Critical Advisor Biosketches
Bruce Alberts has returned to his role as a professor of Biochemistry and Biophysics at the University of California, San Francisco after serving for 12 years as the full-time president of the National Academy of Sciences (NAS) in Washington, DC (1993-2005). In March 2008, he began serving as the editor-in-chief of the journal Science. During his tenure at the NAS, Alberts was instrumental in developing the landmark National Science Education standards that have been implemented in school systems nationwide. He also is one of the original authors of The Molecular Biology of the Cell, a preeminent textbook in the field now in its 5th edition. For the period 2000 to 2009, he serves as the co-chair of the InterAcademy Council http://www.interacademycouncil.net/), a new organization in Amsterdam governed by the presidents of 15 national academies of sciences and established to provide scientific advice to the world. Widely recognized for his work in biochemistry and molecular biology, Alberts has earned many honors and awards, including 16 honorary degrees. He currently serves on the advisory boards of more than 20 non-profit institutions. He is a Trustee of the Carnegie Corporation of New York, a Trustee of the Gordon and Betty Moore Foundation, a member of the Advisory Board of the Lawrence Berkeley National Laboratory, and past-president of the American Society of Cell Biology.
Susan Albertine is Senior Director of the Liberal Education and America’s Promise (LEAP) States Initiative at the Association of American Colleges and Universities (AAC&U). An advocate throughout her career for curricular reform and educational equity, she has taught every level from pre-school through graduate school. She has served as professor of English and dean, School of Culture & Society, the College of New Jersey; Vice Provost for Undergraduate Studies, Temple University; and Assistant to the Provost, 21st Century Project, University of Pennsylvania; and has held faculty positions at the University of North Florida, St. Olaf College, and Susquehanna University. Albertine received her BA (English) from Cornell University and her Ph.D. (English) from the University of Chicago. Albertine’s recent collaboration on undergraduate public health programs makes a case for the value that 19th-century literature—and liberal education as a whole—can bring to study of public health and global sustainability. Active in an array of baccalaureate and PK-20 reform initiatives, Albertine is a national leader of the Educated Citizen and Public Health, a collaborative project co-sponsored by APTR (Association for Prevention Teaching and Research), CCAS (Council of Colleges of Arts and Sciences), ASPH (the Association of Schools of Public Health), and AAC&U.
Ann E. Austin is a Professor at Michigan State University, holding the Mildred B. Erickson Distinguished Chair in Higher, Adult, and Lifelong Education (HALE). Her interests focus on faculty careers, roles, and professional development, work and workplaces in academe, organizational change and transformation in universities and colleges, reform in doctoral education, and the improvement of teaching and learning in higher education. She was a Fulbright Fellow in South Africa (1998) and the 2001-2002 President of the Association for the Study of Higher Education (ASHE). She is currently Co-P.I. of the Center for the Integration of Research, Teaching, and Learning (CIRTL), a National Science Foundation Center now in its sixth year. She also is the director of a new institute at Michigan State focused on higher education issues in a global context. Her recent publications include Rethinking Faculty Work: Higher Education’s Strategic Imperative (2007), concerning changes in academic workplaces and faculty careers, as well as work on doctoral education and higher education issues in developing countries.
David Blockstein is Senior Scientist with the National Council for Science and the Environment (NCSE), a nonpartisan organization of scientists, educators, environmentalists, and policymakers working to improve the scientific basis of environmental decision-making. He joined the organization at its inception in 1990 and was its first Executive Director. He organizes NCSE's annual National Conference on Science, Policy and the Environment and also serves as Executive Secretary of the Council of Environmental Deans and Directors (CEDD) and of the Council of Energy Research and Education Leaders (CEREL) and the Vice-President of the US Partnership for Education for Sustainable Development. He is the founding Chair of The Ornithological Council. As the 1987-88 Congressional Science Fellow of the American Institute of Biological Sciences (AIBS) and American Society of Zoologists, David worked with the House of Representatives Environment Subcommittee of the Science Committee to prepare the National Biological Diversity Conservation and Environmental Research Act. In 2008, he received the AIBS Distinguished Service Award.
