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Workshop on National and International Efforts that Encourage the Development of Technological Literacy
March 16-18, 2000
See the Agenda
Click on a name to jump to that individual's biosketch.
J. Myron Atkin
Professor of Education, Stanford University
Mike Atkin taught for seven years in New York elementary and secondary schools. He joined the faculty of the University of Illinois at Urbana-Champaign in 1955 and moved to the Stanford University faculty in 1979. At both universities, he also was Dean of Education -- from 1970 to 1979 at Illinois and from 1979 to 1986 at Stanford.
He has chaired the Education Section of the American Association for the Advancement of Science and serves as a frequent consultant on education to the Organization for Economic Cooperation and Development (OECD) in Paris. At the National Research Council of the National Academy of Science, he was a member of the Mathematical Sciences Education Board and the National Committee on Science Education Standards and Assessment and is now chair of the Committee on Science Education K-12. He chaired the Committee on Science and Engineering Education of Sigma Xi, the honorary scientific research society, and was vice-chair (1985-86) of the Advisory Committee for Science and Engineering Education at the National Science Foundation. During 1986-87, he served as Senior Advisor to the Education Directorate at NSF. In the 1960s, he directed one of the first two NSF-supported curriculum projects for children below the high school level, the University of Illinois Astronomy Project.
His recent and current major projects include (1) principal investigator of an NSF-supported research project on formative assessment in science classrooms, (2) co-chair of the International Steering Committee of a 13-country study of innovations in science, mathematics, and technology education conducted under the auspices of the OECD, (3) principal investigator of two American case studies (Project 2061 and California science reform) that were part of the OECD project, (4) ongoing study of local, inter-institutional alliances to improve science education that bring school districts into collaborative relationships with government laboratories, universities, industry, and museums, (5) evaluation of a five-year NSF-supported Mills College program to improve science teaching in the elementary schools of Oakland, California, and (6) evaluation of an NSF-supported gender-equity project linking the University of California at San Francisco with the San Francisco Unified School District.
General research and theoretical interests include: (a) improvement of the science curriculum in elementary and secondary schools, (b) teacher-initiated inquiry, especially action research, (c) practical reasoning in teachers and in children, (d) case methods in educational research, (e) teachers’ assessment of students and student self- and peer assessment, (f) evaluation of educational programs, (g) development of policies that accord classroom teachers greater influence in determining the educational research agenda, and (h) teacher professional development.
Teaching duties at Stanford include major responsibility for a master's level program that prepares candidates for a science teaching credential in the State of California and doctoral-level seminars and advisement in science education research and policy. He is also a member of the faculty in Stanford's Human Biology Program, a large, inter-disciplinary undergraduate major.
James M. Bradburne AA Dipl MCSD
James Bradburne is a British-Canadian architect, designer and museum specialist (born in 1955), who has designed World's Fair pavilions, science centres, and international art exhibitions. Educated in Canada and England, he developed numerous exhibitions, research projects and symposia for UNESCO, national governments, private foundations, and museums worldwide during the course of the past fifteen years. He currently sits on several international advisory committees and science centre boards, and recently curated and designed exhibitions including Rudolph II (Prague 1997) and Theatre of Reason/Theatre of Desire (Villa Favorita, Lugano, 1998). He lectures internationally about new approaches to informal learning, and has published extensively. His books and papers have been translated into seven languages, and his PhD research is about creating effective educational strategies in informal learning environments. In 1994 he was invited to join newMetropolis Science and Technology Center in Amsterdam as Head of Design. In 1995 he was given responsibility for Programming and Education, and remained with newMetropolis until December 1998 as head of the Research and Development department, which is responsible for the planning of new exhibits, exhibitions, programmes, and products for newMetropolis. As of January 1st, 1999, he began work as Director of the Museum f?r Angewandte Kunst in Frankfurt am Main.
]Mr. John M. Buchanan, Jr. Mr. John Buchanan, a Washington, DC native, is a science and technology teacher at Spingarn Senior High School. He has a BS in Biology from the University of Notre Dame and a BMus.Ed. from Federal City College. He served as a Junior High School Band director for 15 years. He has taught science and technology in the DC Public School System for 25 years. He spearheaded the construction of Spingarn's local area network in 1996 as the school's NetDay Coordinator. He presently serves as the LAN administrator and Webmaster. This school year, he successfully initiated the Generation www.Y program at Spingarn. He participated, along with Dr. Dennis Harper (the Generation www.Y Project Director), and two of his Generation www.Y students, in the 1999 ISTE/NETS Forum workshop. He was selected Spingarn's Teacher of the Year in 1998.
