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Speakers from the Workshop on Technological Literacy
September 10-11, 1999
George Bugliarello, Chancellor and former president (1973-1994) of Polytechnic University, is an engineer and educator whose background ranges from biomedical engineering to fluid mechanics, computer languages, socio-technology, and science policy. He holds a Doctor of Science degree from MIT and has been awarded several honorary degrees. A member of the National Academy of Engineering and of the Council on Foreign Relations, a founding member of the American Institute for Medical and Biological Engineering, and an honorary lifetime member of the National Association for Science, Technology and Society (NASTS), he has chaired the National Medal of Technology Nomination Evaluation Committee, as well as the Board of Science and Technology for International Development (BOSTID), and the Board on Infrastructure and the Constructed Environment of the National Research Council. He is past chairman of the Advisory Committee on Science Education (National Science Foundation) and chaired the Physical and Information Sciences and Engineering Panel of the American Association for the Advancement of Science Project 2061. He currently chairs the National Academy of Engineering Committee on Technology Education Standards. He is a member of the Lawrence Livermore National Laboratory Engineering Advisory Committee and of the University of Chicago Review Committee for the Decision and Information Sciences Division at Argonne National Laboratory. Dr. Bugliarello is co-editor of Technology in Society- an International Journal, Interim Editor-in-Chief of The Bridge and serves on several corporate boards. He is the U.S. member of the Science for Peace Steering Group of NATO. Dr. Bugliarello received, in 1994, the New York City Mayor's Award for Excellence in Science and Technology for having spearheaded the creation of Metrotech, the nation's largest urban university-industry park.
George Bugliarello's statement at the September 10 Workshop on Technological literacy.
Joseph A. Miller, Jr.
Joseph A. Miller, Jr. is senior vice president - Research & Development and chief science and technology officer - DuPont. Dr. Miller received a bachelor of science degree from Virginia Military Institute in 1963 and his doctoral degree in chemistry from Penn State in 1966. He has been with DuPont since 1966, assuming the position of senior vice president in 1994 and chief technology officer in 1996. He has held a variety of positions throughout DuPont in research and development, manufacturing, business, and marketing. Dr. Miller served in the United States Army at the Jet Propulsion Laboratory in Pasadena, California, from 1967 to 1969 reaching the rank of captain.
Dr. Miller is a member of the American Chemical Society, the American Institute of Chemical Engineers, and the Industrial Research Institute. He is a Fellow of the American Association for the Advancement of Science, a member of the National Academy of Engineering, and has been nominated to the National Science Board. He is a member of the Chemical Heritage Foundation, Council for Competitiveness, the National Science & Technology Board international Advisory Panel of Singapore, and is chairman of the board of the National Science Resources Center. Dr. Miller is also a member of the University of Delaware Research Foundation, the Board of Trustees at the University of Delaware, and the advisory boards of the chemical engineering departments at the University of Delaware and Georgia Tech. In addition, Dr. Miller serves on the ACS Advisory Steering Committee for Chemistry in a Biological Context and is a member of the Delaware Public Policy Institute. He is co-chair of the commission to reform science education in Delaware public schools, is a member of the Center for Science, Mathematics & Engineering Education of the National Research Council and is president of the Delaware Science, Math & Technical Education Foundation. In March 1998, Dr. Miller received the Barnes Award for Research Leadership from the American Chemical Society.
Joseph A. Miller's statement at the September 10 Workshop on Technological literacy.
Dr. Moore was confirmed by the U.S. Senate in the fall of 1997 for the position of Associate Director for Technology in The White House Office of Science and Technology Policy. In this position he works with Dr. Neal Lane, President Clinton's Science Advisor, to advise the President on U.S. technology policy, including the Next Generation Internet, Clean Car Initiative, new construction materials, and NASA. Dr. Moore is on leave from his position as the Rudolf and Hilda Kingslake Professor of Optical Engineering at the University of Rochester. Previously, from 1995 until the end of 1997, he served as Dean of Engineering and Applied Sciences at the University. He also served as president of the Optical Society of America, a professional organization with 12,000 members worldwide, in 1996.