Dr. George Boggs is President and Chief Executive Officer of the American Association of Community Colleges (AACC). From its Washington, D.C., headquarters, AACC represents over 1,100 associate degree-granting institutions and over 11 million students. Prior to coming to AACC, Dr. Boggs served as faculty member, division chair, and associate dean of instruction at Butte College in California and, for fifteen years, he served as the Superintendent/President of Palomar College in California. He served as a member of the Committee on Undergraduate Science Education of the US National Research Council and has served on several U.S. National Science Foundation panels and committees. Dr. Boggs holds a bachelor’s degree in chemistry from The Ohio State University, a master’s degree in chemistry from the University of California at Santa Barbara, and a Ph.D. in educational administration from The University of Texas at Austin.
John Seely Brown is a visiting scholar at the University of Southern California, and advisor to the Provost. He is also the independent co-chair of Deloitte’s new Center for Edge Innovation. Prior to that he was the Chief Scientist of Xerox Corporation and the director of its Palo Alto Research Center (PARC). He was a cofounder of the Institute for Research on Learning (IRL). His personal research interests include digital youth culture, new forms of communication and learning in the network age and new models/modes of innovation for the 21st Century. John is a member of the National Academy of Education, a Fellow of the American Association for Artificial Intelligence and of AAAS, and a Trustee of Brown University and the MacArthur Foundation. He has published over 100 papers in scientific journals, as well as 2 books, and was awarded the Harvard Business Review's 1991 McKinsey Award. In 2004 he was inducted in the Industry Hall of Fame. John received a BA from Brown University in 1962 (mathematics and physics) and a PhD from the University of Michigan in 1970 (computer and communication sciences). He has also received four honorary doctorate degrees from universities in the USA and UK.
Peter J. Bruns is Vice President for Grants and Special Programs at the Howard Hughes Medical Institute. Dr. Bruns received an A.B. in Zoology (1964) from Syracuse University and a Ph.D. in Cell Biology (1969) from the University of Illinois. He held faculty and numerous administrative positions at Cornell University, starting in 1969. He was a visiting scientist at the Biological Institute of the Carlsberg Foundation, Copenhagen, where he was a Guggenheim fellow. He currently serves on the External Advisory Committee of the Vermont Genetics Network and the Board of Directors of the Boyce Thompson Institute for Plant Research. In addition to grants in support of his research, he obtained several HHMI and NSF grants for educational efforts, including outreach efforts by the Cornell Institute for Biology Teachers, which he founded. His research group pioneered methods to genetically manipulate and transduce new genes into the separate somatic and germinal nuclei of Tetrahymena. At HHMI, he oversees design, implementation and administration of one of the nation’s largest private funds in support of science education from pre-college through graduate, with goals to develop the next generation of scientists and educators, and improve science literacy. In addition he directs an active international research program.
Carol Carmichael advises administrators, faculty and staff on the development of sustainability programs at the California Institute of Technology. She also focuses on the role of the university campus in education for sustainability, both within the campus and in the community at-large. She serves on the City of Pasadena’s Environmental Advisory Commission (EAC), whose mandate is to advise the Mayor and City Council on the implementation of the City’s commitment to the United Nation’s Green Cities Declaration, and chairs the EAC sub-committee on energy and water. Prior to coming to Caltech, Carmichael was the director of the Institute for Sustainable Technology and Development at the Georgia Institute of Technology. She has over 20 years of experience in technology and science policy, with a particular emphasis on sustainability policy and the need to help students learn about the societal context of science and engineering. She has developed and implemented corporate research and educational programs that engaged over 100 firms nationally. Dr. Carmichael has degrees in higher education, technology and science policy, and chemistry.
Jeanne Century is the Director of Science Education and Research & Evaluation at the University of Chicago’s Center for Elementary Mathematics and Science Education (CEMSE). Before coming to the University of Chicago, Century was at the Center for Science Education at Education Development Center (EDC), Inc. in Newton, MA. Century’s career has focused on improving science education in urban settings, primarily at the preK-8 level. She has developed instructional materials and provided professional development, technical assistance and strategic planning support for educators at the school, district, and state levels and for the last ten years, has focused on research and evaluation. Her work targets questions of effective science instruction, systemic reform, improving utilization of research and evaluation, sustainability of reform, and measuring enactment of innovation. Most recently, Century served on the education policy and Department of Education transition teams for the Obama administration where she focused on STEM education and education Research and Development.