Dr. Martha Cyr is a research assistant professor with the Mechanical Engineering Department at Tufts University in Medford, Massachusetts. She is also Director of the Center for Engineering Educational Outreach at Tufts University and serves on the State of Massachusetts Science and Mathematics Advisory Council. The Center for Engineering Educational Outreach emphasizes the use of engineering principles, through hands-on projects, to excite and motivate students and teachers in the learning of science in grades K-12. She has been involved in several of the outreach projects including a workshop to facilitate science education for teachers with LEGO blocks and computers. She was a faculty advisor for the model project for women and girls in which middle school girls designed and built museum quality, hands-on exhibits. The partnership with Prentice Hall for the revision of their Middle School Science Textbooks was coordinated by Dr. Cyr, and she is part of the team developing software for the next generation LEGO blocks. In her undergraduate engineering teaching she has used activities with everyday objects to teach heat transfer, thermodynamics, and the explore how things work. She is currently working on an innovative data acquisition and control system for LEGO blocks in the Mechanical Engineering Laboratory, and has published education based articles as well as being an invited speaker on engineering education at national forums. She is a member of the Society of Women Engineers, the American Society of Mechanical Engineers, the American Society of Engineering Educators, the National Science Teachers Association, Pi Tau Sigma Honors Society, and Tau Beta Pi Honors Society. Dr. Cyr received her B.S. in Mechanical Engineering from the University of New Hampshire in 1982, and her M.S. and Ph. D. in Mechanical Engineering from Worcester Polytechnic Institute in 1987 and 1997.
The Honorable Vern Ehlers
The first research physicist in Congress, Ehlers has been recognized for his strong work ethic and proven leadership skills in his duties on Capitol Hill. As a member of the 106th Congress, Ehlers serves on four committees. He returns for a second term as Vice-Chairman of the Science Committee, where in the 105th Congress he was selected to rewrite the nation's science policy. He also continues work on legislation that would ban human cloning. His newest committee is the Education and the Workforce Committee, where he will blend his efforts with the Science Committee on improving math and science education. On the Transportation and Infrastructure Committee, Ehlers has led efforts to secure a fair funding formula and more dollars for Michigan's roads, highways, and transit systems. As a member of the House Administration Committee (formerly the House Oversight Committee), he has guided the program to revamp the House computer system, connect it to the Internet, and allow all citizens to access House documents. Ehlers has served on the Science and Transportation and Infrastructure Committees since his arrival in Washington and has been a member of the House Oversight Committee since 1994.
After three years of studying at Calvin College, Ehlers received his undergraduate degree in physics and his Ph.D. in nuclear physics from the University of California at Berkeley. He moved to Calvin College in 1966 where he taught physics and later became chairman of the Physics Department.
He is married to Johanna Meulink and is the father of four adult children and the grandfather of three.
Hyman Field is Senior Advisor for Public Understanding of Research in the Directorate for Education and Human Resource Development at the National Science Foundation in Washington, DC. He works closely with the Informal Science Education Program and handles almost all educational television, radio, film and interactive media projects designed to reach the general public that are supported by NSF.
Prior to joining the NSF in 1990, he spent 10 years as Senior Program Officer at the Annenberg/CPB Project working with such projects as The Brain, Planet Earth, Voices & Visions, Ethics in America with Fred Friendly, and War and Peace in the Nuclear Age. He previously was a producer/director for seven years at WETA in Washington, DC where he won two EMMY’s and numerous other production awards. He has a Ph.D. in Human Development and Curriculum from the University of Maryland and a BA and MA in Radio, Television, and Motion Pictures from the University of North Carolina in Chapel Hill.
