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David Todd Campbell, Associate Professor (PhD - The University of Iowa). Todd's research focuses on factors influencing current reform in science education. This is supported by investigating science teacher professional development, scientific inquiry/modeling instructional practices and science/technology integration. Todd is the principal investigator for a National Science Foundation project focused on integrating technology into science instruction and past investigator for a state-level Mathematics Science Partnership Professional development project partnering science teachers and scientists in curriculum development. He has published in the International Journal of Science Education, the Journal of Science Teacher Education, and the Journal of Science Education and Technology, among others. [email] |
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Anthony Garro, Provost Emeritus and Professor (PhD - Columbia University). Tony's research has focused on the control of gene expression in bacterial systems and the biochemical and molecular bases for the increased cancer risk and birth defects associated with alcohol abuse. He has held academic and administrative appointments at the Mt. Sinai School of Medicine, The City University of New York and The New Jersey Medical School. Tony has served on several National Institutes of Health review committees, was Chair of the Northeast Region, Association of American Medical Colleges, Group on Institutional Planning and was a member of the Board of Trustees of the Academy of Medicine of New Jersey. He was an Advisory Board Member of the Alcohol Research and Treatment Center, Liver Disease and Nutrition Center of the Bronx VA Medical Center and Mount Sinai School of Medicine and also served as the Vice President and subsequently President of the Board of Trustees of the Bronx/Westchester Area Health Education Center. [email] |
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Beste Güçler, Assistant Professor (PhD - Michigan State University). Beste’s present work explores how mathematical discourse develops over history and in undergraduate calculus classes with a focus on the concept of limit. In particular, she investigates how the elements of instructors’ mathematical discourse compare and contrast with those of the students’. Her general research interests include conceptual and historical development of mathematical concepts; the teaching and learning of calculus at the undergraduate level; and the connections between mathematics education and social justice issues (e.g. ability tracking, characteristics of remedial mathematics courses, students’ occupational decision-making based on their success in mathematics) [email] |
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Stephen Hegedus, Chair and Professor (PhD - University of Southampton, UK). Stephen's present work is in the development and study of dynamic software environments with associated curriculum focusing on classroom connectivity and haptic (force-feedback) technology. This work also involves the professional development of pre and in-service teachers and large-scale integration of innovative technologies into K-12 curriculum. He has directed a Mathematics and Science Partnership in Massachusetts improving teacher content knowledge and growth within an entire district of grade 4-8 teachers. His research interests also include semiotics specifically the co-evolution of symbolic thinking and digital technologies, and the role of metacognition in advanced mathematical thinking. Stephen is also the founding Director of the Kaput Center for Research and Innovation in Science, Technology, Engineering and Mathematics (STEM) Education, a University Center at the University of Massachusetts Dartmouth. [email] |
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Chandra Orrill, Assistant Professor (PhD - Indiana University). Chandra is interested in teachers' mathematical knowledge and how to support teachers' mathematical learning. Most of her research focuses on middle school teacher's knowledge related to multiplicative reasoning. Chandra was recently awarded a CAREER grant by the National Science Foundation to develop a better understanding of the relationship between teachers' organizations of proportional reasoning understandings and the ways they teach proportions in their classrooms. She has also been PI and Co-PI on other NSF-funded efforts to better understand teachers' knowledge and its relationship to practice. Chandra has also led many professional development efforts for elementary and middle school teachers as well as for professional developers. [email] |
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Stephen Witzig, Assistant Professor (PhD - University of Missouri). Stephen studies the development of teachers' specialized knowledge for teaching science. Specifically, he is interested in the sources of teachers' content and pedagogical knowledge as well how experience shapes their knowledge. In addition, he conducts research on student learning. Stephen's research methods are qualitative in nature. [email] |
