January 14, 2008
Dr. James M. Gentile, President, Research Corporation, 1-14-08
Dr. James M. Gentile is president of Research Corporation, America’s second-oldest foundation and a major proponent of the advancement of science. He is a leader in the field of science education and a frequent speaker on issues involving the integration of scientific research and higher education.
Dr. Gentile is a geneticist. Before joining Research Corporation he focused his research on the role of metabolism in the conversion of natural and xenobiotic agents into mutagens and carcinogens. Among many other national and international awards, he has received the Alexander Hollaender Research Excellence Award from the Environmental Mutagen Society, and he has been named a fellow of the American Association for the Advancement of Science. He was also the editor-in-chief for the international research journal Mutation Research for more than a decade.
Dr. Gentile is a national associate of the National Research Council (NRC), where he played a leadership role in the highly praised NRC publication Biology 2010: Transforming Undergraduate Education for Research Biologists. He currently serves as president for the International Association of Environmental Mutagen Societies and is a current member of the editorial boards of four international journals.
Dr. Gentile came to the Research Corporation from higher education. He served as dean for the natural sciences at Hope College in Holland, MI, where he held an endowed professorship. Over the years he has been a program director for grants from many public and private-sector institutions, including the National Institutes of Health, the National Science Foundation, the World Health Organization, and the Research Corporation.
For nearly a century, Research Corporation, America’s first foundation for science advancement, has played a key role in creating the modern world and in improving our understanding of the universe.
Among its accomplishments, which cover nearly all of the physical sciences, has been early support of research into rocket propulsion systems, atomic physics, nutritional diseases and astronomy. The foundation helped Robert Goddard, the father of modern rocketry; it funded the first large cyclotron; almost single-handedly wiped out pellagra and beriberi; and was instrumental in creating the field of radio astronomy.
Vannevar Bush, who was instrumental in creating the National Science Foundation, was among the many distinguished scientists, engineers, academicians, business and policy experts who have served on the Research Corporation Board. In the years before World War II – when the benefits of science advancement became starkly apparent – and the subsequent chartering of the NSF in 1950, Research Corporation was the pioneering agency supporting organized research programs in the United States.
More recently, anyone who has undergone magnetic resonance imaging has benefited from Research Corporation funding; and the foundation is currently helping to make possible the Large Synoptic Survey Telescope (LSST). In conjunction with Google and many academic partners, the LSST will deliver a continuing torrent of information about our changing universe to anyone with access to the Worldwide Web, beginning in a few years.
Dr. James M. Gentile, current president of Research Corporation, says the foundation intends to continue supporting the best American science far into the future. “With every success, with each bit of knowledge gained, science becomes ever more complex, even as the problems facing a burgeoning humanity seem to grow more urgent,” Dr. Gentile adds. “In the face of our 21st century challenges – from global warming to energy scarcity, from genetic engineering to space exploration – Research Corporation will strive to be the ‘tip of the spear,’ opening new areas of study to benefit humankind.”
July 18, 2007
Corey Powell, Executive Editor, Discover magazine, 7-19-07
Corey Powell is the Executive Editor at Discover magazine, where he oversees the magazine’s overall design and content, with a special emphasis on narrative features and investigative stories. He also work closely with the magazine’s new columnists, including Jaron Lanier, Bruno Maddox, and Douglas Rushkoff. Previously Mr. Powell spent eight years at Discover in other roles, including Web director, news editor, and features editor.
Mr. Powell started his scientific career at NASA’s Goddard Space Flight Center, helping to build and test gamma-ray telescopes, before joining the editorial staff of Physics Today. He spent eight years on the Board of Editors at Scientific American, first as a features editor, then as a reviews and special projects editor, and finally as the director of the magazine’s Web site. Mr. Powell’s first book, God in the Equation - an exploration of the spiritual impulse in modern cosmology - was published in 2002 by the Free Press. He is an adjunct professor of science writing in NYU’s Science and Environmental Reporting Program (currently on sabbatical).
