The Nelson Companies
Arthur Nelson worked as a research assistant in the Radiation Laboratory at MIT during the Second World War. He was, in fact, one of the first people to track an airplane with high-power microwave radar, a feat he accomplished standing atop a roof at MIT, beaming the radar off a plane flying overhead by moving the equipment by hand. The MIT Radiation Laboratory left Arthur with three indelible impressions: first, that difficult objectives can be accomplished given an intensity of effort; second, that the success of large technological undertakings depends upon skilled technicians and other paraprofessionals; and third, that the educational culture of MIT, whose motto is mens et manus—mind and hand—is much to be admired. These impressions were still etched in Arthur's memory twenty years later when he and six other technical educators met in 1965 at MIT as part of a month-long national conference on improving technical education. The group shared a vision of a nonprofit research center to develop high quality instructional materials for training a new population of specialized technicians. Together they founded TERC.
George E. Hein
George E. Hein, Professor Emeritus at Lesley University’s Graduate School of Arts and Social Sciences, has had experience as a curriculum developer, science educator, and director of national programs to facilitate systemic school change as well as extensive experience in museum education and visitor studies research. In 1976, he founded the Program Evaluation Research Group (PERG) at Lesley University, which began by evaluating educational work of 25 museums and arts organizations in the Boston area and has become a major, national group studying education reform efforts. At Lesley, Dr. Hein developed and directed the university’s first Ph.D. program. Most recently, Dr. Hein was a Museum Guest Scholar at the Getty Research Institute (2011) and held a Fellowship in Museum Practice at the Smithsonian Center for Education and Museum Studies (2009-2010). From 2006-7, he was President of TERC. He has been a Visiting Faculty member in the Museum Studies Program at Fu-Jen University (2008); a Visiting Professor in the Faculty of Education at the University of Technology Sydney (2000); an Osher Fellow at The Exploratorium in San Francisco (1999); a Howard Hughes Medical Institute Visiting Scholar at the California Institute of Technology (1998); a Visiting Faculty member in the Museum Studies Program at the University of Leicester (1996); a Fulbright Research Fellow at King's College, London (1990); and a Research Associate at the Museum of Science, Boston. He serves on the advisory boards for several science museum exhibition development teams. He is the author, with Sabra Price, of Active Assessment for Active Science (Heinemann, 1994) and of Learning in the Museum (Routledge, 1998) as well as numerous papers on science education, museum education and visitor studies.
Graduate School of Education, Harvard University
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education. His fields of scholarship include emerging technologies, policy, and leadership. His current research includes seven grants from NSF, Qualcomm, the Gates Foundation, and the US Department of Education Institute of Education Sciences to explore immersive simulations and transformed social interactions as means of student engagement, learning, and assessment. In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association.Chris has served as a member of the National Academy of Sciences Committee on Foundations of Educational and Psychological Assessment and a member of the 2010 National Educational Technology Plan Technical Working Group. His co-edited book, "Scaling Up Success: Lessons Learned from Technology-based Educational Improvement", was published by Jossey-Bass in 2005. A second volume he edited, "Online Professional Development for Teachers: Emerging Models and Methods", was published by the Harvard Education Press in 2006. His latest co-edited book, "Digital Teaching Platforms", will be published by Teachers College Press in 2012.
Hubert M. Dyasi
City College (City University of New York)
Hubert M. Dyasi is a retired professor of science education at the City College (City University of New York), where he has directed science teacher development programs serving school districts in New York City Instructional Regions. He received his Ph.D. in science education at the University of Illinois at Urbana-Champaign, and has been a Visiting Scholar at The University of Oxford (England) and the California Institute of Technology, a Fellow of the National Institute for Science Education, and a member of the National Research Councils Committee on Science Education K-12. In New York he has taught undergraduate and graduate science education courses and supervises school-based student teachers; he also worked collaboratively with the State, schools, and school districts developing their science education programs, and with their staff in the implementation of science inquiry education in classrooms. His publications include contributing authorship of books such as Designing Professional Development for Teachers of Science and Mathematics (Corwin Press, 2003); the National Science Education Standards (National Academy Press, 1996); Inquiry and the National Science Education Standards: A Guide for Teaching and Learning (National Academy Press, 2000). He serves on a number of Advisory Boards including the National Science Resources Center, the San Francisco Exploratorium, First Hand Learning, and TERC.
