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ADMIRE Panelist Biosketches Suzanne
M. Coshow, Ph.D. Suzanne Coshow, a recent PhD in sociology from the University of Notre Dame, was hired this past summer as the Outreach Coordinator for the Joint Institute for Nuclear Astrophysics (JINA), an NSF Frontier Center housed at the University of Notre Dame, but involving Michigan State University, the University of Chicago, Argonne National Lab and other universities across the country. As a Frontier Center, JINA has both opportunity and obligation to do outreach and to begin this work, Suzanne has been hired to be the full-time outreach coordinator. As a sociologist, she has a keen interest in evaluating outreach programs in order to inform on the development of new programs, and as such she has established a research agenda on this topic. Her background includes extensive research on public policies in the US and Europe. Her research areas include educational inequality, political sociology, sociology of culture and research methods.
Kevin Dilley joined the Cornell Center for Materials Research (CCMR) Educational Programs Office (EPO) as the new Educational Programs Specialist in April 2003. He received his BA in physics from Reed College, where he did thesis research on the mechanism that allows a scanning tunneling microscope to make surface modifications. After college he spent two years with the Peace Corps teaching physics, forest management and gardening in The Gambia. Mr. Dilley participates in all aspects of implementing the educational programs. He edits and produces program publications, and manages the statistical data for the EPO. He has participated in the planning, execution and evaluation of CCMR's 2003 RET and RET II programs.
Jay Dubner joined Columbia University’s RET Program (Summer Research Program for Secondary School Science Teachers) in 1993 as the Program’s Coordinator. Mr. Dubner is also the Co-director of a six institution RET Program (New York-New Jersey Partners in Science Program). From 1998-2002 he was the Project Coordinator of the National Science Foundation-funded SWEPT multi-site student outcomes study. In 2002 Mr. Dubner was one of the key organizers of the first national RET Conference. Prior to joining Columbia University, Mr. Dubner was employed by the New York City Department of Education for 20 years in many capacities including special education classroom teacher, program coordinator, case manager and office supervisor.
She began teaching secondary math at the middle school level after college 1973-79. After having her children, she became a kitchen and bath designer until 2001. She returned to teaching high school math in Boonsboro, Maryland 3 years ago and has immersed herself in the world of academia. It's been a very rewarding, enriching and enjoyable metamorphosis!
Dale Ingram has taught chemistry and entry-level science at Gladstone High in suburban Portland, OR since 1984. He added physics in 1995 and now also teaches introductory technology and science independent study. He has a BA in Chemistry from Whitman College and a MST from Portland State University. Dale has participated in several summer research experiences, one of which was the Scientist-Student-Teacher (SST) program at the Pacific Northwest National Laboratory in 1999-2000. Gladstone's SST appointment was at LIGO. Gladstone's association with LIGO has continued since then and forms the foundation of the school's student research program.
Carol Johnston
has been involved with science and mathematics education for the past
18 years, teaching physics, chemistry, and mathematics at both public
and private high schools. She earned my doctorate in science education
at the University of California, Santa Barbara in 2003. Before becoming
a teacher, she worked as a chemical engineer, gaining the practical experience
that she believes provided the necessary foundation for becoming an outstanding
teacher. Throughout her teaching career, she continued to nurture her
love of science and mathematics by attending classes during her breaks;
including two summers working in RET-type programs. Both experiences were
in the field of high energy physics; the first at the Continuous Electron
Beam Accelerator Center (CEBAF) in Newport News, VA and the second at
the Stanford Linear Accelerator Center (SLAC) in Stanford, CA. She regards
both experiences as very positive and influential toward her desire to
study an RET program for her dissertation. David
McDonald David McDonald teaches Physics, Chemistry and other classes at Sidney High School in Sidney, Montana after getting a BS in Physics at MSU-Bozeman and doing graduate work in astronomy at UW in Laramie, WY. He received a Masters in Science Education at MSU-Bozeman. He is a lifetime learner in a wide range of subjects. He works as a semi-professional tsuka-maki shi (hilt wrapper of Japanese Sword). He also collects Japanese swords and IHC tractors and stationary engines. He also enjoys the physical sciences and loves to see and learn new things. He is currently working on growing crystals for dielectric measurements and growing 1D Pt crystals with his chemistry students. He is working on setting up a 14” telescope so his students can do some astronomy research. The telescope and chemicals were purchased using money from a Murdock supplementary grant and arrangements made during his RET experience.
Daniel Menelly is a member of the science department at the United Nations International School in New York. He is also a science curriculum coordinator and teacher for Prep for Prep, a leadership development program for gifted students of color in the New York region. In 2001, Mr. Menelly researched the fabrication methods and quantum efficiency of organic light emitting devices under the supervision of Professor Michael Rubner at the Massachusetts Institute of Technology Center of Material Science and Engineering. While at MIT, Mr. Menelly developed a manipulative model of the OLED that he uses in his science teaching. He is presently living in Paris, France on a two-year professional enhancement leave.