Mr. Powell’s writing has appeared in The New York Times, San Francisco Chronicle, Newsday, Los Angeles Times, World Art, and The Forward. Major media appearances include guest spots on CNN, MSNBC, ABC News, Fox News, CBS News, WABC, the Sci Fi Channel, Science Friday, and BBC Radio.
Discover magazine, launched in 1980, delivers entertaining, relevant and thought-provoking science content that feeds the mind and fuels the imagination.
July 11, 2007
Dr. Gerald Wheeler, Executive Director, National Science Teachers Association, 7-12-07
As the Executive Director of the National Science Teachers Association (NSTA), Dr. Gerald Wheeler heads the world's largest professional organization representing science educators of all grade levels.
Prior to joining NSTA, Dr. Wheeler was Director of the Science/Math Resource Center and Professor of Physics at Montana State University. He also headed the Public Understanding of Science and Technology Division at the American Association for the Advancement of Science (AAAS) and has served as President of the American Association of Physics Teachers (AAPT).
Dr. Wheeler received an undergraduate degree in science education from Boston University and a Master's degree in physics and a Ph.D. in experimental nuclear physics, both from the State University of New York at Stony Brook. Between undergraduate and graduate school, he taught high school physics, chemistry, and physical science.
For much of his career Dr. Wheeler has played a key role in the development of mass media projects that showcase science for students. He was involved in the creation of 3-2-1 Contact for the Children's Television Workshop, served on advisory boards for the Voyage of the Mimi and the PBS children's series CRO, and created and hosted Sidewalk Science, a television show for young people on CBS-affiliate WCAU-TV in Philadelphia. Dr. Wheeler has co-directed the National Teachers Enhancement Network, an NSF-funded distance learning project offering science and math courses nationwide.
Dr. Wheeler is the recipient of numerous awards for his teaching and mass media work, including outstanding teaching awards from Temple University, the University of Hartford, and Montana State University, as well as the AAPT Milliken Award. He is a fellow of the W. K. Kellogg Foundation and AAAS and has served on advisory boards and committees for the American Institute of Physics and the National Assessment of Educational Progress. Dr. Wheeler's publications include numerous books, research and education articles, and reviews.
The National Science Teachers Association (NSTA), founded in 1944 and headquartered in Arlington, VA, is the largest organization in the world promoting excellence and innovation in science teaching and learning for all. NSTA's current membership of more than 55,000 includes science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education.
NSTA’s four award-winning journals—The Science Teacher (grades 9-12), Science Scope (6-8), Science and Children (K-5), and Journal of College Science Teaching—provide more than 100,000 teachers with proven classroom instructional techniques.
May 17, 2007
Frans Johansson, author of The Medici Effect - What Elephants and Epidemics Can Teach Us About Innovation, 5-17-07
Frans Johansson is a widely respected thought leader and consultant specializing in business innovation, an entrepreneur and hedge fund manager, an international speaker, and the author of The Medici Effect: What Elephants & Epidemics Can Teach Us about Innovation (Harvard Business School Press).
Johansson exemplifies the “Intersection,” a place he writes about where ideas from different disciplines and cultures collide and create an explosion of new possibilities. Raised in Sweden by his African-American-Cherokee mother and Swedish father, he earned his B.S. at Brown University, where he founded the university-wide science magazine The Catalyst. He then earned his M.B.A. at Harvard Business School. He is currently managing director of Medici Capital Management, a hedge fund with an investment strategy based on the Medici Effect.
Since the hardcover edition came out in 2004, Johansson has become a much-sought-after speaker at conferences and Fortune 500 companies around the world, including Sprint, Nike, Pepsi, General Motors, SAAB, Motorola, IBM, EDS, Unilever, JP Morgan Chase, and Pfizer. The Medici Effect has been translated into Japanese, Chinese, Korean, Swedish, Norwegian, Russian, Spanish, and Italian. It has been on bestseller lists in at least three countries, and was named the Top-10 Best Business Book of the Year by Amazon.com Editor’s Pick. BusinessWeek SmallBiz named it one of the Best Books on Innovation. The Medici Effect has become course literature in several universities and colleges around the world, including Harvard Business School.
