency and was an associate professor and an assistant professor of chemistry at Trinity College in Washington, D.C. In 2007, Kirchhoff was named a fellow of the American Association for the Advancement of Science "for leadership in promoting the environmentally sound practice of green chemistry in education and research."

Sacha Kopp, University of Texas at Austin

Professor Sacha Kopp is a researcher in the field of elementary particle physics.  He has participated in experiments at major particle accelerator laboratories such as the Fermi National Accelerator Laboratory, the Cornell Electron Storage Ring, and the CERN Large Hadron Collider. As a student, he was part of the team that found the last fundamental particle, the top quark, in 1994.  As a postdoctoral fellow, he built a new instrument for the Cornell Electron Storage Ring that permitted the study of the bottom or charm quarks.  At UT Austin, he participated in the design and construction and led the analysis of data from an experiment on the most elusive yet most ubiquitous category of elementary particles, the neutrino.  He has published over 200 articles in peer-reviewed journals. He currently serves as Associate Dean for Curriculum and Programs in the College of Natural Sciences and was past Associate Chair of the Department of Physics.  He received his BS, MS, and PhD from the University of Chicago, where he held a Department of Education G.A.A.N.N. Fellowship and participated in several pilot initiatives at the University of Chicago to provide professional development to in-service public school teachers and summer research internships for minority high school students.  He developed several initiatives at UT, including leading the development of the Hands-On-Science inquiry-based integrated natural science curriculum for pre-service elementary teachers, the Center for Inquiry in Mathematics and Science, and the development of an active Undergraduate Peer TA program.

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 Department of Chemistry & Biochemistry and in the School of Education at the University of Colorado-Boulder. She is a Science Teaching Fellow in the Science Education Initiative. In this role, she works with faculty to develop learning goals, assess student learning, and implement research-based instruction in undergraduate chemistry courses. Within the School of Education, Dr. Langdon is the Co-Director for the Colorado Learning Assistant (LA) and Noyce Scholar programs. She teaches the LA pedagogy course and works with faculty across nine departments who are using LAs to transform their courses.

Eugene Levy, Rice University

Eugene H. Levy stepped down as provost of Rice University in Houston, Texas in 2010 after serving in that position for ten years. He currently is Andrew Hays Buchanan Professor of Astrophysics in the Department of Physics & Astronomy. Before Rice, Levy was professor of planetary sciences and professor of physics at the University of Arizona in Tucson. During 25 years at Arizona, he also served as head of the planetary sciences department and director of the Lunar and Planetary Laboratory for a decade from 1983 to 1994, and, subsequently, as dean of the College of Science for nearly seven years. Levy's research has been focused in areas of theoretical astrophysics, space physics, and planetary geophysics, including investigations into the origin, behavior, and influences of cosmic magnetic fields, cosmic rays, and physical processes associated with star and planet-system formation. Professor Levy has served as a member or chair of numerous science-program and policy advisory committees nationally and internationally, including at present the Board of Trustees of Associated Universities, Inc.; the NASA Advisory Council Science Committee, and chair of the Planetary Protection Subcommittee; American Academy of Arts & Sciences Committee on Advancing Research in Science and Engineering (ARISE II); Task Force on Teacher Education in Physics (American Physical Society, American Institute of Physics, American Association of Physics Teachers);  Board of Advisers, Tan Tao University, Hÿ Chí Minh City, Vietnam; Board of Directors, National Space Biomedical Research Institute. He holds an A.B. in physics from Rutgers University and a Ph.D. in physics from The University of Chicago.

Randi Ludwig, University of Texas at Austin

Randi Ludwig is an Assistant Instructor at the Universtiy of Texas at Austin.  She received a B.S. in Physics from the University of  
Oklahoma, and an M.A. in Astrophysics at UT.  She is currently working on her Ph.D. in Astrophysics studying the composition and structure of gas surrounding supermassive black holes in active galaxies.  She has worked with McDonald Observatory to develop multiple materials and activities used to teach students at all levels, from elementary school though college.  She currently develops learner-centered curriculum for inquiry-based classes aimed at elementary education pre-service teachers.  Her teaching experience includes a range of courses since joining UT, including Extraterrestrial Life, Introduction to Astronomy, and two Hands-on Science courses (I and IV).  In addition, she researches the statistical effects of inquiry-based science education on knowledge gains, attitude, and retention in students, compared to students taught by traditional lecture methods.

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.

Jill Marshall, University of Texas at Austin

Jill Marshall holds a PhD in Physics from the University of Texas, Austin, and is an associate professor in the Department of Curriculum and Instruction Science and Mathematics Education Group there. Her research interests lie in how people understand and learn about the physical world. In 2011 she is serving as President Elect of the American Association of Physics Teachers and in 2012 will become president of that organization. In addition she serves on the PhysTEC (Physic Teacher Education Coalition) editorial and advisory boards. She has been the recipient of NSF grants to interest students, particularly those from underrepresented groups, in science and engineering, and to develop a gender-neutral introductory physics course. She has been an instructor in the UTeach program for 9 years and in 2010 she became assistant co-director for UTeach Natural Sciences.