The Ph.D. degree in optics was awarded to Dr. Moore in 1974 from the University of Rochester. He had previously earned a master's degree in Optics at Rochester and a bachelor's degree in Physics from the University of Maine.
Dr. Moore has extensive experience in the academic, research, business, and governmental arenas of science and technology. He is an expert in gradient-index optics, computer-aided design, and the manufacture of optical systems. He has advised nearly 50 graduate thesis students. In 1993, Dr. Moore began a one-year appointment as Science Advisor to Senator John D. Rockefeller IV of West Virginia. He also chaired the successful Hubble Independent Optical Review Panel organized in 1990 to determine the correct prescription of the Hubble Space Telescope. In addition, Dr. Moore is the founder and former president of Gradient Lens Corporation of Rochester, NY, a company which manufactures the high-quality, low-cost Hawkeye boroscope.
The Honorable Duncan Moore was elected to the National Academy of Engineering in February 1998. He has been the recipient of the Science and Technology Award of the Greater Rochester Metro Chamber of Commerce (1992), the Distinguished Inventor of the Year Award of the Rochester Intellectual Property Law Association (1993), and the Gradient-Index Award of the Japanese Applied Physics Society (1993). He also received an Honorary Doctor of Science degree from the University of Maine in 1995.
John C. Souders Jr.
John C. Souders Jr. is Senior Vice President for Curriculum Materials with CORD. At CORD he developed the new textbook, CORD Algebra, co-authored and managed the development of a secondary level Geometry textbook, CORD Geometry, co-authored and managed the development of a middle school level pre-algebra textbook, CORD Bridges, edited and managed the development of a secondary level biology book, CORD Biology, and developed four new units in the Applied Mathematics series that deal with higher order geometry topics. He also led a project for developing mathematics and science materials for retraining adults in the automotive industry. Dr. Souders taught for over eleven years at the US Air Force Academy earning the academic rank of Professor. In addition to teaching, he also served as the Academy_s Director of Research. In this role he developed an educational research expertise in the area of instructional technology and cooperative education. His efforts produced several technology based courseware products that are routinely used at the Academy and gaining acceptance at other institutions of higher learning. Prior to the Academy, Dr. Souders performed research in the area of nuclear engineering with an emphasis on numerical modeling. He received his BS and ME degrees from Texas A&M University and his Ph.D. from the Air Force Institute of Technology.
Henry Jay Becker
BA, Math, Pomona College, 1966
Ph.D., Sociology, Johns Hopkins University, 1973
I'm a Professor of Education at the University of California, Irvine, where I spend 60-80 hours per week in research, teaching, and university and department administrative work which, although satisfying, doesn't leave me much time for exploring the Net, let alone playing with my CD-ROMs, reading books, and enjoying the company of my wife and cats.
Before arriving at UC Irvine in 1992, I spent 15 years as a sociologist working at a federally-funded educational research center at Johns Hopkins University. I was trained as a specialist in designing and administering large sample surveys and as a statistical analyst of survey data. During the 1980's, I studied parent-involvement practices of teachers, curriculum and scheduling alternatives for middle grades schools, and the effects of different school organizations on 6th grade achievement. But the largest part of my work has been to document and evaluate how schools and teachers use computers in their instructional programs. On three occasions (1983, 1985, and 1989) I conducted national surveys to assess computer utilization in schools, and in 1987 I conducted a large-scale field experiment to measure the effectiveness of typical practices (of the time) for using computers in grade 5 to 8 mathematics. Last year I completed a re-analysis of survey data that used by OTA as the major basis of chapter 3 in their recent report, Teachers and Technology.
I am very much a believer in constructivist modes of teaching and also believe strongly in the motivational as well as cognitive value of collaborative work. The telecommunications projects that seem to me most likely to succeed are those that create dependency relationships among different classrooms and for which human mediation by facilitators is built in. But I am open to learning from all sorts of exploratory efforts to exploit the new digital communications universe that is busting out all around us.
