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Dr. Joseph S. Villani is the deputy executive director at the National School Boards Association (NSBA). He is responsible for the daily operations of the association and for supervising the Senior Staff of the organization. He led the development of the "Key Work of School Boards" framework for school board leadership for student achievement. He has conducted numerous workshops with school board members and state School Boards Association trainers around the country on the role that school board members should play in governing their school districts. He joined NSBA after a 26-year career in the Montgomery County Public Schools in Maryland, where he served as a teacher, principal, and associate superintendent. He earned his Ph.D. in Human Development from the University of Maryland.
Dr. Connie Bertka is Program Director of the American Association for the Advancement of Science (AAAS) Program of Dialogue on Science, Ethics, and Religion (DoSER). The program facilitates exchange between the religious community and the scientific community in order to both improve the level of scientific understanding in religious communities, and to encourage collaboration among the two communities to address critical multidisciplinary issues. Connie received her Ph.D. in Geology from Arizona State University in 1991. The focus of her research in Planetary Geology has been exploring the origin and evolution of terrestrial planets. Connie was a Senior Research Associate at the Geophysical Laboratory of the Carnegie Institution of Washington from 1993 to 2000. Much of her work at the Geophysical Laboratory focused on modeling the interior structure and composition of Mars utilizing data from high-pressure laboratory experiments. She also directed the laboratories educational outreach program for undergraduates. In addition to her scientific work, Connie has had a long term interest in the relationships between science and religion and their influence on public understanding of science. She also holds a Master of Theological Studies degree from Wesley Theological Seminary in Washington DC. While at AAAS Connie has initiated projects that encourage constructive interaction between the scientific community and society at large on a diverse range of topics including astrobiology, bioresponsibility, science education and evolution.
Joan Abdallah is program director of K-12 programs in the Education and Human Resources division of AAAS. She served as project director for a National Science Foundation (NSF) program in mathematics and science in the District of Columbia Public Schools and prior to that, project director for a NSF Local Systemic Change effort in Seattle, WA. Currently, one of her major responsibilities is to serve as program director of a middle school science leadership program in partnership with George Washington University. Ms. Abdallah has extensive and varied educational experience as a classroom teacher, principal, and science and mathematics supervisor. She has taught at the K-12 and college levels in the U.S. (New York City; Howard County, Maryland; and Seattle) and abroad (Hong Kong and Sri Lanka).
Dr. Rita Barger is an assistant professor of mathematics education at the University of Missouri-Kansas City. She is a 25-year veteran of the public schools, teaching mathematics and serving as mathematics department chair at the middle and high school levels. She has worked in higher education for 10 years where her research focuses on the teaching and learning of mathematics at all levels, and professional development for pre-service and in-service teachers. She is a past president of the Missouri Council of Teachers of Mathematics, and has served as Local Arrangements Chair and member of the Program Committee for the National Council of Teachers of Mathematics (NCTM)'s national and regional conferences. She was part of NCTM's delegation to the 10th International Congress on Mathematics Education in 2005 in Copenhagen, Denmark. She earned her Ph.D. from the University of Missouri, Columbia.
Barry Burke is currently the Director of the International Technology Education Association (ITEA)'s Center to Advance the Teaching of Technology and Science (CATTS.) He is responsible for the association's professional and curriculum development, research initiatives and a 12-state Consortium for curriculum development and leadership. His current work includes the development of the K-12 standards-based program, Engineering by Design(TM) and the national dissemination through online learning and regional workshops. His background includes middle school teaching, curriculum coordinator (Technology Education), and most recently as the director of Career and Technology Education for the Montgomery County Public Schools in Rockville, MD. In these roles he has served on Workforce Investment Boards, Association Boards, and provided leadership to schools on school improvement. He has participated in the development of the Standards for Technological Literacy (ITEA), Benchmarks for Science Literacy (AAAS), and Pre-Engineering Standards (NASDCTE) for K-12. He has a Bachelors of Science in Education from the University of Maryland, and a Masters of Science in Technology from The Johns Hopkins University.
Dr. Jo Ellen Roseman is director of Project 2061 at AAAS and oversees its programs and activities aimed at improving education in science, mathematics, and technology for all students. Dr. Roseman joined Project 2061 for the release Science for All Americans in 1989 and has been involved in the design, testing, and dissemination of its subsequent tools, including Benchmarks for Science Literacy, Resources for Science Literacy: Professional Development, Atlas of Science Literacy and its current effort to design assessments of science literacy. She directed the Project's development and application of a valid and reliable procedure for evaluating both the content and instructional design of science and mathematics textbooks in light of national standards and continues to work with curriculum developers to help them design courses and materials that meet the content and instructional criteria. Dr. Roseman is the Principal Investigator for the Center for Curriculum Materials in Science, funded through the National Science Foundation's (NSF) Center for Learning and Teaching program, and the Principal Investigator for a five-year study examining the relationships among professional development, the quality of teaching and student learning of important mathematics ideas that is funded jointly by NSF, the Department of Education, and the National Institutes of Health. Prior to joining Project 2061, she was involved in scientific research and teaching at Johns Hopkins University, where she directed two graduate degree programs for secondary science teachers and prospective teachers, and at the National Institutes of Health. Dr. Roseman received her Ph.D. in Biochemistry from Johns Hopkins University.
Dr. Alison Kadlec, works on the management and implementation of Public Agenda's public engagement and opinion research projects. She is active in the development and evaluation of research tools and reports, and in training and evaluation for public engagement projects. Previously, Alison has been a visiting professor and lecturer at the University of Minnesota, Macalester College, Baruch College and Hunter College, covering a variety of courses including American Political Thought; Race, Ethnicity and Politics; Feminist Political Theory and American Government. She holds Bachelor's degrees in Political Theory & Constitutional Democracy and English Literature from Michigan State University, and a Ph.D. in Political Science from the University of Minnesota. Alison is the author of a forthcoming book on the political philosophy of John Dewey.
Dr. Will Friedman, has been involved in the theory and practice of public engagement and dialogue for fifteen years, and has designed and led dialogue and public engagement projects on dozens of issues in scores of communities and regions across the country. Prior to founding Public Agenda's public engagement department, Will served as Public Agenda's Associate Director of Research and has been actively involved in researching, analyzing and writing numerous Public Agenda studies. Previously, Will was Senior Vice President for policy studies at the non-profit, non-partisan Work in America Institute, where he directed research and special projects on workplace and workforce issues. His academic background includes a Ph.D. in political science with specializations in American politics and in political psychology.
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