John M. Hammer
John M. Hammer is Director of Education at the New York Hall of Science. Mr. Hammer manages programs for pre-service teachers, in-service teachers, and students ranging from pre-school through post-graduate. The National Science Foundation initiated Science Career Ladder, the Science Access Center multimedia library and resource area, school programs, rental of science equipment (including Starlab, Design-It, Microlab, and Immune System Kit),
and the training and supervision of the Hall's exhibit interpretation staff, the Explainers, are also within his division. Several of the programs developed by Mr. Hammer and his staff are in national replication. Mr. Hammer is also an active education consultant whose clients have included libraries, schools, museums, and BOCES. Prior to coming to the New York Hall of Science in 1989, he consulted and taught astronomy at Alfred University and physics, chemistry, and earth science at public and private high schools and middle schools in New York. Mr. Hammer was co-director of the Lawrence Hall of Science's POPS summer institute in 1990. He holds a BS in general science and an MS in science education.
The Honorable Rush Holt
Rush Holt, 51, is a resident of Hopewell Township, N.J. Born in West Virginia, he inherited his interest in politics from his parents. His father was the youngest person ever to be elected to the Senate, at age 29. His mother served as Secretary of State of West Virginia, the only woman to hold that position.
Congressman Holt received his B.A. in Physics from Carleton College in Minnesota and earned his Master’s and Ph.D. at NYU. He has had a career applying science to the public good. He has held positions as a teacher, Congressional Scientist Fellow, research scientist, and as an arms control expert for the U.S. State Department. He has conducted research on solar wind and received a patent for a solar energy device.
From 1989 until he began his 1998 Congressional campaign, Holt was Assistant Director of the Princeton Plasma Physics Laboratory, the largest research facility of Princeton University and the largest center for research in alternative energy in New Jersey. He was also a five-time winner of the game show "Jeopardy."
In Congress, Holt won key assignments on the Committee on Education and the Workforce, the Committee on Resources, and the powerful Committee on the Budget. His legislative priorities include protecting our environment and guaranteeing the livability of our communities, improving our schools, reforming health care, and saving Social Security.
Congressman Holt is a member of the Aircraft Noise Caucus, the Alzheimer's Caucus, the Biomedical Research Caucus, the Bipartisan Freshman Campaign Finance Reform Task Force, the Caucus on Armenian Issues, the Caucus on India and Indian-Americans, the Diabetes Caucus, the Farmland Protection Caucus, the the Fire Services Caucus, the Human Rights Caucus, the Member Organization for the Arts, the Native American Caucus, the New Democrat Coalition, the Pro-Choice Caucus, the Renewable Energy Caucus, the Sportsmen's Caucus, and the Sustainable Development Caucus.
Congressman Holt is married to Margaret Lancefield, a physician and Medical Director of the Princeton charity care clinic. They have three grown children, Michael, Dejan, and Rachel, and two grandchildren, Noah and Niala.
Peter J. Joyce, Ed.D.
Peter lives in Arlington, Virginia with his wife Barbara and 6-year old son Henry. When he is not fighting weeds in the family garden he serves as Workforce Development Manager with Cisco Systems, Inc. in San Jose, California.
Cisco Systems is the worldwide leader in networking for the Internet. Cisco is one of America's greatest corporate success stories. Since becoming a public company in 1990, Cisco's annual revenues have increased from $69 million in that year to $12.2 billion in fiscal 1999.
Cisco’s success depends upon maintaining a quality workforce of approximately 24,000 at its headquarters in San Jose, CA, as well more than 225 sales and support offices in 75 countries. Last month, Cisco was ranked number 3 in Fortune's 100 Best Companies to Work For.
Leveraging the Internet, Cisco is changing the way we work, live, play, and learn. As part of a effort to bring the “E” into Education, Peter serves on a global team that manages partnerships with local schools aimed at preparing students for the demands and opportunities of the Internet Economy.
In just two years, Cisco has established over 3,000 Cisco Networking Academies in all 50 states and 54 countries. Peter is leading an effort to design and develop work-based learning opportunities for participating students. He manages a growing number of strategic partnerships with companies, trade associations, non-profit organizations, and government agencies each aimed to ensure the "digital divide" is truly a "digital opportunity." Peter serves on the leadership board of the National Employer Leadership Council, a group of business executives assembled by President Clinton to promote employer involvement in school-to-careers.
Peter has extensive expertise in the area of workforce development and education. He has authored publications on workforce issues, business-education partnerships, standards and school-to-career transition. Peter has served as a consultant to companies such as Motorola, Johnson & Johnson, Siemens, Pratt Whitney, and John Deere and Company --- to name a few.