As pleased as I am to be involved in the Testbed, I also hope I can convince my Testbed partners of the importance of objective analysis of their projects and the necessity of gathering systematic empirical evidence for drawing fair conclusions about the benefits that technologies might or might not bring under specific circumstances. If I have two mottos, one is: "Computers are the most potent creation of the 20th century." The other, however, is "Never underestimate the power of people to deceive themselves." My professional life can be described as balancing the tension that exists between these two principles.
Henry Becker's statement at the September 10 Workshop on Technological literacy.
Shirley M. McBay
Dr. McBay assumed the position of President of the QEM Network in July 1990, following ten years as Dean for Student Affairs at the Massachusetts Institute of Technology (MIT) and three years as Director of the QEM Project. The QEM Network was established to help implement the recommendations contained in the QEM Project's January 1990 report: Education That Works: An Action Plan for the Education of Minorities. Prior to serving in the MIT Administration, Dr. McBay
served for five years as Program Manager/ Director in the Science Education Directorate of the National Science Foundation (NSF) and as a member of the faculty and administration at Spelman College in Atlanta over a fifteen-year period.
At NSF, she directed two national programs aimed toward increasing minority participation in science and engineering. While at Spelman, she held various positions including Professor of Mathematics, Department Head, Division Chair, and Associate Academic Dean. She received the B.A. degree in 1954 summa cum laude at age 19; master's degrees in chemistry and mathematics from Atlanta University in 1957 and 1958 respectively; and the Ph.D. in mathematics from the University of Georgia in 1966. She is the recipient of honorary degrees from the Morgan State University and the University of the District of Columbia.
Dr. McBay has served as the director of several science and engineering-focused projects and studies, including the NSF-supported Technical Assistance Project and the North Carolina Technical Assistance Project; the Annenberg/CPB Math and Science Project-supported Minority Mathematics and Science Teacher Leadership Corps; and the Department of Health and Human Services (HHS)' Office of Minority Health (OMH)-supported study entitled "A Closer Look at the Role of Historically Black Colleges and Universities in the Production of African American Students Accepted into Medical School and Science-related Graduate Programs. "
Dr. McBay currently serves as Director of the National Aeronautics and Space Administration (NASA)'s Summer Research Apprenticeship Program for High School Students (a program administered by QEM since this Program's inception in 1993). Also, she directs the HHS/OMH-supported project entitled "Providing Technical Assistance to Bennett and Spelman Colleges to Prepare More Students for Biomedical and other Health-related Careers."
Shirley McBay's statement at the September 10 Workshop on Technological literacy.
Dr. Richard T. Houang
Dr. Richard T. Houang is the Associate Director for the US National Research Center for the Third International Mathematics and Science Study (TIMSS), Michigan State University. He specializes and teaches courses in research methods, educational statistics and psychometrics. He joined the Center in 1994 and participated in the Curriculum Analysis component of TIMSS, which involved the collection and analysis of more than 1,400 documents from 49 countries. He coauthored books, articles, and reports from the Center. The most recent one is "Facing the Consequences: Using TIMSS for a Closer Look at U. S. Mathematics and Science Education." Prior to becoming the Associate Director, he was the manager of the Network Integrations and Support Services on campus. He has a wide range of experiences with developing and supporting applications on the Internet.
Richard T. Houang's statement at the September 10 Workshop on Technological literacy.