April 26, 2007
Professor Kathy Hirsh-Pasek, Director, Infant Language and Perception Laboratory, Temple University, 4-26-07
Dr. Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory. Professor Hirsh-Pasek has written nine books. Her recent book with Roberta Golinkoff, Einstein Never used Flashcards: How Children Really Learn and Why They Need To Play More and Memorize Less, (Rodale Books) won the prestigious Books for Better Life Award in 2003.
Professor Hirsh-Pasek has published 100 professional articles and given over 80 invited lectures around the world. Her research is funded by the National Science Foundation and the National Institutes of Health and Human Development. She is a Fellow of the American Psychological Association and the American Psychological Society, and serves as the Associate Editor of Child Development, the leading journal in her field.
Professor Hirsh-Pasek has been a spokesperson on early development for national magazines and newspapers (The New York Times, People, US News & World Report, Newsweek, Parent's Magazine), radio and television (The View, The Today Show. Good Morning America), and is an advisor for Sesame Workshop, Fisher Price Toys, Highlights, The Cartoon Network, and Children's Museums across North America.
Professor Kathy Hirsh-Pasek is the lead signatory of The Santiago Declaration. Her Santiago Declaration release quote - “There is widespread agreement that educational policies and practices should be driven by the best science available on how children learn.…Though brain science holds a promissory note for our future understanding of children's learning, current educationally relevant evidence comes from three decades of research in developmental psychology.…This research implies that children are active - not passive or rote - learners."
Professor Hirsh-Pasek’s research interests include
April 18, 2007
Marc Tucker, President, National Center on Education and the Economy, and Co-Chairman, New Commission on the Skills of the American Workforce, 4-19-07
Read the transcript of the SCIENCE AND SOCIETY interview with Marc Tucker
Marc Tucker is President of the National Center on Education and the Economy, a leader in the movement for standards-based school reform in the United States. Mr. Tucker authored the 1986 Carnegie Report, A Nation Prepared: Teachers for the 21st Century, which called for a restructuring of America’s schools based on standards; created the National Board for Professional Teaching Standards; created the Commission on the Skills of the American Workforce and co-authored its report, America’s Choice: high skills or low wages!, which called for a new high school leaving certificate based on standards; was instrumental in creating the National Skill Standards Board and served as the chairman of its committee on standards and assessment policy; and, with Lauren Resnick, created the New Standards consortium, which pioneered the development of performance standards in the United States and created a set of examinations matched to the standards.
With Ray Marshall, Mr. Tucker co-authored Thinking for a Living: Education and the Wealth of Nations, selected by Business Week as one of the 10 best business books of 1992; with Judy Codding, co-authored Standards for Our Schools: How to Set Them, Measure Them, and Reach Them, published in 1998; and with Judy Codding, co-editored The Principal Challenge, published in 2002.
The bi-partisan New Commission on the Skills of the American Workforce is comprised of former Cabinet secretaries, governors, college presidents, and business, civic, and labor leaders. The Commission calls for a total shake-up in how America educates its people with an innovative system that boosts students to unprecedented levels of learning throughout their lives while creating a structure that gives them the best teachers and schools the country can offer.
The Commission was organized by the National Center on Education and the Economy, a not-for-profit organization created to develop proposals for building the world class education and training system that the United States must have if it is to continue to be a world-class economy.
Dr. Anthony Picciano, Professor, School of Education, Hunter College and Graduate Center of the City University of New York, 4-19-07
Dr. Anthony G. Picciano is a Professor in the Graduate Program in Education Leadership at Hunter College. He is also a member of the faculty for the Ph.D. program in Urban Education and the program in Interactive Pedagogy and Technology at the City University of New York Graduate Center.