Sharon Dunwoody is Evjue-Bascom Professor in the School of Journalism and Mass Communication and Associate Dean for Social Studies in the Graduate School at the University of Wisconsin-Madison. Her scholarship focuses on the construction of media science messages and on how those messages are employed by individuals for various cognitive and behavioral purposes. She has co-edited two volumes, Communicating Uncertainty (Erlbaum, 1999) and Scientists and Journalists (Free Press, 1986), and authored a third book, Reconstructing Science for Public Consumption (Deakin University Press, 1993). Dunwoody has served as a Fulbright Distinguished Lecturer in Brazil, a visiting fellow at Deakin University in Australia, and as Donnier Guest Professor at Stockholm University. She is former head of the section on General Interest in Science and Technology of the AAAS and former president of both the Midwest Association for Public Opinion Research and the Association for Education in Journalism and Mass Communication. Before joining the UW-Madison faculty in 1981, she earned her doctorate in mass communication from Indiana University, worked as a science writer, and served on the faculty of the Ohio State University.
James Elder is Director of the Campaign for Environmental Literacy, which he launched in 2005. He is a social entrepreneur and change agent who creates and implements high leverage projects that help improve the nation’s environmental literacy. Through CEL, he focuses on strengthening national policy, funding, and advocacy work for environmental and sustainability education. CEL has restored over $50 million in federal environmental education funding. He drafted, created the supporting coalition, and enlisted Congressional sponsors for two active bills: the Higher Education Sustainability Act, and the “No Child Left Inside” Act. He co-managed the start-up of The Ocean Foundation, a $3 million community foundation for philanthropists committed to ocean conservation, and the Global Environmental Alliance - China, a bilateral organization that brings sustainable approaches to development into mainstream Chinese society through education. He founded The School for Field Studies in 1980, and built it into the nation's leading international environmental studies field program for undergraduates. He sits on numerous boards and proposal review committees, provides strategic advice to many organizations, authored “A Field Guide to Environmental Literacy: Making Strategic Investments in Environmental Education, and received an honorary doctorate for his sustainability education work.
Peter Ewell is the Vice President at the National Center for Higher Education Management Systems (NCHEMS). A member of the staff since 1981, Dr. Ewell’s work focuses on assessing institutional effectiveness and the outcomes of college, and involves both research and direct consulting with institutions and state systems on collecting and using assessment information in planning, evaluation, and budgeting. He has directed many projects on this topic, including initiatives funded by the W. K. Kellogg Foundation, the National Institute for Education, the Consortium for the Advancement of Private Higher Education, and The Pew Charitable Trusts. He is currently a principal partner in the Pew Forum on Undergraduate Learning. In addition, he has consulted with over 375 colleges and universities and twenty-four state systems of higher education on topics including assessment, program review, enrollment management, and student retention. Dr. Ewell has also authored six books and numerous articles on the topic of improving undergraduate instruction through the assessment of student outcomes. Prior to joining NCHEMS, Dr. Ewell was Coordinator for Long-Range Planning at Governors State University. A graduate of Haverford College, he received his Ph.D. in Political Science from Yale University in 1976 and was on the faculty of the University of Chicago.
Ted Greenwood is a Program Director at the Alfred P. Sloan Foundation in New York City. His areas of responsibility include programs to increase the number of underrepresented minority students receiving PhDs and American Indian students receiving master’s and PhDs in mathematics, science and engineering and to collect and use data on student outcomes in undergraduate and graduate education. Prior to joining the Foundation in 1992, Dr. Greenwood spent eight years as Director of the International Security Policy Program in the School of International and Public Affairs at Columbia University. Between 1974 and 1984 he was Assistant and then Associate Professor of Political Science at the Massachusetts Institute of Technology. From 1977 to 1979, he was on leave from M.I.T. as a Senior Policy Analyst in the Office of Science and Technology Policy in the Executive Office of the President. Dr. Greenwood received a B.Sc. in physics from the University of Toronto, and an S.M. in physics and a Ph.D. in Political Science from M.I.T. He has written widely on U.S. and NATO defense and arms control policy; environmental, health and safety regulation; and domestic and international energy policy, especially nuclear power and nuclear waste management.