Dr. N. Kathleen O'Neill
Dr. N. Kathleen O'Neill is the Director of Instructional Technology for the College of Education, Georgia State University, Atlanta, Georgia. She is also an Associate Professor in Education Policy Studies and serves as Executive Secretary for the Georgia Staff Development Council. Dr. O'Neill received her Ed.D. from the University of Georgia, M.Ed. (Chemistry) from Armstrong State College, M.Ed. (Administration and Supervision) from Georgia Southern University, and B.S. (Chemistry) from Edinboro University. Dr. O'Neill has twenty?eight years of experience working at all levels of education from classroom teacher to superintendent to higher education. She specializes in future’s studies and has done research concerning how technology has already and will continue to change teaching and learning. Dr. O’Neill does numerous presentations and workshops both locally and nationally. Her message to educators and to communities as a whole, challenges them to think about how education needs to change to prepare all learners, both children and adults, for the future. She is married, has two grown children and enjoys aerobics and mystery novels during her leisure time.
Kathleen O'Neill's statement at the September 10 Workshop on Technological literacy.
Michael Hacker is a Research Associate Professor at SUNY at Stony Brook and is the Executive Director of The MSTe Project, a $4.2 Million National Science Foundation-funded teacher enhancement project focused on integrating mathematics, science, and technology in the elementary schools.
From 1984 to 1997, he served as the State Supervisor for Technology Education at the New York State Education Department. His responsibilities there included the development and supervision of K-12 Technology Education curriculum and staff development programs statewide, and the development and implementation of the New York Learning Standards and performance assessments for Mathematics, Science, and Technology. During his tenure with the Department, he received NSF funding for and co-directed the $1.6M NYSTEN project, an inservice education network of secondary school math, science and technology educators.
He is a 20 year veteran of secondary school teaching and served as a teacher and Department Chair in a suburban New York school district. He graduated from Stuyvesant High School in New York City, received his Bachelors and Masters degrees from the City College of New York and is completing Doctoral studies at New York University.
Mr. Hacker has co-authored three Technology Education secondary school textbooks, published dozens of papers and articles in national and international journals and consulted in over 20 States and internationally. He was the Director of the first NATO-sponsored Conference on Technology Education (in The Netherlands in 1990), and edited two sets of NATO Proceedings. He has served as a peer reviewer for the National Science Foundation, and as a curriculum consultant to the American Association for the Advancement of Science. He is presently a member of the Standards Team writing the NSF-funded National Technology Standards.
He is a past President of the New York State Technology Education Association, was named Outstanding Technology Educator in 1985 by the International Technology Education Association (ITEA), and was a 1990 recipient of the Institute of Electrical and Electronic Engineers (IEEE) Precollege Math/Science Education award. He received the Laureate Citation from Epsilon Pi Tau in 1990; was named Supervisor of the Year in 1993 by the ITEA, and received the ITEA Award of Distinction in 1995.
Michael Hacker's statement at the September 10 Workshop on Technological literacy.
Andrew Kimbrell is a public interest attorney, activist and author. He has committed his life to a program of political, social and community action and has been involved in public interest legal activity in numerous areas of technology, human health, and the environment. In 1994 he established the International Center for Technology Assessment (ICTA). This Washington DC-based center examines the economic, ethical, social, environmental and political impacts that result from applications of technology. In 1996 Kimbrell co-founded and became President of the Jacques Ellul Society (JES), a group dedicated to bringing together an international group of thinkers, writers, and activists who have devoted themselves to the struggle against mega-technologies and technocracies.
Along with his legal activity, Kimbrell has written several books and has given numerous public lectures on a variety of issues. He has been featured on radio and television programs across the country. Appearances include interviews on The Today Show, the CBS Morning Show, Crossfire, Headlines on Trial, and Good Morning America. He is a regular featured speaker at the Annual Conferences on Biotechnology and the Law. He lectures at dozens of universities throughout the country and has testified before congressional and regulatory hearings. His articles on technology and law issues have appeared in magazines and newspapers across the country. In 1994, the Utne Reader named Kimbrell as one of the world’s leading 100 visionaries.
Peter A Lewis, P. E.
Pete Lewis is the Managing Director, Educational Activities for The Institute of Electrical and Electronics Engineers (IEEE). In this capacity he supports the work of the IEEE Educational Activities Board (EAB) and the IEEE History Center. He is responsible for continuing education programs to serve the needs of more than 330,000 IEEE members worldwide, coordination of pre-college education programs, and for administering the accreditation of more than 700 academic programs in electrical and computer engineering, bioengineering and electrical/electronics engineering technology within the United States.