Laurie McNeil, University of North Carolina

Dr. Laurie McNeil is a Professor of Physics and former Chair of the Department of Physics and Astronomy at the University of North Carolina at Chapel Hill.  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 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.

Duane Merrell, Brigham Young University

Duane Merrell is an Associate Professor of Physics Teaching at Brigham Young University.  In the fall of 2004, BYU moved the training of physics teachers from the College of Education to the College of Mathematics and Physical Science.  Since that time the College of Mathematics and Physical Science has actively been involved in training the secondary physical science students including 8 semester hours of education credit. This encompasses all methods and pedagogy course work as well as placement and mentoring during student teaching.  So far it has been a "good ride."

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 and Integrating STEM initiatives. Her research spans from studies on teacher knowledge to studies of how people develop disciplinary knowledge. Valerie has published broadly from Science magazine and the American Journal of Physics to Science and Children magazine.  She is co-author of the popular Physics and Everyday Thinking curriculum and the Physical Science and Everyday Thinking curriculum.  Valerie is principal investigator on over $8 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, teacher preparation, and undergraduate education.

Christine Pastorek, Oregon State University

Christine Pastorek began her now long teaching career with general chemistry en masse to non-science majors after earning a PhD in molecular spectroscopy in 1980.  She became the director of the Integrated Laboratory Program at OSU in 1988, and chief undergraduate faculty advisor for chemistry majors in 2005.  She team teaches Experimental Chemistry I & II, a two year advanced laboratory sequence for chemistry majors that teaches critical thinking skills by integrating chemistry disciplines in a project based format designed to promote independence in inquiry and discovery.  Some of the twenty projects are done in teams and some are designed by students.  Experienced undergraduates are invited to return as peer teaching assistants the following year.  She was instrumental in the redesign of the BS chemistry curriculum at OSU to include 10 applied options which has led to an increase in the number of undergraduate chemistry majors from 60 to 200.  The option in Chemistry Education is designed to offer chemistry majors interested in teaching high school chemistry both early experience in the classroom and a pathway to use foundation courses for the MS in Teaching to help satisfy requirements for their chemistry degree. She has been recognized for her work with several teaching and advising awards.

George Perry, University of Texas at San Antonio

George Perry is dean of the College of Sciences and professor of biology at The University of Texas at San Antonio, and adjunct professor of Pathology and Neurosciences at Case Western Reserve University.  Perry is recognized in the field of Alzheimer's disease research particularly for his work on oxidative metabolism.  Perry received a BA in zoology from UC Santa Barbara, and a Ph.D. in marine biology from Scripps Institution of Oceanography. He then received a postdoctoral fellowship in the Department of Cell Biology at Baylor College of Medicine, where he laid the foundation for his observations of abnormalities in cell structures.

He is distinguished as one of the top Alzheimer's disease researchers with over 900 publications, one of the top 100 most-cited scientists in neuroscience and behavior.  Perry has been cited over 26,000 times and is recognized as an ISI highly cited researcher. Perry is editor for numerous journals and is editor-in-chief for the Journal of Alzheimer's Disease. He is a fellow of the American Association for the Advancement of Sciences,  the Microscopy Society of America,  the Royal Society of Chemistry, and past president of the American Association of Neuropathologists, as well as a member of the Dana Alliance for Brain Initiatives.  He was presented the Distinguished Professional Mentor award from the Society for the Advancement of Chicanos and Native Americans in Sciences.

Steven J. Pollock, University of Colorado

Steven Pollock is a professor of Physics at the University of Colorado Boulder. He is a Carnegie teaching scholar, and a University of Colorado president's teaching scholar. His research is in the field of PER (Physics Education), investigating student learning in large and small scale physics classes, and the constraints and opportunities involved in replicating "proven" curricular practice, as well as extending educational models to the upper division. He has implemented and studied "Tutorials in Introductory Physics" at CU, along with supporting and investigating TA and Learning Assistants' pedagogical development. He has been described by his students as a human electron.

John Rice, Common Sense Communications

John Rice is the owner of CommonSense Communications, a Baton Rouge-based public relations and marketing firm.  A public relations professional for almost 20 years, Rice mixes his experience as a newspaper reporter and analytical skills to implement strategic plans for clients that are designed to get real results. In 2008, Rice helped GeauxTeach, the UTeach replication program at Louisiana State University, increase Step One enrollment from 16 students in Fall 2008 to 112 in Spring 2009. Rice started working with the University of Texas Physics Department in Spring 2008 to increase the number of physics majors to address the shortage of high school physics teachers. Since then he has also consulted with physics departments at the University of North Carolina – Chapel Hill, Florida International University and Middle Tennessee State University.

Greg Rushton, Kennesaw State University

Dr. Rushton is an associate professor of chemistry and director of the Master of Arts in Teaching (MAT) Science program at Kennesaw State University in Atlanta, GA.  Prior to his arrival at KSU in 2004, he taught high school chemistry and physics for seven years in Columbia, SC, where he earned his M.Ed in Science Education, National Board Certification, and a Ph.D. in physical organic chemistry.  Dr. Rushton has served as the PI or co-PI on 14 externally-funded STEM projects, including two Noyce awards in 2007 and 2010 that focus specifically on recruiting and preparing secondary chemistry and physics teachers. He was recently named the 2010 Georgia College Science Teacher of the Year by the Georgia Science Teachers Association.

