BOSE Staff
Martin Storksdieck, Ph.D. is the director of the Board on Science Education at the National Academy of Sciences/National Research Council where he will oversee studies that address a wide range of issues related to science education and help coordinate science education work within the Academies. Martin will also serve as a research fellow at the Institute for Learning Innovation (ILI) where he directs ongoing research studies on science learning in immersive environments; models of involving researchers and scientists in science museums and science centers; and understanding the impact of science hobbyists, such as amateur astronomers, on the public understanding of science. He previously served as Director of Project Development and as senior researcher at ILI. He previously was a science educator with a planetarium in Germany where he developed shows and programs on global environmental change, served as editor, host, and producer for a weekly environmental news broadcast, and worked as an environmental consultant specializing on local environmental management systems, He holds a Masters in Biology from the Albert-Ludwigs University (Freiburg, Germany), a Masters in Public Administration from Harvard University, and a Ph.D. in education from Leuphana University (Lüneburg, Germany).
Heidi Schweingruber, Ph.D. is the deputy director of the Board on Science Education (BOSE) at the National Research Council (NRC). She co-directed the study that produced the 2007 report Taking Science to School: Learning and Teaching Science in Grades K-8 and served as research associate on America’s Lab Report: Investigations in High School Science (2005). She is currently directing a congressionally mandated review of NASA’s pre-college education programs. Prior to joining the NRC, Dr. Schweingruber worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education where she served as a program officer for the preschool curriculum evaluation program and for a grant program in mathematics education. She was also a liaison to the Department of Education’s Mathematics and Science Initiative and an adviser to the Early Reading First program. Previously, she was the director of research for the Rice University School Mathematics Project, an outreach program in K-12 mathematics education, and taught in the psychology and education departments at Rice University. She has a Ph.D. in psychology (developmental) and anthropology, and a certificate in culture and cognition from the University of Michigan.
Michael A. Feder, Ph.D. is a senior program officer with BOSE at the NRC. He is the study director for the Review of NOAA Education Programs. Previously, he co-directed of two synthesis studies: the Learning Science in Informal Environments study, and a congressionally mandated review of NASA’s pre-college education programs. He has a background in child development and education evaluation. His interests include applications of cognitive and social development theories to student learning, teacher development, research methods in education, and educational research to policy and practice dissemination. Dr. Feder has experience in evaluating and providing technical support to national, state, and local education initiatives such as the What Works Clearing House, Ohio Math Science Partnership Program, and Girl Power. He has a Ph.D. in Applied Developmental Psychology from George Mason University.
Margaret Hilton is senior program officer of the Center for Education, Division of Behavioral and Social Sciences and Education. She is currently directing a study of the Occupational Information Network and a workshop on science education and 21st century skills. The workshop on science education and 21st century skills builds on her 2008 report, Research on Future Skill Demands: A Workshop Summary. She has directed and contributed to studies of high school science laboratories; the role of state standards in K-12 education; foreign language and international studies in higher education; international labor standards; and the Information Technology workforce. Prior to joining the NRC staff, Hilton was a consultant to the National Skill Standards Board. Earlier, at the Congressional Office of Technology Assessment, she directed studies of workforce training, work reorganization, and international competitiveness. She has a B.A. in Geography, with High Honors, from the University of Michigan, a Master of Regional Planning degree from the University of North Carolina at Chapel Hill, and is a candidate for the Master of Human Resource Development degree at the George Washington University.
Thomas E. Keller, Ed.D. is a program officer with BOSE at the NRC. He is the study director for the Learning Science in Informal Environments Practitioner Volume, a derivative of the Learning Science in Informal Environments study report. He started his career in various fields of science and the application of science (shellfish aquaculture, molluscan histopathology, research on primary productivity), then became a high school science teacher. From the classroom, Keller became the science specialist for the Maine Department of Education during a wave of reform in the mid-1980’s when refining of the taught curriculum was urged. He worked in this environment of state policy creation and implementation as the next wave of reform (standards-based education) took hold. Keller was president of the national Council of State Science Supervisors and served on the NRC’s National Committee on Science Education Standards and Assessment which oversaw production of the National Science Education Standards. He served on the NRC’s Committee on Science Education K-12. He chaired a working group of state science supervisors and served as a design team member for the NRC’s Committee on Test Design for K-12 Science Achievement. Most recently he served as the Director of Secondary Instruction at a high school in Maine, working in all academic areas, policy, professional development and planning to improve educational offerings for students. He has an Ed.D. from the University of Massachusetts.
Reid Schwebach, Ph.D. is a program officer with BOSE at the NRC. He is the study director of the Learning Science: Computer Games, Simulations, and Education Workshop and a program officer on the Review of NOAA Education Programs. Before joining BOSE, Reid was a AAAS Science and Technology Policy Fellow at the NSF, where he was the executive secretary and member of the NSF-wide Facilitating Transformative and Interdisciplinary Research (FacTIR) working group in the Office of the Director; he was also an analyst for the Division of Research on Learning (DRL) in the Education and Human Resources Directorate. In DRL, he supported the National Math Panel Instructional Practices Report and was a member of the Knowledge Building Cluster. Reid was a public high school teacher, education researcher, Teachers Network MetLife Fellow, Howard Hughes Medical Institute Scientist and Teacher for high school students, and Principal Intern at The Beacon School, in New York City. Reid received a Ph.D. in microbiology and immunology from the Albert Einstein College of Medicine where he investigated Mycobacterium tuberculosis antigenicity and immunogenicity. He earned a secondary science education Ed.M. and an International Educational Development M.A. from Teachers College, Columbia University.
Rebecca Krone is a program associate with in the Center for Education at NRC. She provides support to the Board on Science Education. She is currently working on the Promising Practices in STEM Education and the Learning Science in Informal Environments projects. Previously, she worked as a substitute teacher for two years in Fairfax County Public Schools. She earned her B.A. in the History of Art and Architecture from Brown University and her M.A. in Art Business from Sotheby’s Institute of Art, London.
Kelly Duncan is a senior program assistant for the Center for Education at the NRC. She provides support to the Learning Science in Informal Education Practitioner Volume, which is a derivative of the Learning Science in Informal Education study. Within the Board on Testing and Accountability, she provides support to the Incentives and Test-Based Accountability study. She also works with the NRC’s workshop series on State Standards in Education. She holds a B.A. in Psychology from Bucknell University.
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