Lewis received a BSEE from Lehigh University and earned a MS in Management Engineering from New Jersey Institute of Technology. He served four years as a Communications Officer with the US Air Force and held various engineering and management positions in the Planning and Research Departments of PSE&G.
At PSE&G Lewis directed the development and application of new concepts in energy conversion and storage, including design and operation of special R&D test facilities. This included fuel cell power plant demonstrations and operation of the National Battery Energy Storage Test (BEST) Facility, which was supported by the Department of Energy (DOE) and the Electric Power Research Institute (EPRI). He presented testimony on energy storage and electrical energy systems before the US House of Representatives Committee on Science and Technology, and at a hearing conducted by the Office of Technology Assessment.
In 1987 Lewis was elected a Fellow of the Institute of Electrical and Electronics Engineers (IEEE). In addition to membership in a number of IEEE technical societies, he is a member of the International Technology Education Association (ITEA) and serves as a member of its Technology Education Advisory Council. He is also a member of the American Society for Engineering Education (ASEE), American Association for the Advancement of Science (AAAS) and The Electrochemical Society. He is a member of the National Science Foundation Visiting Committee for the NJ Center for Advanced Technological Education and serves as co-chair of the Commission on Technology Education for the State of New Jersey. Lewis currently serves as an alternate director of the Accreditation Board for Engineering and Technology (ABET). He is a licensed Professional Engineer in the State of New Jersey, and a member of the National, New Jersey and Mercer County Societies of Professional Engineers.
Pete Lewis's statement at the September 10 Workshop on Technological literacy.
Theodore Lewis is Professor, Department of Work, Community and Family Education, College of Education and human Development, University of Minnesota. He earned his doctorate in education at The Ohio State University in 1983. He joined the faculty at Minnesota in 1990, after a stint in Trinidad and Tobago, his home country, where he worked as a researcher at the National Training Board, Ministry of Education, and subsequently as a Technical Trainer in the country’s sugar industry. He was tenured in 1994, and promoted to full professor in spring 1998.
Dr. Lewis teaches graduate and masters level classes. Sample courses include "Technology and public ethics," "Positivistic research in Work, Community and Family Education," "Foundations of Industrial Education" and "Comparative Vocational Systems." His research spans the areas of technology education, vocational education, and human resource development. His recent work has focussed on the impact of technology on work and jobs. He has written about the epistemological problems that confront the practical subjects, as they seek disciplinary status.
Dr. Lewis has published approximately 40 refereed articles, and several other articles and reports, in journals such as Curriculum Inquiry, Journal of Curriculum Studies, Philosophy of Education, Journal of Vocational Education Research (JVER), Journal of Industrial Teacher Education (JITE), Journal of General Education, International Journal of Design and Technology, and Performance Improvement Quarterly. He has made numerous presentations at the local, national and international level.
Dr. Lewis has been editor of JVER, and Assistant Editor of the Journal of Industrial Teacher Education. He is currently an editorial board member of JVER and of the Journal of Technology Education (JTE). He is also currently President-Elect of NAITTE (National Association of Industrial and Technical Teacher Educators). He serves as reviewer for the JVER, JTE, JITE, and has also reviewed for Curriculum Inquiry, Journal of Curriculum Studies, and Comparative Education Review. Further, he has been proposal reviewer for the National Science Foundation, National Center for Research in Vocational Education, and ERIC Clearinghouse on Adult, Career, & Vocational Education.
Lewis has won seven outstanding manuscript awards from journals in his field. He was invited as Noted Scholar to the campus of the University of British Columbia, summer, 1997, where he taught a course.