Dr. Picciano has 37 years of experience in education administration and teaching, and has been involved in a number of major grants from the U.S. Department of Education, the National Science Foundation, IBM, and the Alfred P. Sloan Foundation. In 1998, Dr. Picciano co-founded CUNY Online, a multi-million dollar initiative funded by the Alfred P. Sloan Foundation that provides support services to faculty using the Internet for course development. Currently he serves on the Board of Directors of the Sloan Consortium. His major research interests are school leadership, policy, Internet-based teaching and learning, and multimedia instructional models.
Dr. Picciano has authored numerous articles and eight books including Data-Driven Decision Making for Effective School Leadership(2006, Pearson), Educational Leadership and Planning for Technology, 4th ed. (2005, Pearson), Distance Learning: Making Connections across Virtual Space and Time (2001, Pearson), and Educational Research Primer (2004, Continuum). His most recent book was co-edited with Chuck Dziuban and is entitled, Blended Learning: Research Perspectives (2007, Sloan Consortium).
Dr. Picciano is the lead researcher on the K-12 Online Learning: A Survey of U.S. School District Administrators study. The purpose of the study was to explore the nature of online learning in K-12 schools and to establish base data for more extensive future studies. Issues related to planning, operational difficulties, and online learning providers were also examined. This study was based on a national survey of American school district chief administrators during the 2005-2006 academic year. It is one of the first studies to collect data on and compare fully online and blended learning (part online and part traditional face-to-face instruction) in K-12 schools. The distinction between fully online and blended learning is a most important refinement of previous studies on this topic. This study was funded through the generosity of The Alfred P. Sloan Foundation.
April 12, 2007
Dr. Carole Beal, Project Director, K12@USC, University of Southern California Viterbi School of Engineering, 4-12-07
Dr. Carole Beal was trained as a developmental psychologist, receiving her doctorate from Stanford University in 1983. In the early stage of her career at Dartmouth College, Dr. Beal’s research focused on memory development and metacognitive strategies for literacy and science learning, including the design of interventions for classroom use (e.g., strategy training for revision). Results are represented in approximately 30 articles in traditional developmental and education journals.
Her current grant-funded work emphasizes the evaluation of instructional technology in realistic educational delivery settings: public school classrooms and informal learning situations in the urban Southern California area, with its rich ethnic, economic and linguistic diversity.
Dr. Beal is a subject matter expert on gender and STEM learning, reflected in her research on gender and ethnic differences in mathematics learning, and also in her book Boys and Girls: The Development of Gender Roles (1994). Dr. Beal served as the Associate Editor of Journal of Educational Psychology, the leading journal in the field, for five years. She is currently a member of the editorial board and has been nominated as the next Editor.
The K12@USC project focuses on the design, development and evaluation of technology-based learning resources in math and science. The project is part of the Information Sciences Institute at the USC Viterbi School of Engineering. K12@USC creates intelligent tutoring systems (ITS) and serious games to provide middle and high school students with individualized instruction based on prior achievement, cognitive skills, and learner motivation. The project has a special focus on creating learning systems to reach students who have traditionally not become highly engaged with math and science.
K12@USC tutoring systems are designed for classroom integration through alignment with standards, inclusion of assessment and reporting tools for teachers, and strong emphasis on learning outcomes. The project works with master teachers to create and review the content and scaffolding. The K12@USC systems can also be used at home, or through after-school and community programs.
April 05, 2007
Dr. Pat Marsteller, Director, Emory College Center for Science Education, and Faculty Member, Department of Biology, Emory University, 4-5-07
Dr. Pat Marsteller directs the Emory College Center for Science Education and is a faculty member in the Department of Biology at Emory. She studied evolution of animal behavior for her M.S. degree at University of South Carolina and evolution and quantitative genetics for her Ph.D. at the University of Florida. Dr. Marsteller worked with alligators for her M.S. thesis, investigating whether they could use the sun, the moon and the stars to navigate. Her dissertation research focused on a quantitative genetic analysis, using with fruit flies as a model system, to investigate genetic and environmental influence on life history patterns and traits such as longevity and quantity and timing of reproduction. Dr. Marsteller has taught courses on evolution, Darwin and the idea of evolution, and many other courses over her 30 years of college teaching. She also works with college and pre-college faculty on developing curriculum materials and on using active learning strategies in the teaching of science and mathematics.
