Mr. Jason Coleman
Jason Coleman is the Co-Founder & Executive Director of Project SYNCERE, an educational not-for-profit organization dedicated to exposing and preparing under-served students for careers in the STEM (Science, Math, Engineering and Technology) fields. After graduating from the University of Southern California with a degree in Mechanical Engineering, he worked in the aerospace industry for 3 years at BAE SYSTEMS, where he designed and developed flight control systems for military and commercial aircrafts. He was later employed with Motorola Mobility for 5 years, where he developed the mechanical layouts for the latest cellular phones. During his tenure in corporate America, he noticed the dismal amount of minorities and women in the fields of engineering and decided a change was necessary. In 2008, he co-founded Project SYNCERE in an effort to bring about a change within the STEM fields. As a product of the Chicago Public School system (Whitney Young), it was important for the co-founder to ensure access to quality programs was available to inner city youth. Project SYNCERE has since served over 10,000 Chicago area students since their launch, helping to increase their interest in STEM and improve their overall understanding of engineering. Project SYNCERE has been recognized for its’ outstanding work and dedication to youth in the community by organizations such as the Urban League of Chicago, NBCUniversal, N’Digo, Diversity in Action, Black Enterprise and the Chicago Sun-Times. Project SYNCERE is now in its 8th year of operation and has been able to have an incredible impact on the youth throughout Chicago. Through our partnerships with schools, universities and other community organizations we have been able to serve more than 10,000 youth since its inception. Project SYNCERE currently provides programming in more than 30 schools throughout Chicago as well as operates a year-round engineering academy to provide students with a pathway to engineering success. Our out-of-school time programs have seen great success over the years. We have been able to graduate 100% of our high school seniors, with 86% of them going on to college to major in a STEM related field. Of those students studying STEM at the post-secondary level 90% have chosen to major in engineering. Our goal is to create a national organization that will reshape the way engineering is accessed and taught to students throughout the nation. We want to ensure that all students are provided an opportunity to develop 21st century technological skills, which will be necessary to drive our country forward as a world leader in innovation. In his spare time, Jason volunteers with other local non-profits and sits on the Advisory Board for the Chicago Children’s Museum. Jason has been the recipient of numerous awards for his efforts in the community and has spoken on numerous panels about Strategies and Equity in STEM Education.
Mr. David Crismond
City College of New York
David Crismond is an Associate Professor at the City College of New York’s School of Education, and has a courtesy appointment with the Grove School School of Engineering. He earned a MS from MIT’s ME department, an Ed.D from Harvard’s Graduate School of Education, and with NSF funding, has developed design-based STEM curriculum and teacher professional development materials. His research interests involve K-16 integrated STEM learning and teaching, with a focus on use of science and math concepts in the context of doing hands-on technology investigations and engineering design tasks. He and colleagues have developed a framework that describes key dimensions of teachers' design pedagogical content knowledge, and guidelines for them to create video-based teaching portfolios and reflect on their practice and student learning with design activities in STEM classrooms.
Mr. Marshall Davis
Saint Paul Public Schools
Marshall (Marty) Davis graduated from the University of Minnesota in 1984 and started his career in education teaching 6th-8th grade science at a private school in St. Paul, Minnesota. In 1988, Marty accepted a position as a 5th grade teacher in the Omaha Public Schools, and while in Omaha earned a Masters in Administration from the University of Nebraska at Omaha. He moved back to St. Paul in 1992 to become the elementary science specialist at Hancock Hamline University Collaborative Magnet. While at Hancock, he served on a number of district and state science committees and was awarded the Presidential Award for Excellence in Math and Science in 2000. Marty became a district science coach in 2002 and has coached science teachers at the elementary, middle school and high school level. Currently, he is the Supervisor of K-12 Science for Saint Paul Public Schools, focusing on K-12 science and engineering curriculum, teacher professional development, and community partnerships. He is a Co-PI on an $8,000,000 NSF grant focused on ways to truly incorporate all aspects of STEM within a single scenario based unit. Marty is also a Co-PI on a Math Science Partnership grant with BSCS and the University of Minnesota STEM Center. Marty has served on a number of NSTA science conference committees, facilitated the creation and adoption of the 2003 and 2009 Minnesota Academic Science Standards, which included engineering standards as part of science, and was a state lead for the Next Generation Science Standards Review. He is often a guest lecturer at local colleges and regularly teaches elementary science methods courses for pre-service teachers at the University of Minnesota. He has served on a number of science and STEM committees and boards and is currently ending a six-year term on the Executive Board of SciMathMN, a non-partisan business/K-16 coalition that promotes STEM in Minnesota.