Dr. Hrabowski has been President of The University of Maryland, Baltimore County (UMBC) since 1992. He earned his bachelor’s degree (mathematics) at Hampton Institute, and by the age of 24 earned his M.A. (mathematics) and Ph.D. (higher education administration/statistics) at the University of Illinois at Urbana-Champaign. His scholarly work focuses on science and math education, with emphasis on minority participation and performance. He has authored numerous articles and co-authored two books, Beating the Odds and Overcoming the Odds (Oxford University Press), focusing on parenting and high-achieving African American males and females in science. He serves as a consultant to the National Science Foundation, the National Institutes of Health, the National Academies, and universities and school systems nationally. Recent honors include election to the American Academy of Arts & Sciences and the American Philosophical Society; receipt of the McGraw Prize in Education, the U.S. Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring, and the Columbia University Teachers College Medal for Distinguished Service; and designation as a Fellow of the American Association for the Advancement of Science, Marylander of the Year by the editors of the Baltimore Sun, and one of the “Fast 50 Champions of Innovation” by Fast Company magazine.
Richard Joseph Jackson is Professor and Chair of Environmental Health Sciences at the UCLA School of Public Health. He has served as a Professor in similar roles at the University of Michigan and at the UC Berkeley School of Public Health. A pediatrician and public health leader, he served as the State Health Officer with the California Health Department, and was Director of the Centers for Disease Control and Prevention’s (CDC’s) National Center for Environmental Health in Atlanta. In 2005 he was recognized with the Presidential Distinguished Executive Award. Richard’s work led to the establishment of the California Birth Defects Monitoring Program and state and national laws that reduced risks from dangerous pesticides. While at the CDC he established the national asthma epidemiology and control program, and advanced the childhood lead poisoning prevention program. He also instituted the current federal effort to “biomonitor” chemical levels in the US population. In the late 1990s he was the CDC leader in establishing the US National Pharmaceutical Stockpile to prepare for terrorism and other disasters. In 2006 he received the Breast Cancer Fund’s Hero Award and was recognized at the UC Berkeley 2007 Commencement as the Distinguished Teacher and Mentor of the Year.
Stan Jones has helped push important educational policy issues to the front of the Indiana political agenda, serving 16 years in the Indiana State Legislature, more than five years as a senior advisor to Governor Evan Bayh and 12 years as Commissioner for Higher Education. Jones is credited as a primary architect of several landmark education policy initiatives. These initiatives include the 21st Century Scholars program, a scholarship program aimed at increasing the number of low-income students attending and completing a postsecondary education; the development of Indiana’s new community college system for Indiana; the creation of Indiana’s Education Roundtable; and the implementation of Core 40, a college prep curriculum that has contributed to a significant increase in high school seniors going to college.
Adrianna Kezar is an Associate Professor for Higher Education at the University of Southern California. Kezar holds a Ph.D. and M.A. in higher education administration from the University of Michigan and a B.A. from the University of California, Los Angeles. She was formerly an assistant professor at the University of Maryland and George Washington University. Her research focuses on change, leadership, organizational theory, governance, and diversity issues in higher education. Kezar was director of the ERIC Clearinghouse on Higher Education and editor of the ASHE-ERIC Higher Education Report Series. She has published over 75 articles and books and is featured in the major journals for higher education. Kezar has participated actively in national service. For example, she has served as a member of the editorial boards for The Journal of Higher Education, The Review of Higher Education, Change, and The ERIC Review, and as a member of the AERA-Division J Council, and the Association for the Study of Higher Education Publication Committee. Kezar also serves(d) as a board member for the American Association for Higher education, Association of American Colleges and Universities' Peer Review and Knowledge Network; National TRIO Clearinghouse; and the American Council on Education's CIRP Research Cooperative.