The heart of the The Emory College Center for Science Education mission is to improve science education at all levels, K-postdoc. Initially the primary focus was on undergraduate biological science education. As the ECCSE has grown and evolved, programs have expanded to include all the sciences. The Center works with faculty to develop and improve courses, to integrate research into the curriculum, to try new pedagogy and to acquire funds for new laboratories. The Center works with students through seminars, workshops, and career resources, and identifies research and internship opportunities and provide funds for undergraduate research.
ECCSE is particularly interested in attracting and retaining underrepresented students, women and minorities in careers in science. Work in these areas includes special programs for undergraduates and outreach efforts with metro Atlanta Public School teachers and students. Outreach components included establishing linkages between a college program for high school juniors and Summer Institute for minority students. The Center’s work has attracted and prepared students for careers in the biological and biomedical sciences, particularly underrepresented minorities and women, through research-rich curriculum and enhanced research opportunities.
March 15, 2007
David Stanley Ely, 2006-07 National Siemens Advanced Placement Teacher of the Year, 3-15-07
David Stanley Ely was recently named the 2006-07 National Siemens Advanced Placement Teacher of the Year for his dedication to the AP Program both inside and outside the classroom. A biology teacher at Champlain Valley Union High School in Hinesberg, VT for nearly 35 years, this is the latest of many honors he has received, including the Vermont Teacher of the Year, an Advanced Placement Teacher Recognition Award and the Vermont Academy of Science and Engineering Teaching Excellence Award.
Mr. Ely’s enthusiasm extends far beyond the classroom and he has participated in and coordinated 65 local, state, and national summer institutes and workshops. In addition to his teaching responsibilities, he is a lifetime member of the National Association of Biology Teachers (NABT), the National Science Teachers Association (NSTA), Vermont Science Teachers Association, and the Association of Presidential Awardees for Excellence in Science Teaching. He serves as a board member for the Green Mountain Audubon Society, UVM’s Institutional Care and Use Committee, the Vermont Standards Board Professional Educators, and the Vermont Academy of Arts and Sciences.
March 08, 2007
Bruce Jacobsen, Founder and CEO, and Mark Bretl, Vice President, Kinetic Books Company, 3-8-07
Bruce Jacobsen was previously general manager of Microsoft’s Kids/Games Business Unit and President of RealNetworks, Inc.
While working at Microsoft, Bruce developed educational products and games, and directed a renaissance of the Microsoft games group as it moved its products to Windows and invested in the game category. He led the business unit that developed the initial Magic School Bus software titles and developed a word processor and art package for students.
In 2000, Bruce left RealNetworks to teach physics to high school students and he wondered why education was taking so long to embrace technology. He saw how Encarta and the Internet had transformed how students access information and learn, and wondered why textbooks were still in print. Seven years later, Kinetic Books digital textbooks are in use by thousands of high schools and colleges in over 40 states and 15 countries.
Bruce received his B.A. summa cum laude from Yale University, and was elected to Phi Beta Kappa. He received his M.B.A. from Stanford University with little distinction but much relief.
Mark Bretl is a seasoned professional with over two decades of experience in the software industry prior to coming to Kinetic Books. He previously served as president of Tecmar, Inc., followed by a position as COO of Vivo Software Inc., which was acquired by RealNetworks, Inc. Mark served as Vice President at RealNetworks, and joined Kinetic Books in January 2004.
Mark earned his B.S. in Physics at the University of Wisconsin. While earning his degree, he worked in the Mission Control Main Engines Group at NASA Johnson Space Center during the first Space Shuttle launch, and at Monsanto Research Corporation doing particle collisions in a low pressure chamber.