Ms. Cheryl Farmer
The University of Texas at Austin
Cheryl Farmer is Director of Precollege Engineering Education Initiatives at The University of Texas at Austin (UT Austin), where her work focuses on creating and facilitating multidisciplinary collaborations to develop standards-based, research-based engineering curricula and instructional support programs. As co-founder of the National Science Foundation-funded UTeachEngineering program, she led UT Austin’s efforts to develop and roll out a high-quality, low-cost, hands-on, project-based high school engineering course; an innovative teacher professional development and induction program; and undergraduate and graduate degree programs for pre-service and in-service teachers of engineering. In 2012, recognizing the need for clear guidance to assist K-12 teachers and administrators in selecting appropriate professional development opportunities for engineering, she launched a national effort to develop a research-based framework of Standards for Professional Development for K-12 Teachers of Engineering. Her previous work in higher education includes the creation of an academic enrichment and mentorship program for university freshmen with a special focus on supporting first-generation college students. Ms. Farmer is a past recipient of the Dodd Teaching Excellence Award from the Department of Mathematics at The University of Texas at Austin.
Ms. Jen Gutierrez
Arizona Department of Education
Jen Gutierrez began her teaching career in Arizona in 1988 teaching 1st–4th grades as well as K–2 multi-age classes. In 2006 she moved into the role of Science Curriculum Specialist at the district level, coaching K-12 teachers, providing support in science instruction, and coordinating the district-wide science and engineering fair. In 2014 Jen joined the Arizona Department of Education where she currently works in the K-12 Standards Divison as the K-12 STEM Education Specialist. In her role she develops and delivers professional learning opportunities to support teachers with the implementation of standards-driven, integrated STEM teaching and learning. Throughout her career she has been involved in science and engineering fairs at the district, state, and international levels and serves as Chair for the Phoenix Local Arrangements Committee for the Intel International Science & Engineering Fair (ISEF). Jen is a member of the Next Generation Science Standards (NGSS) writing team, including the Diversity and Equity team. She is an endorsed trainer for the Museum of Science, Boston’s Engineering is Elementary (EiE) program and has trained teachers throughout Arizona and Utah. Jen stays actively engaged in science education at the state and national level, serving on the Executive Board for the Arizona Science Teachers Association and representing Arizona, Colorado, and Utah as District XIV Director on the National Science Teachers Association’s Council. In 2015 Jen presented on behalf of NSTA at the Shanghai International Forum on Science Literacy for Adolescents on the NGSS and STEM education. A California native, Jen earned a BS in Journalism and a post-degree K-8 certificate from Northern Arizona University (NAU). She received her master’s in Elementary Education from Arizona State University and an Administration certificate from NAU.
Mr. Bryan Kind
Bryan Kind is vice president of programs at Project Lead the Way (PLTW). In this role, he leads PLTW’s teacher professional development, K-12 engineering pathway, and instructional media teams. He is passionate about driving innovation and quality to produce inspiring and transformative learning experiences for K-12 students and teachers. Prior to his current role within PLTW, Kind served as senior director of programs, director of professional development, director of eLearning, and associate director of curriculum for engineering. Prior to joining PLTW, Kind was a technology and engineering teacher at New Berlin Eisenhower Middle/High School, Kettle Moraine High School, and Watertown Unified High School, all located in the Milwaukee, Wisconsin, metro area. He also served as a PLTW Principles of Engineering Master Teacher and delivered teacher training experience across the country. Kind holds a Master of Science in Education Administration and Supervision from Concordia University Wisconsin and a Bachelor of Science in Technology Education from the University of Wisconsin – Stout.
Ms. Chentel Neat
Colbert Elementary School
Chentel Neat currently works at Colbert Museum Magnet school as the STEM magnet coordinator has been a teacher with Broward County Public Schools for the past 8 years. She holds a Bachelor of Science in Early Childhood Education from Florida International University and is also ESOL and Gifted endorsed. She has taught both 1st and 2nd grades and currently works at Colbert Elementary Museum Magnet school as the 2nd grade gifted/high achievers teacher. Colbert’s magnet program is focused on STEM; a portion of the curriculum focuses heavily on these areas and the school utilizes various programs and curricula to enhance the STEM Museum component of the magnet program. Colbert currently uses the Engineering is Elementary curriculum to address the "E" in STEM. In 2013, Neat was recorded by the Museum of Science, Boston teaching one of the units. These recordings were developed into Classroom Videos for the EiE website and serve to support teachers as they use the curriculum. Neat has also been awarded a scholarship from EiE that provides the opportunity to train to become a professional development provider of their curriculum.
Dr. Brian Reiser
Brian J. Reiser is professor of learning sciences at Northwestern University. Dr. Reiser’s research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Reiser co-led the development of IQWST (Investigating and Questioning our World through Science and Technology), a three-year middle school curriculum that supports students in science practices to develop disciplinary core ideas. Reiser is a member of the National Research Council’s Board on Science Education. He has served on the NRC committees authoring the reports A Framework for K-12 Science Education (which guided the development of the Next Generation Science Standards), Developing Assessments for the Next Generation Science Standards, and Guide to Implementing the Next Generation Science Standards. Dr. Reiser has also worked with Achieve on tools to support implementation of NGSS. Dr. Reiser is currently collaborating with several state initiatives to design and provide professional development and to develop curriculum materials for K-12 teachers to support them in realizing the reforms in NGSS in their classrooms. Dr. Reiser earned his Ph.D. in cognitive science from Yale University.