Prior to joining the Cisco, Peter served as Vice President of the National Alliance of Business and as Youth Policy Advisor in the Massachusetts Governor's Office of Education Affairs. His commitment to training and education stems from his work as a public school science teacher.
After earning his doctorate in education and social policy from the Harvard Graduate School of Education in 1991, he and his wife embarked upon their first trip around the world. The fulfillment of this lifetime dream included an extensive tour of the United States, Australia, New Zealand, Thailand, East Africa and Continental Europe.
Technology Education Instructor, Hickman High School, Columbia, Missouri
For the past twelve years, technology educator, Jim Kyd, has been developing a "themes in context" model at Hickman High School in Columbia, Missouri called the Columbia Aeronautics and Space Association (CASA). CASA is about achieving a goal as well as a grade. For students, the goal is to run a flawless, six-day, five-night mission in space, broadcast over cable TV and the Internet. For the teachers, mentors and parents, it is a way of enriching and integrating core knowledge and those processes critical for success in a technological world.
Numerous mentors infuse real world materials and processes into CASA on a daily basis. NASA provides tremendous educational and technical support. Astronauts Story Musgrave, Linda Godwin, Steve Nagel and Robert "Hoot" Gibson as well as Dr. Scott Smith, Dr. Gerald Fishman, Dr. Bridgett Landry, and Dr. Linda Robeck are but a few of NASA mentors who have come to our lab and participated in the CASA process. This February, John Lowerison (our area NASA education representative) spent a week in CASA working with CASA students and over 200 elementary students who toured the lab. The next week, Mr. Art Stephenson, the Director of Marshall Space Flight Center and Missouri Governor Mel Carnahan mentored the CASA students in a political emergency.
We feel that all students should understand and play a part in the political process. In the past, we have had wonderful experiences with people like Senator John Glenn. This year alone, our Head Public Affairs Officer, Mr. Ryan Rippel, (1999 Boys Nation President) and his team have brought US Congressman Kenny Hulshof, Missouri State Representatives Vicky Riback Wilson, Chuck Graham, Ted Farnen, and Tim Harlan, State Senator Ken Jacob, Columbia Mayor, Darwin Hindman, and members of the Columbia City Council and School Board to our lab.
The entire school year is focused on acquiring and using the appropriate technology to meet CASA's challenges. Often students work on Saturdays and holidays with mentors to build things from parts and components (a computer, a power supply, a fiber optic constellation, etc.) to complete the next phase of their project. Everything a student does in CASA is based on personal interest, enriches base knowledge, develops critical thinking processes, and is documented. The CASA rule is that nothing is produced in CASA that does not have permanence and worth. Nothing survives without documentation.
Student projects are extremely varied. Students have presented their findings at national conferences on the effect of boron on hydroponically grown tomatoes. Another student won an Intel Award for her research on growing earth plants in lunar simulant. Students have designed and built a barcode checking system for the tool room. Others have interfaced PIC processors to PC's to a Samba server to our main Linux server (Hal) so our simulation database "CASA Host" is seamlessly accessed throughout the lab. A few of our current projects entail completely rewiring our server networks with CAT 5E wire and HD5 terminals (donated from local industry), rewriting our data books closer to NASA specifications in binary and hexadecimal code and developing a thumb print reader to take attendance.
Everything, including the walls, have been designed and built by students, mentors and educators. Often alumni return as mentors. Many have spoken with pride about the upgrades they have enhanced CASA with, then in the same breath asked the students about their current project and to see their documentation.
Every year the CASA lab improves, the information integration and application becomes more rigorous and the students’ ability to work closely in teams improves.
CASA is fast paced, very stressful, very technical, very exciting and lots of fun!
Franzie L. Loepp
After receiving his doctorate from the University of Northern Colorado in 1970 Franzie joined the industrial technology faculty at Illinois State University. He is currently a Distinguished Professor of Industrial Technology and the Acting Director of the Center for Mathematics, Science and Technology at Illinois State.
During the past eight years Franzie has directed the Integrated Mathematics, Science and Technology (IMaST) curriculum project with most of its funding coming from the National Science Foundation. When completed (2002) IMaST will feature a full mathematics, science and technology curriculum for the 6th, 7th and 8th grades.
Franzie is a member of the Academy of Fellows selected by the International Technology Education Association (ITEA). At the request of ITEA he served as the team leader for the development of the 6-8 level Standards for Technological Literacy scheduled to be published in April, 2000.