C. Bernard Fulp
C. Bernard Fulp is the Chairman and Chief Executive Officer of GoBiz Solutions, and was appointed to the Board of Higher Education by Governor Patrick in September 2008. Bernie led the organization of Middlesex Bank & Trust, and served as its Chairman, President and Chief Executive Officer until its acquisition by Associated Community Bancorp, Inc. Bernie is active in business, community affairs, and public service. He serves on the Board of Trustees of Lesley University, the Board of Directors of the American Red Cross of Massachusetts Bay, the Board of Directors of The Ron Burton Foundation and the Board of Directors of GoDec., a software company. He has served on the Suffolk University School of Management Advisory Council, the US Small Business Administration's Regional Advisory Council, the Greater Boston Chamber of Commerce Small Business Committee, and the Urban League of Eastern Massachusetts. Bernie is a graduate of the Program for Management Development at Harvard University's Graduate School of Business Administration. He also earned a M.A. from the University of Connecticut, and a B.S. from Winston-Salem State University.
Herbert P. Ginsburg
Teachers College, Columbia University
Herbert P. Ginsburg holds the Jacob H. Schiff Chair at Teachers College, Columbia University, where he is Professor of Psychology and Education. For the past 30 years he has conducted research on cognitive development, particularly the development of children's mathematical thinking, both within the U. S. and in various cultures around the world. He has used the knowledge gained from research to develop several kinds of educational applications. He has created video workshops to enhance teachers' understanding of their children's learning of mathematics. He has contributed to the Silver Burdett & Ginn mathematics textbook series. He has developed tests of mathematical thinking and has explored how the "clinical interview" method for assessing children's mathematical knowledge can be used by teachers in their classrooms. Currently, he is engaged in research on young children's mathematical competence, and is developing a new mathematics curriculum for 4- and 5-year-old children.
University of California Los Angeles
Louis Gomez holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education and Information Studies at the University of California Los Angeles. Gomez has served since 2008 as a senior fellow at the Carnegie Foundation for the Advancement of Teaching, where he is part of the Network Initiation and Development effort. Beginning in 2009, he held the Helen S. Faison Chair in Urban Education at the University of Pittsburgh, where he was also director of the Center for Urban Education and a senior scientist at the Learning Research and Development Center. From 2001 to 2008, he held a number of faculty appointments at Northwestern University, including the Aon Chair in the Learning Sciences at the School of Education and Social Policy. Prior to joining academia, he spent 14 years working in cognitive science and human–computer interaction research at Bell Laboratories and Bell Communications Research (Bellcore). His scholarship focuses on understanding how to catalyze organizational change in schools and other institutions that improves the life chances of learners. His active research includes organizational improvement, the application of computing and networking technology to teaching and learning applied cognitive science, and human–computer interaction. Gomez received his bachelor’s degree in psychology from the State University of New York at Stony Brook in 1974 and a doctorate in cognitive psychology from UC Berkeley in 1979.
Janice E. Jackson
Stanford Center for Opportunity Policy in Education (SCOPE)
Janice Jackson is Executive Director of SCOPE. She worked previously at Harvard University, where she provided support for the Urban Superintendents Program and other leadership development initiatives including a Wallace-funded leadership project for states and urban districts. Janice has been a faculty member and researcher at two universities, working in areas ranging from teaching and teacher education to leadership development. She has substantial experience in supporting and running schools and school systems, and has worked within the leadership cadres of three major urban school systems and provided consulting to many others. Additionally, she has worked in the policy arena at the federal level as Deputy Assistant Secretary in the U.S. Department of Education. Janice has served as a board member/consultant to a wide variety of major education organizations that support professional development; academic, social and emotional learning for students; and the pursuit of greater equity.