Kinetic Books Company creates and publishes Kinetic Textbooks, the next generation of digital curriculum. The company’s full line of textbooks have been adopted in every state that has gone through a physics text approval process since Kinetic Books introduced its products in 2005, and two of its textbooks have been approved by The College Board for Advanced Placement coursework.
January 10, 2007
Dr. Kimberly Tanner, Assistant Professor of Biology, and Director, Science Education Partnership and Assessment Laboratory, San Francisco State University, 1-11-07
Kimberly Tanner, Ph.D. is an Assistant Professor of Biology at San Francisco State University (SFSU). Trained as a neuroscientist, Dr. Tanner received her doctoral degree from the University of California, San Francisco (UCSF) in 1998 for her work investigating changes in sensory neuron physiology and temporal coding following nerve injury. During her doctoral years, Dr. Tanner was also actively involved in science teaching and learning as a participant in partnerships with local K-12 educators through the UCSF Science & Health Education Partnership (SEP).
In collaboration with the UCSF SEP, the Stanford School of Education, and the San Francisco public schools, Dr. Tanner studied the impact of scientist-teacher partnerships as a mechanism of K-20+ science education reform, studies which continue in her laboratory today. Subsequent to this postdoctoral research, she returned to the staff of the UCSF SEP in a senior position in which she designed, implemented, and evaluated grant-funded science education partnership programs. In January 2004, Dr. Tanner accepted a tenure-track position as a faculty member at SFSU in the Department of Biology with a concentration in Biology Education. This was, and continues to be, the only such discipline-based education research position in the science departments at SFSU.
Since joining the SFSU faculty, Dr. Tanner has established as her laboratory SEPAL: The Science Education Partnership and Assessment Laboratory to increase collaborative efforts between SFSU and SFUSD and to improve and articulate K-20+ science education. SEPAL engages undergraduates, graduate students, and K-12 teachers in research studies on two main lines of inquiry. First, SEPAL researchers are interested in systematically understanding the role of partnerships between scientists and teachers in influencing K-12 science education and promoting articulation between the K-12 and the college/university branches of the US educational system. Second, SEPAL researchers are interested in understanding how novices — including young children, non-science majors, and elementary school teachers — think about biological concepts and living things. Through her professional training and experience, Dr. Tanner has over a decade of experience in crafting District-wide partnerships between university students and K-12 teachers and students. Dr. Tanner is a founding member of the Editorial Board for Cell Biology Education: A Journal of Life Sciences Education, sits on the Advisory Board of the Math-Science Network for Gender Equity, and regularly serves on committees for the National Science Foundation, the National Research Council, and the Society for Neuroscience.
November 29, 2006
Jo Ann Caplin, Senior Lecturer, Department of Broadcast, Telecommunications, and Mass Media, Temple University, and President and Executive Producer, Science Television Workshop, 12-1-06
Jo Ann Caplin has had a distinguished career in television. As a producer for ABC News and CBS News she won two Emmys and two Peabody Awards for her work. In the 1990s she came to Philadelphia to be Executive Producer of a primetime newsmagazine for Westinghouse. The show, called "The Bulletin", won two Emmys for best newsmagazine, and many more for the segments.
Currently she has received funding for the Science and Art Project from the Societie de Chimie Industrielle (American Section) Fellowship through the Chemical Heritage Foundation.
In the late 1990s Ms. Caplin produced, directed and wrote "The Wonders of Science" for the Franklin Institute, introducing the Franklin and Bower Award winners and their work to a lay audience.
"Jason’s Journey: The Quest for Chemistry," produced by Caplin Communications for Union Carbide and endorsed by the American Chemical Society and the Chemical Manufacturers Association, is about the "benefits of chemistry." There are over 30,000 copies in distribution to schools throughout the country.
She also produced, directed and wrote "Warning, May be Hazardous to your Health: A Consumer Reports Special," for HBO and was a producer for PBS' "Adam Smith's Money World."
Ms. Caplin has served as a media consultant to Fidelity Investments, and other corporations.
For the Sciencenter in Ithaca she produced, directed, wrote, and narrated a short video for their exhibit on motion, entitled "Artistry in Motion." It is now touring with the exhibit "Cool Moves."