Dr. Maria Simani
California Science Project
Maria Simani is the Executive Director of the California Science Project (CSP), a statewide network providing professional development for K-12 teachers in science. A physicist, Simani received her Ph.D. in experimental particle physics the Netherlands and then conducted particle physicist research at DESY, Germany, at the Stanford Linear Accelerator Center, and at the Lawrence Livermore National Laboratory. Dr. Simani also performed research on brain functioning and learning at the Keck Institute for Integrative Neuroscience at the University of California, San Francisco. Since 2012, Dr. Simani has served on the Science Expert Committee of the California Department of Education to review and provide recommendations for the adoption of the Next Generation Science Standards. Dr. Simani and the California Science Project have also contributed as lead writers of the new California Science Curriculum Framework. Currently, Dr. Simani serves also as member of the K-12 education subcommittee at the American Physical Society. The California Commission on the Status of Women and Girls nominated Dr. Simani in 2013 as one of the Trailblazer STEM Women of the Year.
Mr. Bruce Wellman
Olathe Northwest High School
BRUCE WELLMAN is a National Board Certified Teacher (NBCT, Chemistry) who teaches Engineering Chemistry and Robotics as part of the Aerospace & Engineering Program at Olathe Northwest High School in Olathe, KS. Wellman completed his B.S. degree in general science (focus in chemistry) at Penn State University and his M.S. in Education at the University of Rochester (NY). He has taught overseas as an English teacher in French speaking Africa as well as a chemistry/AP Chemistry teacher in the United States in rural, urban, and suburban settings. He received the Presidential Award for Excellence in Science Teaching in 2009 and served as a Teacher Ambassador Fellow at the U.S. Department of Education during the 2011-12 academic year. Wellman has organized and lead small and large scale professional development for STEM teachers and has been active in bridging the gap between STEM Education research and classroom practices. He has provided workshops throughout the country on how to teach using a student-centered approach called Process Oriented Guided Inquiry Learning (POGIL) and was a contributing author for a published collection of high school chemistry POGIL classroom activities (POGIL Activities for High School Chemistry. Flinn Scientific, 2012). He has served on two NSF review panels as well as co-authoring three different NSF proposals submitted to NSF for potential projects to improve STEM teaching practices and student learning. Wellman has also been involved with teacher preparation programs through serving as a mentor teacher for chemistry student-teachers as well as teaching the Science Teaching Methods class for secondary pre-service teachers at Rockhurst University (Kansas City, MO). Wellman is involved with pre-college engineering education at the national level and currently serves as a member of the American Society for Engineering Education (ASEE) Board of Directors’ Committee on P-12 Engineering Education. Wellman has also served on the executive board of the Pre-college Engineering Education Division of ASEE. At the state level, Wellman has been involved with science standards development and teacher training through serving as the lead engineering standards reviewer for the Kansas’ Lead State Review Team for the Next Generation Science Standards (NGSS).
Dr. Suzanne M. Wilson
University of Connecticut
Suzanne Wilson is a Neag Endowed Professor of Teacher Education at the University of Connecticut where she currently serves as Professor in the Department of Curriculum and Instruction. Her undergraduate degree is in history and American Studies from Brown University; she also has a M.S. in Statistics and a Ph.D. in Psychological Studies in Education from Stanford University. She was a University Distinguished Professor in the Department of Teacher Education at Michigan State University, where she served on the faculty for 26 years. Wilson also served as the first director of the Teacher Assessment Project (PI, Lee Shulman), which developed prototype assessments for the National Board for Professional Teaching Standards. Dr. Wilson is a committed teacher, having taught undergraduate, MA, and doctoral classes in educational policy, teacher learning, and research methods. She has directed 28 dissertations, and served as a committee member on another 35. While at Michigan State, Wilson collaborated on several large-scale research projects, including the National Center for Research on Teacher Education/Teacher Learning, the Educational Policy and Practice Study, and the National Partnership for Excellence and Accountability in Teaching. She has written on teacher knowledge, curriculum reform, educational policy, and teacher learning. She is currently co-PI on Learning science as inquiry with the Urban Advantage: Formal-informal collaborations to increase science literacy and student learning, a collaboration with Urban Advantage, a professional development program offered throughout NYC in which she is investigating what teachers learn from opportunities to engage in secondary science research. Her current work concerns exploring various measures of teaching and teachers’ understanding that might be used for teacher education and education research, as well as a study of the contemporary and jurisdictional battles over who should control teacher education and licensure. She has published in American Educator, American Educational Research Journal, Educational Researcher, Elementary School Journal, Journal of Teacher Education, Phi Delta Kappan, and Teaching Education. She is author of California Dreaming: Reforming Mathematics Education (Yale, 2003), and editor of Lee Shulman’s collection of essays, Wisdom of practice: Essays on teaching, learning, and learning to teach (Jossey-Bass, 2004). Wilson serves on multiple editorial and advisory boards; she is also a member of the National Research Council’s Board on Science Education and the National Academy of Education.