Dr. Lewis recently published "Towards a liberal vocational education," Journal of Philosophy of Education, 31(3), 1998; "America’s choice: Literacy or productivity," Curriculum Inquiry, 27(4), 1997, "Problem posing -- Adding a creative increment to technological problem solving ," Journal of Industrial Teacher Education, 36(1), 1998 (with Stephen Petrina and Ann Marie Hill), and "Vocational education as general education," Curriculum Inquiry, 28(3), 1998.
George D. Nelson
George D. "Pinky" Nelson, is the director of Project 2061 and a member of the senior staff of the American Association for the Advancement of Science.
Nelson's career combines his professional interests in astronomy and education. As a NASA astronaut from 1978 to 1989, Nelson logged more than 400 hours of space time during three Space Shuttle missions. At the University of Washington, Seattle, Nelson served as associate vice provost for research and was associate professor of astronomy and adjunct associate professor of education. This dual appointment reflects his interest in fostering greater cooperation between arts and sciences and education faculties. To that end, Nelson has used Project 2061 tools as the focus for a series of seminars on science education. In addition to his service to higher education, Nelson has also been an active advocate for improving K-12 education, working with educators to develop elementary school curriculum and to provide inquiry-based professional development for teachers in Washington's South Whidbey School District. He also served on Washington's State Science Advisory Committee.
Nelson has been a member of several boards of directors, among them, the Art Institute of Seattle, Pacific Science Center, Analytic Service Incorporated (ANSER), and Association of Space Explorers. He also served on several select committees including chairing the NASA Hubble Space Telescope Third Servicing Mission External Independent Readiness Review Team and the State of Washington Commission on Student Learning, Subject Advisory Committee,
Science. He is also a member of several organizations, including the American Astronomical Society and the National Science Teachers Association. Nelson's publications include articles in a variety of astronomy, astrophysics, and education journals.
Nelson received his B.S. from Harvey Mudd College, and his M.S. and Ph.D.from the University of Washington.
George Nelson's statement at the September 10 Workshop on Technological literacy.
Linda G. Roberts
Linda G. Roberts is Director of the Office of Educational Technology and Special Adviser to the Secretary of the U.S. Department of Education. The November 1998 Smithsonian Magazine cites Roberts’ "championship thinking" and says she is "America’s advocate for educational technology at the highest levels of government."
Dr. Roberts coordinates the Department’s technology programs and plays a key role in developing the Clinton Administration’s Educational Technology Initiative. Roberts steered the development of the Technology Innovation Challenge Grants, the Technology Literacy Challenge Fund, the Regional Technology in Education Consortia, the new Technology Teacher Training Program, the new Community- Based Technology Centers Program and the new Learning Anytime Anywhere Partnerships Program; a total of more than $700 million in FY99 budget.
As Senior Adviser on Technology, Dr. Roberts represents the Secretary on interagency committees and is also a member of the White House educational technology working group.
To stay in touch with the field, Roberts travels extensively, speaking at conferences, conducting teacher and student forums while visiting schools and state agencies and meeting with developers in high tech companies to stay in touch with advances in technology. Department of Education on-line discussions, national conferences and working seminars are also critical components of these outreach efforts.
Roberts’ work has been widely recognized. She was Electronic Learning Magazine’s, Technology Educator of the Decade, the recipient of the U.S. Distance Learning Association's Eagle Award for outstanding contributions to public policy, the Federal 100 Award in Information Technology, and the Computerworld/Smithsonian Award for Leadership and Excellence in Educational Technology. Roberts also serves as a member of the George Lucas Education Foundation Board and served on the Advisory Board of the Children’s Television Workshop for many years.
Roberts’ career started in 1962 when she was an elementary classroom teacher and reading specialist in Ithaca, NY and Brookline, MA. She later taught elementary, secondary and adult reading programs in Oak Ridge, TN and then joined the faculties of the University of Tennessee and Lincoln Memorial University. Prior to joining the Department, Roberts was a Project Director and Senior Associate with the Congressional Office of Technology Assessment (OTA), where she headed up three major assessments on educational technology: Power on! New Tools for Teaching and Learning, Linking for Learning: A New Course for Education, and Adult Literacy and New Technologies: Learning for a Lifetime.