From 2000 to 2004 Ms. Caplin was Professor and Park Distinguished Chair at the Park School of Communications at Ithaca College, where she developed a science journalism curriculum as an undergraduate major, and helped engineer a convergence curriculum for the journalism program. Her science journalism classes were among the popular in the entire journalism curriculum.
Ms. Caplin's areas of research are science education, and the relationships between science and art. She has lectured on "Science and Art" all over the U.S. and in England. The summer of 2006, she was invited to lecture at the Oxford Round Table in Oxford, England. The summer of 2003, Ms. Caplin was a visiting scholar at the University College London, Department of Anatomy and Neurobiology studying and lecturing on Science and Art. Professor Semir Zeki, with whom she studied, was doing fMRI’s on people while they were looking at art.
October 27, 2006
James E. Whaley, President, Siemens Foundation, 10-27-06
James E. Whaley was appointed President of the Siemens Foundation in June 2006. He has overseen the Foundation’s management since joining as Vice President in October 2004. In addition to his work with the Foundation, Mr. Whaley also serves as the Director of Public Affairs for Siemens Corporation.
Under Mr. Whaley’s tenure as Vice President, the Foundation expanded its Siemens Awards for Advanced Placement program to all 50 states, recognizing students, teachers and schools for exceptional achievement in AP math and science courses nationally. The Foundation also launched Siemens Teacher Scholarships in collaboration with the Thurgood Marshall Scholarship Fund and United Negro College Fund. This initiative awards college scholarships to encourage minority students at Historically Black Colleges and Universities to pursue teaching careers in science and math. Mr. Whaley also initiated Siemens Science Day, a national program created to captivate young students’ interest in math, science and technology.
Previously Mr. Whaley served as Director of Communications at the United States Military Academy at West Point. In that position he executed an innovative communications plan in celebration of West Point’s 200th anniversary. This plan resulted in 24 books, eight network television documentaries, and won the 2003 Public Relations Society of America Award of Excellence and the 2003 PR Week Public Campaign of the Year.
The Siemens Foundation, established in 1998, is a national leader in math and science education, providing nearly $2 million in scholarships and awards annually. Based in Iselin, NJ, the Foundation’s signature programs – the Siemens Competition in Math, Science & Technology, the Siemens Awards for Advanced Placement, and the Siemens Teacher Scholarships – recognize exceptional achievement in science, math and technology. By supporting outstanding students today, and recognizing the teachers and schools that inspire their excellence, the Foundation helps nurture tomorrow’s scientists and engineers. The Foundation’s mission is based on the culture of innovation, research and educational support that is the hallmark of Siemens’ U.S. operating companies and its parent company, Siemens AG.
July 30, 2006
Marcus Chown, Award-Winning Science Writer, 7-26-06
Marcus Chown is an award-winning writer and broadcaster. Formerly a radio astronomer at the California Institute of Technology in Pasadena, he is now cosmology consultant of the weekly popular science magazine New Scientist. His latest book, The Quantum Zoo, was published in March by Joseph Henry Press.
Marcus's first popular science book, Afterglow of Creation, was published to much acclaim in 1994. In Britain, it was runner-up for the prestigious Rhone-Poulenc science book prize and liked enough by the magazine Focus to buy 180,000 copies for its readers, making it the most-read popular science book after Stephen Hawking's A Brief History of Time.
Marcus's second popular science book, The Magic Furnace, was published in Britain in the Fall of 1999. In Japan, it was chosen as one of the Books of the Year by Asahi Shimbun, the world's biggest newspaper. His third popular science book, The Universe Next Door, was published in Spring 2002. "An exuberant book—a parallel universe where science is actually fun," said the UK’s Independent newspaper.
April 10, 2006
Dr. Katie Klinger, Faculty Associate, George Lucas Educational Foundation, and Primary Designer, National University Virtual High School, 4/5/06
Dr. Katie Klinger has over 25 years experience in teaching students of all ages how to use computer technology effectively in their lives and in their classrooms. She actively presents at international conferences and publishes on how to integrate technology into K-12 learning environments for faculty and pre-service teachers.