Dr. Parker is the President and Founder of ChangeLeaders Consulting and Research Group of Arizona, Inc., a business in the business of working with industry, education and nonprofits to transform them into employers of choice. Evaluation, research, performance appraisal and workshops on leadership are some of the means that Change Leaders uses to facilitate change within organizations. Stephanie is also the President and Founder of a nonprofit named The Aurora Foundation, Inc. after the Roman goddess who personifies the dawn, and kindles a new beginning. Here the work of transformation continues by tapping into the wellspring of leadership in women and girls with limited access to leadership development opportunities. Stephanie has 15+ years of involvement in experiences across the leadership spectrum. She is now taking her expertise to the international level as a facilitator in the Leadership Institute at Zayed University, United Arab Emirates. She believes that discovery, innovation, and understanding are on a continuum for change in both individuals and organizations.
Rebekah Ravgiala attended Saint Anselm College in NH where in 1994 she received a Bachelor of Arts degree in Biology, a certificate of Special Studies in Spanish, and her Initial 7-12 Teacher Certification. While working as a full-time Biology teacher, Rebekah continued her education at Notre Dame College in NH where she received her Master of Education degree in Curriculum and Instruction. After completing the requirements for her degree in 1995, Rebekah immediately matriculated into the Mathematics and Science Education doctoral program at the University of Massachusetts Lowell and was awarded her Doctor of Education degree in June 2003. Rebekah has been teaching Biology for eight years, and has had the opportunity during those years to teach Physical Science, Chemistry, and Human Anatomy and Physiology. She currently teaches Biology and Human Anatomy and Physiology at Merrimack High School in Merrimack, NH where she has spent the last six years of her teaching career. While completing her dissertation which focused on subject-specific pedagogical content knowledge of traditionally and alternatively certified Biology teachers, she also enjoyed work as an adjunct faculty member at Daniel Webster College in NH teaching Environmental Science to adult learners. Rebekah has spent two consecutive summers as a participant in the Research Experience for Teachers program at the Massachusetts Institute of Technology in Cambridge, MA and more recently, at a similar summer program offered through Harvard University in Cambridge, MA. Rebekah was awarded Teacher of the Month at her high school (September 2001) and was nominated by a former student into Who’s Who Among America’s Teachers (2002). She currently serves as President of the Merrimack Teachers Association, and as a member and past presenter (January 2002) at the Association for the Education of Teachers of Science. She also serves as a member of the New Hampshire Science Teachers Association, the National Science Teachers Association, the Pi Lambda Theta Honor and Professional Association in Education, and as a past contributor and presenter at the University of Massachusetts Lowell Annual Spring Colloquium on Research in Mathematics and Science Education (2000). During the 2003-2004 academic year, Rebekah will also be serving as a formal mentor to a new science teacher, and looks forward to sharing the knowledge she has gained from her research in the fields of Science Education and Polymer Science.
Catherine C. Saldutti earned a B.A. in Human Biology from Stanford University, where she completed an Independent Study on technology education with J. Myron Atkin. She also holds an Ed.M. from Harvard Graduate School of Education in Teaching and Curriculum. She taught high school science and conducted evaluation work with Inverness Research Associates while in San Francisco, CA. Department Chair for 15 teachers and 1650 science students at Attleboro High School from 1995-1999, Saldutti led the restructuring effort of the high school science program, including the development of a standards-based two-year integrated science program for all students—honors, college-prep, and alternative. Over this period, high-stakes science test failures decreased by 50%. School-wide student science enrollment data increased by 21% Saldutti currently serves as President of EduChange, Inc. an educational products and services organization based in New York City. Recent evaluation work includes ongoing formative evaluations of the PreCollege Science Outreach Program at The Rockefeller University and The Institute for Writing and Thinking at Bard College. EduChange® is currently leading a local systemic reform initiative in Hastings-on-Hudson, New York, involving the complete restructuring of their K-12 Science Program; and is also collaborating with Teachers’ College and The Rockefeller University to pilot an integrated biology/chemistry program for high school students in four NY public schools. Saldutti has recently co-authored of Questioning practices: Inquiry into teacher and student work (in press), and published articles about curriculum standards and assessment.
Kaye Storm joined Industry Initiatives for Science and Math Education (IISME) in the San Francisco Bay Area in 1985 as its first Executive Director. In 1989 she left to live in England where she was Marketing Manager for the University College London. Kaye re-joined IISME in 1992 to develop and manage special projects. She is responsible for much of IISME’s fellowship development and grant writing as well as research and evaluation. She represented IISME in the SWEPT Multi-site Teacher Impact study effort. Prior to joining IISME, Kaye worked for the American Electronics Association, managing its Engineering Education Department and developing its graduate fellowship and Japan research fellowship programs. While at AEA, she established the organization's Electronics Education Foundation, a grantmaking body focused on graduate level engineering and computer science programs. Kaye taught foreign language and humanities in Santa Clara, CA for eight years. She developed the school’s English as a Second Language Program in the late 70s. Kaye was a founder of the Girls’ Middle School in Mountain View, CA, now in its sixth year of providing girls with innovative curriculum in science, math and technology along encouraging their social and emotional development. She earned
a Bachelor’s degree from the University of California and a Master’s
degree in Education from Stanford University. |
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