Dr. William (Brit) Kirwan is chancellor of the University System of Maryland, and served as president of Ohio State University (1998-2002), and of the University of Maryland, College Park (1988-1998). He served as a member on mathematics faculty at the University of Maryland for 34 years. A widely recognized authority on critical issues shaping the higher education landscape, Dr. Kirwan has given national and international presentations on topics including diversity, access and affordability, cost containment, accountability, economic impact, gender equity, financial aid, partnerships, and innovation. He has published many articles on mathematical research, and authored several pieces on higher education. Dr. Kirwan has served on scores of commissions and boards. He currently serves as co-chair of the Knight Commission on Intercollegiate Athletics, the Board of Directors of the Council for Higher Education Accreditation; chair of the College Board's Commission on Access, Admissions, and Success in Higher Education; the Business-Higher Education Forum, the editorial board of the Journal of Diversity in Higher Education, and the Council of Presidents of The Washington Center for Internships and Academic Seminars. His honors include the Reginald Jones Distinguished Service Award from the National Action Council for Minorities in Engineering, and election as a Fellow of the American Academy of Arts and Sciences.
Shirley Malcom is Head of the Directorate for Education and Human Resources Programs of the American Association for the Advancement of Science (AAAS). Dr. Malcom serves on several boards (including the Heinz Endowments and the Heinz Center for Science, Economics and the Environment), is a trustee of Caltech, honorary trustee of the American Museum of Natural History, and former trustee of the Carnegie Corporation of New York. In 2006 she was named co-chair (with Leon Lederman) of the National Science Board Commission on 21st Century Education in STEM. She serves as a Regent of Morgan State University and a fellow of the AAAS and the American Academy of Arts and Sciences. She has chaired a number of national committees addressing education reform and access to scientific and technical education, careers and literacy. She served on the National Science Board, the policymaking body of the National Science Foundation (1994 – 1998), and on the President's Committee of Advisors on Science and Technology (1994 – 2001). Dr. Malcom received her doctorate in ecology from Pennsylvania State University, and holds 15 honorary degrees. In 2003 Dr. Malcom received the Public Welfare Medal of the National Academy of Sciences, the highest award given by the Academy.
Caryn McTighe Musil is Senior Vice President at the Association of American Colleges and Universities (AAC&U) where she oversees the Office of Diversity, Equity, and Global Initiatives. Under her leadership, the office has been working to mobilize powerful and overlapping educational reform movements involving civic, diversity, global, and women’s issues. Dr. Musil received her B.A. from Duke University and her M.A. and Ph.D. in English from Northwestern University. Before moving into national level administrative work in higher education, she was a faculty member for eighteen years. She has special expertise in curriculum transformation, faculty development, and institutional change. Dr. Musil is currently directing a multi-project national initiative, Core Commitments: Educating Students for Personal and Social Responsibility that focuses on engaging students with core questions about their ethical responsibilities to self and others, and about their responsibilities as citizens in a diverse democracy. A frequent campus consultant and plenary speaker, Dr. Musil has edited a series of books on educational reform including Gender, Science, and the Undergraduate Curriculum. She was named a Pennsylvania "Woman of Distinction" by the Women's Campaign Fund in 1986. In 2005, she was awarded the American Council on Education’s Donna Shavlik Award for Sustained and Continuing Commitment to Women’s Advancement in Higher Education.
Sarah Banas Mills is a Program Associate at the American Association for the Advancement of Science and the key staff member for the AAAS Center for Science, Technology, and Sustainability. In this role, she organizes activities to bring together scientists and engineers from developed and developing countries to address fundamental science and technology issues at the nexus of social and environmental development. One central activity is the Forum on Science and Innovation for Sustainable Development, an online network highlighting important programs, resources, and events for the scholars, managers, and decision makers interested in conducting and applying science and technology to support a sustainability transition. Sarah has also organized a series of roundtable discussions for university-based Sustainability Science programs at which key university actors in Sustainability Science dialogue on collaborative approaches to building this emerging field. Sarah holds an MPhil in Engineering for Sustainable Development from the University of Cambridge (UK) and a B.S. in Mechanical Engineering from Villanova University.
