Member Biosketches
Chair
Arthur Eisenkraft is currently the distinguished professor of science education and director of the Center of Science and Math in Context (COSMIC) at the University of Massachusetts Boston. He is a Fellow of the AAAS. He is the lead author and the project director of Active Chemistry and Active Physics. He has been recognized with the following awards: Presidential Award for Excellence in Science Teaching, 1986 from President Reagan; AAPT Distinguished Service Citation for "excellent contributions to the teaching of physics", 1989; Science Teacher of the Year, Disney American Teacher Awards in their American Teacher Awards program, 1991. In 1999 Dr. Eisenkraft was elected to a 3-year cycle as the president-elect, president and retiring president of the National Science Teachers Association (NSTA), the largest science teacher organization in the world. Also in 1999, he was the sole recipient of an award for Excellence in Pre-College Physics teaching from AAPT. Dr. Eisenkraft, has played a major role in supporting numerous pilots and implementations of Active Chemistry and Active Physics, across the country from Los Angeles to Boston. His current research is associated with developing new models of professional development using distance learning, assessing technological literacy and how to bring quality science instruction to all students including those from traditionally under-represented minorities. He has served on numerous NRC panels resulting in such diverse publications as the National Science Education Standards, How People Learn: Bridging Research and Practice, Tech Tally, America's Lab Report: Investigations in High School Science, Attracting Science and Mathematics Ph.D.s to Secondary School Education. He received a B.S. and M.S. from Stony Brook University and a Ph.D. from New York University.
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Committee Members
William Bonvillian is director of the Massachusetts Institute of Technology (MIT)’s Washington, D.C. Office. Prior to this position, he served for seventeen years as legislative director and chief counsel to U.S. Senator Joseph Lieberman. He is also an adjunct assistant professor at Georgetown University. Mr. Bonvillian is very well known in the federal Congressional community having just completed a very long tenure as legislative director and chief counsel to U.S. Senator Joseph Lieberman. Mr. Bonvillian has written legislation in the areas of science, technology, and economic innovation. Prior to leaving Senator Lieberman’s office, he worked on legislation that came in direct response to Rising Above the Gathering Storm. Mr. Bonvillian has an abiding interest in science and science education and has been invited to the National Academies to speak to many groups about the legislative and policy process at the federal level. Currently, Mr. Bonvillian is working for MIT on education and science issues and serves as a member of the National Academies’ Board on Science Education. Mr. Bonvillian earned a B.A. from Columbia in history, a M.A.R. in religion from Yale, and a J.D. from Columbia School of Law.
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Marcia C. Linn is professor of development and cognition specializing in education in mathematics, science, and technology in the Graduate School of Education at the University of California, Berkeley. She is a member of the National Academy of Education and a Fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science. She directs the NSF-funded Technology-enhanced Learning in Science (TELS) center. Dr. Linn’s board service includes the American Association for the Advancement of Science board, the Graduate Record Examination Board of the Educational Testing Service, the McDonnell Foundation Cognitive Studies in Education Practice board, and the Education and Human Resources Directorate at the National Science Foundation. She has twice been a fellow at the Center for Advanced Study in Behavioral Sciences. Dr. Linn has written several books; including, Computers, Teachers, Peers (2000), and Internet Environments for Science Education (2004). Awards include the National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education and the Council of Scientific Society Presidents first award for Excellence in Educational Research. Since 1999, she has served on committees for the National Academies, including, Support for Thinking Spatially: The Incorporation of Geographic Information Science Across the K-12 Curriculum; IT Fluency and High School Graduation Outcomes: A Workshop; the Board on Behavioral, Cognitive, and Sensory Sciences; and the Project on Information Technology Literacy. Dr. Linn earned a B.A. in psychology and statistics, and both an M.A. and a Ph.D. in educational psychology from Stanford University.
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Christine Massey is the director of research and education at the Institute for Research in Cognitive Science at the University of Pennsylvania. She is also the Director of PENNlincs, which serves as an outreach arm of the Institute, linking recent theory and research in cognitive science to education efforts in public schools and cultural institutions. She has directed a number of major collaborative research and development projects that combine research investigating students’ learning and conceptual development in science and math with the development and evaluation of new curriculum materials, learning technology, and educational programs for students and teachers. These projects include development of mathematics learning software that incorporates principles of perceptual learning; creation of the Science for Developing Minds curriculum series, a comprehensive, fully evaluated science curriculum specifically designed for children in the earliest elementary years; development of a robotics curriculum for the middle grades; and kits and exhibit enhancements to support family learning in zoos and museums. She is also a primary participant in the Metromath Center for Math in America’s Cities, a Center for Learning and Teaching funded by the National Science Foundation, and the 21st Century Center for Cognition and Science Instruction, funded by the U.S. Department of Education. Dr. Massey was a Durant Scholar and received her B.A. from Wellesley College with honors in psychology and a second major in English. She received her Ph.D. in psychology with a specialization in cognitive development from the University of Pennsylvania. Dr. Massey is an Eisenhower Fellow and has also been a fellow in the Spencer Foundation/National Academy of Education’s Postdoctoral Fellowship program.
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Carlo Parravano has served as executive director of the Merck Institute for Science Education since 1992. As executive director, he is responsible for the planning, development and implementation of numerous initiatives to improve science education. Before assuming his current position, Dr. Parravano was professor of chemistry and chair of the Division of Natural Sciences at the State University of New York (SUNY) at Purchase. Dr. Parravano is a recipient of the SUNY Chancellor's Award for Excellence in Teaching. In 1999, he was elected as a Fellow of the American Academy for the Advancement of Science and in 2004 he was designated a National Associate of the National Academies. He is a recipient of the National Science Teachers Association's Distinguished Service to Science Education Award; the Keystone Center's Leadership in Education Award; Rutgers University's Distinguished Leader Award; and Education 500 Leadership Award of the Institute for Education Excellence and Entrepreneurship. He served on the Steering Committee for the 2009 National Assessment of Educational Progress in Science; as founding vice chair and member of the New Jersey Professional Teaching Standards Board (1999-2007); as co-chair of the New Jersey Science Core Curriculum Content Standards Group; and as chair and member of the Board of Directors of the Biological Sciences Curriculum Study (1997-2006). He serves as a member of the National Academies’ Board on Science Education (Executive Committee) and is principal investigator for a National Science Foundation-funded Mathematics/Science Partnership award. Dr. Parravano earned a B.A. in chemistry at Oberlin College and was awarded a Ph.D. in physical chemistry by the University of California at Santa Cruz.
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William Sandoval is Associate Professor and Head of the Division of Psychological Studies in Education at the Graduate School of Education and Information Studies, University of California, Los Angeles. His teaching interests include the development of scientific reasoning, epistemologies of science and their effects on learning and teaching, technological supports for science inquiry, and technology as a transformative tool for instructional practice. Research interests focus on the development of scientific reasoning and inquiry skills, the design of technology-supported learning environments to support inquiry, and understanding and supporting effective inquiry teaching strategies. He was a key member of the BGuILE project and currently directs the Center for Embedded Networked Sensing Education Infrastructure project, http://censei.ucla.edu. He sits on the editorial boards of the Journal of the Learning Sciences, Science Education, and Cognition & Instruction. He served on the National Academies’ Committee on High School Science Laboratories. Dr. Sandoval received a B.S. in computer science from the University of New Mexico and his Ph.D. in learning sciences from Northwestern University.
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