Dr. Klinger was the Project Director of a Microsoft Virtual Classroom Tours grant, for which she was presented one of only three nationwide 2003 Innovative Teachers Outstanding Achievement Awards. Recently she was honored with the status of Faculty Associate for the George Lucas Educational Foundation. In addition, she has served as the Principal Investigator on a $1.2 million PT3 DOE grant and as Project Director for a Gates Foundation Grant.
Dr. Klinger discusses sex-based differences in disease processes, particularly related to obesity, heart disease, and diabetes, highlighting the work of Dr. Carole Banka at the La Jolla Institute for Molecular Medicine.
Dr. Klinger also discusses the Waimea Middle School, a NASA Explorer School, located in Kamuela, HI. Waimea recently won the State Award for their Robotics Team.
March 09, 2006
Jim O'Leary, Honeywell Headquarters Spokesperson, Honeywell Hometown Solutions, 3/8/06
On January 14, 2004, President George W. Bush unveiled a new vision for space exploration in order to "gain a new foothold on the moon and to prepare for new journeys to the worlds beyond our own."
NASA calculates that the first human to walk on Mars is currently sitting in a middle or elementary school classroom somewhere in the United States. However, student aptitude and interest in math and science is on the decline. Studies show that American eighth graders have fallen far behind their peers in other countries. Enrollment in technical courses is declining at American colleges and universities while jobs in technology are growing at a rate of three times that of all other careers combined.
As a global technology leader, Honeywell recognizes the importance of inspiring the next generation of scientists and engineers. That’s why Honeywell Hometown Solutions, the philanthropic arm of Honeywell, joined together with NASA on a breakthrough program called FMA Live!. Named for Sir Isaac Newton’s Second Law (Force = Mass X Acceleration), FMA Live! is an award-winning multimedia science education show that travels the United States using live actors, hip hop music, videos, and scientific demonstrations to teach kids about Newton’s Laws of Motion and Gravity in a compelling and memorable way. Launched in March 2004, FMA Live! targets middle school children and energizes their interest in math and science though an unprecedented combination of original songs, high-energy demonstrations, and student interaction.
Honeywell and NASA are committed to helping young people appreciate the relevance of science, math, engineering, and technology to their lives, and to the future of our nation. Much like Newton’s Laws of Physics, the program is designed to set students’ minds into motion and encourage greater involvement in the sciences.
Jim O’Leary manages several of Honeywell’s community relations programs including the award-winning FMA Live! hip-hop science education program. He is part of Honeywell Hometown Solutions, the company’s corporate citizenship initiative which focuses on three areas of vital importance: Family Safety and Security; Housing and Shelter; and Science and Math Education. Together with leading public and nonprofit institutions, Honeywell has developed powerful programs to address these needs in its communities.
February 06, 2006
Dr. Katie Klinger, Primary Designer, National University Virtual High School, and Faculty Associate, George Lucas Educational Foundation, 2/1/06
Dr. Katie Klinger is the primary designer of the National University Virtual High School and former Lead Faculty across California for the Educational Technology master’s degree program at National University.Dr. Klinger has over 25 years experience in teaching students of all ages how to use computer technology effectively in their lives and in their classrooms. She actively presents at international conferences and publishes on how to integrate technology into K-12 learning environments for faculty and pre-service teachers.
Dr. Klinger was the Project Director of a Microsoft/AACTE Virtual Classroom Tours grant, for which she was presented one of only three nationwide 2003 Innovative Teachers Outstanding Achievement Awards. Recently she was honored with the status of Faculty Associate for the George Lucas Educational Foundation and delivers INSPIRE Seminars to K-12 school districts. In addition, she has served as the Principal Investigator on a $1.27 million PT3 DOE grant; as Project Coordinator for a prior PT3 grant; and as Project Director for a Gates Foundation Grant.