Jeanne Narum is the founding director of Project Kaleidoscope (PKAL). For almost two decades, PKAL has built networks of individuals and institutions taking responsibility for improving the quality and character of science, technology, engineering, and mathematics (STEM) learning of undergraduates. This is a large network, including STEM faculty at all career stages and their administrative colleagues. Narum coordinates the work of the many volunteers who are the core of PKAL. PKAL's focus on what works in transforming the undergraduate STEM learning environment has been the thrust of the nearly 200 meetings PKAL has sponsored since 1991, as well as the PKAL print and web publications (http://www.pkal.org). Major themes in all PKAL activities include: developing STEM leaders; bringing how 21st century STEM is practiced into undergraduate learning environments; and capitalizing on research-based approaches to engaged learning. The kaleidoscopic metaphor reflects PKAL's attention to the relationships among all facets of institutional culture. Narum is PI of the current major PKAL grants—an initiative with six collaborating partners involving over 100 colleges and universities focusing on pedagogical reform (NSF), and an initiative involving 32 campuses focusing on determining what works in facilitating interdisciplinary undergraduate STEM learning (W.M. Keck Foundation).
Diana Nataliciohas served as president of The University of Texas at El Paso since 1988. Previously at UTEP, she served as vice president for academic affairs, dean of liberal arts, and chair of modern languages. During her presidendy,, UTEP’s enrollment has grown to nearly 20,500 students, its annual budget has increased from $80- to $295-million, annual research expenditures have grown from less than $5 million to more than $50 million, and doctoral programs from one to 16. She has served as member and vice chair of the National Science Board, on the boards of the U.S.-Mexico Foundation for Science, the Sandia Corporation and Internet2. Current appointments include the boards of the Rockefeller Foundation, the National Action Council for Minorities in Engineering, the American Council on Education, and Trinity Industries. A graduate of St. Louis University, Dr. Natalicio earned a master’s degree in Portuguese and a doctorate in linguistics from The University of Texas at Austin.
Stephanie Pfirman is Alena Wels Hirschorn '58 and Martin Hirschorn Professor in Environmental and Applied Sciences and Chair of the Barnard College, Columbia University, Department of Environmental Science. Throughout her career, Pfirman has been engaged in Arctic environmental research, undergraduate education, environmental policy and public outreach. Current interests include understanding changes in Arctic sea ice, and development of women scientists and interdisciplinary scholars. A member of the National Academy of Science’s Polar Research Board, Pfirman is also President of the Council of Environmental Deans and Directors, and co-PI of the National Science Foundation-sponsored Advancing Women in the Sciences initiative of the Columbia Earth Institute. The first chair of the NSF's Advisory Committee for Environmental Research and Education, Pfirman oversaw analysis of a 10-year outlook for environmental research and education at NSF. She was also a research scientist at the University of Kiel and GEOMAR, Germany; staff scientist for the US House of Representatives Committee on Science; and oceanographer with the US Geological Survey in Woods Hole, Massachusetts. Pfirman received a Ph.D. in Marine Geology and Geophysics from the Massachusetts Institute of Technology, and a BA in Geology from Colgate University.
Dr. Judith A. Ramaley (pronounced Rah may’ lee) is President and Professor of Biology at Winona State University (WSU) in Minnesota. Prior to joining WSU, she held a presidential professorship in biomedical sciences at the University of Maine and was a Fellow of the Margaret Chase Smith Center for Public Policy. She also served as a Visiting Senior Scientist at the National Academy of Sciences in 2004. From 2001-2004, she was Assistant Director, Education and Human Resources Directorate (EHR) at The National Science Foundation. Dr. Ramaley was President of The University of Vermont (UVM) and Professor of Biology from 1997 to 2001. She was President and Professor of Biology at Portland State University in Portland, Oregon for seven years from 1990-1997. Dr. Ramaley has a special interest in higher-education reform and institutional change and has played a significant role in designing regional alliances to promote educational cooperation. She also has contributed to a national exploration of the changing nature of work and has written extensively on civic responsibility and partnerships between higher education and community organizations as well as articles on science, technology, engineering and mathematics education.