Ms. Sydney Rogers is Vice President for Community and Economic Development at Nashville State Technical Institute. Prior to this role, she served as Interim Vice President of Academic Affairs and Dean of Technologies at Nashville State Tech where she was also department chair and associate professor of Computer Information Systems for 20 years. Ms. Rogers serves as lead principal investigator for the SEATEC case model development project funded by the National Science Foundation, Advanced Technological Education program. She is a member of the Public Education Government Cable Access Board in Nashville and she serves on the National Advisory Board for the Northeast Center for Telecommunications, a NSF Center of Excellence. During 1999, she served as Director of Educational Programs for the Renaissance Center, a new non-profit educational facility whose mission is to deliver educational programs that emphasize the arts and technology for all age groups.
Gerhard L. Salinger
I am a Program Director in the Instructional Materials Development program in the Division of Elementary, Secondary and Informal Education (ESIE) in the Directorate for Education and Human Resources at the National Science Foundation (NSF). In this position, I recommend the funding of proposals to develop nationally-disseminated, instructional materials supporting educational reform in mathematics, science and technology education in K-12 classrooms. In addition, I am co-Lead Program Director of the Advanced Technological Education program. This program supports technician education at the two-year college level and preparation for that at the secondary schools. I help set policy in both programs.
Prior to coming to the NSF in 1989, I was a professor in the Physics Department at Rensselaer Polytechnic Institute in Troy, New York for twenty-five years and chairman of the Department for eleven years. My research work was in low temperature properties of amorphous materials. I supervised ten students in their Ph.D. work and have about twenty-five publications including a successful, college-level textbook on thermodynamics published by Addison-Wesley.
Since coming to the NSF in 1989, I have been interested in technology education--the study of the built world using design, systems thinking and three-dimensional modeling. I have received the Lawrence W. Prakken Award for professional cooperation from the International Technology Education Association (ITEA). The interest in technology education has lead to the interest in technician education and now to school to work issues. These areas are of great import to the United States in maintaining its economic competitive edge in the world economy. The high performance workplace needs workers who can use their heads as well as their hands and who can make decisions that build quality into products and processes.
Richard E. Sclove
Richard Sclove is the founder and research director of the Loka Institute in Amherst, Massachusetts, a nonprofit organization dedicated to making research, science and technology more responsive to democratically decided social and environmental concerns.
Dr. Sclove launched the Loka Institute’s project to establish a worldwide Community Research Network modeled partly on the Dutch "science shops"--which is designed to make social science, natural science, and engineering research capabilities accessible to communities, workers, and grassroots organizations. He initiated the April 1997 pilot Deliberative Citizens’ Panel on "Telecommunications & the Future of Democracy" -- the first U.S. emulation of a European-style participatory "consensus conference" for involving lay citizens in complex technology policy deliberations. Since 1997 he has collaborated with the Danish Parliament’s Board of Technology and the European Commission on developing participatory methods for assessing the social and political repercussions of many technologies at once; in this capacity he is the first non-European to have been appointed by the European Commission as an official National Monitor in the European Awareness Scenario Workshop program.
Dr. Sclove’s book Democracy and Technology (New York and London: Guilford Press) has been honored with the 1996 Don K. Price Award of the American Political Science Association as "the year’s best book on science, technology and politics." He is also the senior author of Loka’s pathbreaking1998 report on Community-Based Research in the United States and the author of Cybersobriety, a forthcoming study of the impact of the Internet on democratic civil society. He has published widely in both scholarly and popular venues, including Science magazine; Technology Review; The Chronicle of Higher Education; The Washington Post; The Christian Science Monitor; and Science, Technology & Human Values. Dr. Sclove lectures extensively in the U.S. and abroad, and his consulting clients have included the W. K. Kellogg Foundation and the John D. and Catherine T. MacArthur Foundation, as well as many universities. He has briefed U.S. government leaders on science and technology policy, and prepared testimony for the House
Science Committee of the U.S. Congress.
Dr. Sclove holds a B.A. in environmental studies from Hampshire College and, from MIT, graduate degrees in nuclear engineering and political science, and he has held the Ciriacy-Wantrup Postdoctoral Fellowship in Economics at the University of California at Berkeley.