Jonathan A. King
Massachusetts Institute of Technology
Jonathan King is Professor of Molecular Biology at MIT. Professor King is the author of more than 150 scientific papers on protein structure and function, and the editor of two books. A former Guggenheim Fellow and Past President of the Biophysical Society, Professor King is also a Fellow of the American Association for the Advancement of Science (AAAS). He currently serves on the Science Advisory Council for the National Institutes of Health National Eye Institute as well as the Science Advisory Council for the University of Massachusetts, Amherst. Professor King has long been involved in issues of science curriculum and science development, initially at the college level, but in recent years in K-12 education. Professor King of was chair of the Faculty Oversight Committee for MIT's Teacher Education Program. He is treasurer of the statewide group Parents CARE for Public Education and is an elected parent representative of the Cambridge Rindge and Latin High School council. Professor King is well known as an advocate for public understanding of science and has served on numerous national and international committees addressing these issues. He is a recipient of MIT's Dr. Martin Luther King Leadership Award.
Annenberg Institute for School Reform, Brown University
Rosann Tung is Director of Research and Policy at Annenberg Institute for School Reform at Brown University, where she leads a team engaged in studies to inform district-level reform and community organizing for school reform. The team’s work includes original research; documentation and evaluation of reform efforts; analyses of current education policies; and the development of tools to share lessons and best practices. Prior to joining AISR, she was founding Director of Research and Evaluation at the Center for Collaborative Education (CCE) in Boston, where she led studies of autonomous small school reform, reviewed English language learner education in urban districts, and documented patterns of enrollment and outcomes in the Boston Pilot Schools network. During her time at CCE, she was a lead author on a chapter about the status of English learner education in Boston Public Schools in "Forbidden Language: English Learners and Restrictive Language Policies", edited by Patricia Gandara of the Civil Rights Project. Rosann also served on the Massachusetts Committee on the Proficiency Gap, appointed by the Board of Elementary and Secondary Education. Prior to her tenure at CCE, Tung served as a post-doctoral researcher at Lesley University’s Program Evaluation and Research Group (Cambridge, Mass.), where she conducted evaluations of federally funded systemic science and math reform efforts. She also served as a governing board member of the Mission Hill School (MHS) in Roxbury, Mass., a Boston Public Pilot School. Rosann earned a BA from Cornell University and a Ph.D. in Biological & Biomedical Sciences from Harvard University.
Honorary Board Member
H. Bruce Boal, 1965-2012
In gratitude for his vision and leadership, we honor H. Bruce Boal, who served on the board from 1965 to 2012. As Treasurer of TERC, and a board member since the organization's founding, he was vital to the growth of TERC into a nationally-recognized organization in mathematics and science education research.
After graduation from Harvard College and the Harvard Business School, Bruce Boal was commissioned in the U.S. Navy as a Supply Corps officer. In the 1960s, he joined Arthur Nelson in growing an electronics company that capitalized on the sudden interest in scientific, foreign language, and technical education. Mr. Boal was the President of Boaleeco Inc., a family-owned company active in meeting the needs of educators in developing countries for curriculum materials and related laboratory equipment.
Carole Berotte Joseph
Bronx Community College
Carole Berotte Joseph is on sabbatical from the Board for 2013.
Dr. Berotte Joseph is currently the President of Bronx Community College, which was established in 1957 and serves more than 11,000 degree and more than 14,000 adult and continuing education students. She returned to New York after serving as President of MassBay Community College for five years. Prior to joining MassBay, she served as Chief Academic Officer and Dean of Academic Affairs at Dutchess Community College/SUNY. Before joining the State University of New York system, she served as Vice President of Academic Affairs at Eugenio Maria de Hostos Community College/CUNY. Her career in higher education spans over 30 years and began at the City College of New York, City University of New York system, where she served for over twenty years in several leadership positions. Dr. Berotte Joseph and her two daughters, Marjorie and Claudine, were featured in a book entitled “Nurturing Success” (Lee, 2000). She has also appeared in several "Who’s Who" publications. She holds a B.A. in Spanish with minors in French and Education from York College, CUNY; a Masters in Education, with specializations in Curriculum and Teaching from Fordham University; an Advanced Certificate in Administration and Supervision from New York University and a Ph.D. in Sociolinguistics and Bilingual Education from the Department of Teaching and Learning at New York University.