Dr. Rowe (PhD, Business, University of Michigan) is the President of the U.S. Partnership for Education for Sustainable Development (www.uspartnership.org). The U.S. Partnership convenes members of the business, education, communities, government, and faith sectors of the U.S. and catalyzes sustainability initiatives. Dr. Rowe is also Senior Fellow at the Association of University Leaders for a Sustainable Future (www.ulsf.org), National Co-coordinator of the Higher Education Associations Sustainability Consortium (www.heasc.net), Founder of the Disciplinary Associations’ Network for Sustainability (www.aashe.org/dans), and Senior Advisor to the Association for the Advancement of Sustainability in Higher Education(www.aashe.org). She helps higher education associations and institutions integrate sustainability into mission, curricula, research, student life, purchasing and investments, facilities and operations, and community partnerships. Debra has been professor of energy management, renewable energy technology and psychology for over 28 years at Oakland Community College. She created a model energy management degree design for community and technical colleges, funded by the U.S. Department of Energy. She also created and teaches energy management and renewable energies in an on-line format with National Science Foundation support, has hosted over one hundred conferences and customized trainings on energy and sustainable design practices, and has helped numerous colleges develop their energy curricula.
Karl A. Smith is Cooperative Learning Professor of Engineering Education, School of Engineering Education, and Fellow, Discovery Learning Center at Purdue University West Lafayette. He has been at the University of Minnesota since 1972 and is in phased retirement as Morse-Alumni Distinguished Professor of Civil Engineering. Karl’s research and development interests include building rigorous research capacity in engineering education; the role of cooperation in learning and design; problem formulation, modeling, and knowledge engineering; and project and knowledge management. He has worked with thousands of faculty all over the world on pedagogies of engagement, especially cooperative learning, problem-based learning, and constructive controversy. Karl has co-written eight books including, Cooperative learning: Increasing college faculty instructional productivity; Strategies for energizing large classes: From small groups to learning communities; and Teamwork and project management, 3rd Ed. His Bachelor’s and Master’s degrees are in Metallurgical Engineering from Michigan Technological University, 1969 & 1972, and his Ph.D. is in Education Psychology from the University of Minnesota, 1980.
James H. Stith is the former Vice President, Physics Resources Center for the American Institute of Physics. Prior to his retirement in 2008, he directed a broad portfolio of programs and services that included AIP’s Magazine Division, the Media and Government Relations Division, the Education Division, the Center for the History of Physics, the Statistical Research Division and the Careers Division. He earned his Doctorate in physics from The Pennsylvania State University, and his Masters and Bachelors in physics from Virginia State University. A physics education researcher, his primary interests are in Program Evaluation, and Teacher Preparation and Enhancement. Throughout his career, he has been an advocate for programs that ensure ethnic and gender diversity in the sciences. Dr. Stith was formerly a physics professor at Ohio State and spent 21 years at the U.S. Military Academy at West Point (the first African American to earn tenure). He is past president of the American Association of Physics Teachers and of the National Society of Black Physicists. He is a Fellow of AAAS and the American Physical Society, a Chartered Fellow of the National Society of Black Physicists, and a member of the Ohio Academy of Science. He is a life member of the NAACP.
William M. Sullivan is Senior Scholar at the Carnegie Foundation for the Advancement of Teaching and has been Professor of Philosophy at La Salle University, where he is now Associate Faculty. He holds the Ph.D. in Philosophy from Fordham University. Sullivan directs the Foundation’s project on the Preparation for the Professions. This is a multi-year study comparing professional education for the law, engineering, and the clergy, nursing, and medicine. One of the special concerns of the program is the relationship between professional education and the liberal arts. Dr. Sullivan has been an active researcher in the areas of political and social theory, the philosophy of the social sciences, ethics, the study of American society and values, the professions, and education. He is co-author of Habits of the Heart (1985) and The Good Society (1991). He is author of Reconstructing Public Philosophy (1982), the second edition of Work and Integrity: The Crisis and Promise of Professionalism in America (2004) and, most recently, A New Agenda for Higher Education: Shaping a Life of the Mind for Practice (with Matthew S. Rosin, 2008).