Roberts holds a B.S. from Cornell University (1962), an Ed.M. from Harvard University (1963), and an Ed.D. from the University of Tennessee (1973).
Former elementary and middle school teacher Claudio Sanchez is education correspondent for National Public Radio? (NPR). He focuses on the "three p's" of education reform: politics, policy, and pedagogy. Sanchez joined NPR in 1989, after serving for a year as executive producer for the El Paso, Texas based Latin American News Service, a daily national radio news service covering Latin America and the U.S.-Mexico border. From 1984 to 1988, Sanchez was news and public affairs director at KXCR-FM in El Paso. During this time, he contributed reports and features to NPR's news programs.
In 1985, Sanchez received one of broadcasting's top honors, the Alfred I. duPont-Columbia University Silver Baton, for a series he co-produced, "Sanctuary: The New Underground Railroad." In addition, he has won the Guillermo Martinez-Marquez Award for Best Spot News, the El Paso Press Club Award for Best investigative Reporting, and was recognized for outstanding local news coverage by the Corporation for Public Broadcasting.
Sanchez is a native of Nogales, Mexico, and a graduate of Northern Arizona University, with post-baccalaureate studies at the University of Arizona-Tuscon.
Prof. James Trefil
James Trefil was born in Chicago and educated in the public schools. After receiving a B.S. in physics from the University of Illinois, he won a Marshall scholarship to Oxford University, where he studied physics and the philosophy of science and received the B.A. and M.A. degrees. He finished his studies as a National Science Foundation Fellow at Stanford University, where he received an M.S. and Ph.D. in theoretical physics.
He held postdoctoral, visiting, and junior faculty appointments at the Stanford Linear Accelerator Center, European Center for Nuclear Research (CERN), Laboratory for Nuclear Sciences at MIT, German Electron Synchrontron Laboratory (Hamburg), University of Illinois, Fermi National Accelerator Laboratory and Argonne National Laboratory before joining the faculty at the University of Virginia, where he eventually became University Professor and Professor of Physics. He has held several appointments as Visiting Scholar at the Department of Geophysical Sciences at the University of Chicago. In 1987 he joined the faculty of George Mason University as Clarence J. Robinson Professor of Physics.
Prof. Trefil has written extensively about science for the gerenal audience, including more than 25 books. He is the Contributing Editor for Science for USA TODAY Weekend. He servesas a regular contributor and science consultant for Smithsonian and Astronomy Magazines. He has served as a sciences commentator and member of the Science Advisory Board for National Public Radio and for numerous PBS productions. He is Principal Science Consultant to the Adler Planetarium.
Prof. Trefil is a fellow of the American Physical Society, the American Association for the Advancement of Science, and the World Economic Forum. He is a member fo the Davos Global Issues Group and is a General Councillor of the American Physical Society. He is a recipient of the American Association for the Advancement of Science-Westinghouse Science Journalism Award and the of the John Simon Guggenheim Fellowship.
Some of Prof. Trefil’s recent books include Science Matters: Achieving Scientific Literacy (with Robert Hazen), A Scientist in the City, The Facts of Life: Science and the Abortion Controversy (with Harold Morowitz), The Edge of the Unknown, and Are We Unique? A Scientist Explores the Complexity of the Human Brain. His forthcoming books are the National Geographic volume Other Worlds: The Solar System and Beyond and the Houghton Mifflin Encyclopedia of Science and Technology, of which he is editor.
Prof. Trefil’s interest in scientific literacy began with a contributed essay to E.D. Hirsch’s Cultural Literacy and continued through participation as a co-author of the Dictionary of Cultural Literacy. His textbook, The Sciences: An Integrated Approach (with Robert Hazen), has been widely adopted, and he served on the Content Review Board for the National Science Education Standards.
He has published over 100 papers in professional journals and has made contributions to research in elementary particle physics, fluid mechanics, medical physics (including cancer research), and the earth sicences.