Mel 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.

Lane Seeley, Seattle Pacific University

Lane Seeley is an associate professor of physics and director of the PhysTEC Noyce Scholarship program at Seattle Pacific University. He is a researcher on the Energy Project, the purpose of which is to study and support the learning of energy and the development of teachers' proximal formative assessment skills for energy.  His current research interests include; the underlying connectivity of learner ideas about energy, methods for bridging the gap between energy as taught in formal educational settings and energy as it is relevant to human lives and student thinking about issues related to the visceral experience of energy through food and exercise.

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.

Gay Stewart, University of Arkansas

Dr. Gay Stewart is site leader for the University of Arkansas PhysTEC project, 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.

John Stewart, University of Arkansas

John Stewart was Co-PI of Arkansas' PhysTEC site, one of the original funded sites, and continues his involvement with teacher preparation at the University of Arkansas through his work as an undergraduate adviser and mentor of the Society of Physics students. He is the PI of the Physics Department's S-STEM scholarship program, PI of the University's second Noyce proposal (currently pending), and Senior Staff on the Physics and Mathematics department's $7.3M NSF MSP project. He has reviewed Noyce proposals. He is editor of the ComPADRE collection on physics teacher preparation and editor of the Teacher Preparation Section of the APS Forum on Education Newsletter.

Terri Taylor, American Chemical Society

Terri Taylor is the Assistant Director for K-12 Education at the American Chemical Society (ACS) and co-chair of the staff working group supporting the ACS celebration of the International Year of Chemistry (IYC) 2011. Taylor has worked with many ACS projects including the ACS-Hach scholarship and grant programs, ChemMatters magazine, the Chemistry in the Community textbook, Chemistry in the National Science Education Standards, 2nd Edition, and a variety of K – 12 teacher professional development activities. Taylor has coordinated efforts to secure endorsements of the ACS Society Committee on Education Statement on Pre-Service Education. Taylor has presented on ACS' initial efforts in teacher preparation to raise awareness and build commitment among chemistry faculty.  Venues for these presentations include the 2010 Biennial Conference on Chemical Education, the 2010 PhysTEC Conference, and the 2010 Association of Public and Land-grant University's (APLU) Science and Mathematics Teacher Imperative conference. Prior to joining ACS in 2005, Taylor taught high school and community college chemistry in the Baltimore and Washington, D.C. metropolitan areas. She holds a Bachelors degree in Chemistry from Florida A&M University and a Masters degree in Cellular and Molecular Medicine from the Johns Hopkins University School of Medicine.

Becky Thompson, American Physical Society

Becky Thompson grew up near Annapolis, MD. After getting her BA from Bryn Mawr College in 2001 she decided she needed a change and moved to the Lone Star state where she got her PhD from the University of Texas at Austin (Hook 'em!). Her research involved studying the intricate buckling pattern at the edge of daffodils and then computationally putting them into a fourth spatial dimension. While at UT she toured Austin with her Physics Circus show, making pickles glow for elementary school kids. She joined the PhysicsCentral team in 2008. When she is not making small explosions on her desk in the name of physics outreach she attempts to finish triathlons and bakes really tasty brownies. She has yet to set anything on fire that she didn't mean to.

Stamatis Vokos, Seattle Pacific University

Stamatis Vokos, Professor of Physics at Seattle Pacific University, has directed several projects on the learning and teaching of physics and has contributed to local and national science reform efforts 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.

Carl E. Wieman, Stanford University

Associate Director for Science - Office of Science and Technology Policy

Dr. Carl Wieman was confirmed by the United States Senate to serve as the Associate Director for Science at the White House Office of Science and Technology Policy in September 2010.  Dr. Wieman previously divided his time between the University of British Columbia and the University of Colorado.  At each institution, he served as both the Director of Collaborative Science Education Initiatives aimed at achieving widespread improvement in undergraduate science education and as a Professor of Physics.

From 1984 through 2006, he was a Distinguished Professor of Physics and Presidential Teaching Scholar at the University of Colorado. While at the University of Colorado, he was a Fellow of JILA (a joint federal-university institute for interdisciplinary research in the physical sciences) and he served as the Chair of JILA from 1993-95.  Dr. Wieman has conducted extensive research in atomic and laser physics.  His research has been recognized with numerous awards including sharing the Nobel Prize in Physics in 2001 for the creation of a new form of matter known as "Bose-Einstein condensation".

Dr. Wieman has also worked extensively on research and innovations for improving science education; he was the founding Chair of the National Academy of Sciences Board on Science Education. He has received numerous awards, including the National Science Foundation's Distinguished Teaching Scholar Award (2001), the Carnegie Foundation's U.S. University Professor of the Year Award (2004), and the American Association of Physics Teachers' Oersted Medal (2007) for his work on science education.  Dr. Wieman received his B.S. in Physics from the Massachusetts Institute of Technology in 1973 and his Ph.D. from Stanford University in 1977.