Philip Uri Treisman is professor of mathematics and of public affairs at The University of Texas at Austin, where he serves as executive director of the University's Charles A. Dana Center. He serves on the Carnegie-Institute for Advanced Study Commission on Mathematics and Science Education as well as on the Leadership Team of the Strategic Education Research Partnership (SERP). Uri is a founder and chair of the steering committee of the Urban Mathematics Leadership Network, a coalition of 22 large urban districts seeking to improve PreK-12 mathematics teaching and learning. He serves on the board of the New Teacher Project. Uri is especially proud of his service on the National Advisory Committee of the Military Child Education Coalition (MCEC). He also serves on the Science Advisory Board of MCEC's Living in the New Normal Initiative. Uri has received numerous honors and awards for his efforts to strengthen American education. In 1992, was named a MacArthur Fellow for his pioneering work in mathematics education. In February 2006, he was named "2006 Scientist of the Year" by the Harvard Foundation for his outstanding contributions to mathematics.
Karan L. Watson has been Dean of Faculties and Associate Provost at Texas A &M University since February 2002. She joined the faculty of Texas A&M University in 1983 in the Electrical Engineering Department, where she is currently a Regents Professor. Dr. Watson is a registered professional engineer and has been named a fellow of the Institute of Electrical and Electronic Engineers (IEEE) and the American Society for Engineering Education (ASEE). She received the US President’s Award for Mentoring Minorities and Women in Science and Technology, the American Association for the Advancement of Science (AAAS) mentoring award, the IEEE International Undergraduate Teaching Award, the TAMU Association of Former Students University Award for Student relationships, the TAMU Provost’s Award for Diversity, the TAMU Women’s Week Award for Administrators, the College of Engineering Crawford Teaching Award, and was named a TAMU Regents Professor. She has chaired the doctoral committees of 32 students and over 60 master degree students. In 2003/4 she served as a Senior Fellow of the National Academy of Engineers’ Center for the Advancement of Scholarship in Engineering Education, and currently serves on the ABET Board of Directors.
Ralph Wolff was appointed President and Executive Director of the Senior College Commission of the Western Association of Schools and Colleges in 1996. WASC serves 160 institutions in California, Hawaii, and the Pacific Basin. He led WASC to a multi-stage learning-centered approach. For this work, he was selected as the recipient of the 2008 Virginia B. Smith Innovative Leadership Award. In 2007, he was appointed by Secretary of Education Spellings to serve as a negotiator for negotiated rulemaking proceedings on accreditation. He is an elected Fellow of Meridian International, a global think tank, and the World Academy of Art and Science. He writes and speaks extensively on the changing character of accountability. Prior to joining the Commission staff, Mr. Wolff was on the law faculty of the University of Dayton Law School. Previously, he was a founder of the Antioch School of Law, the first law school expressly designed to prepare lawyers to serve in public interest. He also served as Associate Provost of Antioch College and Dean of the Graduate School of Education.
Robert Zemsky, a professor at The University of Pennsylvania, was the founding director of the University of Pennsylvania’s Institute for Research on Higher Education. The research for which he is best known has centered on how colleges and universities, in a world increasingly dominated by market forces, can be both mission-centered and market-smart. His writings have regularly appeared in Policy Perspectives and in a series of pioneering articles and analyses in Change magazine. Within the University of Pennsylvania, Dr. Zemsky has served as the University’s chief planning officer and as Master of Hill College House. He currently serves as chair of The Learning Alliance for Higher Education, a major experiment in bringing just-in-time strategic expertise to college and university presidents. In 1998, Change named him as one of higher education’s top 40 leaders for his role as an agenda-setter. He is a former Woodrow Wilson Fellow. He was a postdoctoral Social Science Research Council Fellow (SSRC) in Linguistics and also Chair of the SSRC’s Council’s Committee on Social Science Personnel. Dr. Zemsky served as a member of the Spellings Commission, and has received honorary degrees from Towson University and from Franklin and Marshall College.