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Transforming Institutions: 21st Century Undergraduate STEM Education

Transforming Institutions: 21st Century Undergraduate STEM Education, October 16-18, 2013, Discovery Learning Research Center, Purdue University, West Lafayette, Indiana

Special Guest

Carl E. Wieman, Ph.D.

Associate Director for Science, Office of Science and Technology Policy, The White House

Carl E. Wieman

Dr. Carl Wieman was confirmed by the United States Senate to serve as the Associate Director for Science at the White House Office of Science and Technology Policy in September 2010.  Dr. Wieman previously divided his time between the University of British Columbia and the University of Colorado.  At each institution, he served as both the Director of Collaborative Science Education Initiatives aimed at achieving widespread improvement in undergraduate science education and as a Professor of Physics.

From 1984 through 2006, he was a Distinguished Professor of Physics and Presidential Teaching Scholar at the University of Colorado. While at the University of Colorado, he was a Fellow of JILA (a joint federal-university institute for interdisciplinary research in the physical sciences) and he served as the Chair of JILA from 1993-95.  Dr. Wieman has conducted extensive research in atomic and laser physics.  His research has been recognized with numerous awards including sharing the Nobel Prize in Physics in 2001 for the creation of a new form of matter known as “Bose-Einstein condensation”.

Dr. Wieman has also worked extensively on research and innovations for improving science education; he was the founding Chair of the National Academy of Sciences Board on Science Education. He has received numerous awards, including the National Science Foundation’s Distinguished Teaching Scholar Award (2001), the Carnegie Foundation’s U.S. University Professor of the Year Award (2004), and the American Association of Physics Teachers’ Oersted Medal (2007) for his work on science education.  Dr. Wieman received his B.S. in Physics from the Massachusetts Institute of Technology in 1973 and his Ph.D. from Stanford University in 1977.

Featured Speakers

Robert Barr, Ph.D.

Learning Paradigm, Institutional Research, & Business Intelligence Consultant, author of "From Teaching to Learning: A New Paradigm for Undergraduate Education"
Former Executive Director, Institutional Research & Planning, Foothill-De Anza Community College District

Robert Barr, Ph.D.

In June 2001, Dr. Robert Barr accepted an appointment as Executive Director of Institutional Research and Planning at the two-college Foothill-De Anza Community College District in California's Silicon Valley. He left the position to study and write about higher education in May 2009. At FHDA, Dr. Barr directed a staff of five professionals.

Prior to joining FHDA, Dr. Barr served for nearly fifteen years as Director of Institutional Research and Planning at Palomar College in San Marcos, another large California community college. While at Palomar he also served as an adjunct math instructor. Prior to joining Palomar College, Dr. Barr served as a director of research and planning for three universities.

Since joining the California community colleges he has directed the Learning Assessment Retention Consortium (LARC) Math Student Outcomes Study involving 30 California community colleges and 20,000 students and served for four years as a Chancellor's Office state evaluator for the Middle College High School demonstration projects at Contra Costa and LA Southwest colleges. He has participated in twelve accreditation visitation teams and has served for many years on statewide community college commissions and task forces and for 10 years was one of the leaders for the Research and Planning Group of the California Community Colleges (the RP Group).

During the past seventeen years, Dr. Barr has made numerous presentations at state and national conferences and at colleges throughout California and the U.S. explaining and promoting a shift from an instruction paradigm to a learning paradigm. The Association of California Community College Administrators (ACCCA), The RP Group, and the League for Innovation in the Community Colleges have published articles by Dr. Barr on the shift in 1993 and 1994. Change magazine published his full-length article (with John Tagg) "From Teaching to Learning: a New Paradigm for Undergraduate Education" in its November/December 1995 issue. An editorial in the March/April 1997 issue of Change noted, "No recent article in Change has attracted the attention of [this article], which has been reproduced for countless conferences and faculty meetings." Tom Angelo, a national expert on higher education and keynote speaker at the January 1999 Learning Paradigm conference, declared, "[This] article is probably the most influential article in higher education of this decade."

Dr. Barr has published a number of follow-up articles including, "Obstacles to Implementing the Learning Paradigm: What It Takes to Overcome Them," in the Sept/Oct 1998 issue of About Campus.

Dr. Barr is the 1996 recipient of the Norman C. Harris Award from the University of Michigan School of Education in recognition of distinguished contributions and leadership in the community colleges and the 1998 Practitioner Award from the National Council for Research and Planning of the American Association of Community Colleges for significant contributions in the application of research and planning to institutional decision making.

Dr. Barr received his bachelor's degree (physics) from the University of Detroit, his master's degree (philosophy) from Wayne State University, and his Ph.D. (higher education) from the University of Michigan.


Joan Ferrini-Mundy, Ph.D.

Assistant Director, National Science Foundation Directorate for Education and Human Resources

Joan Ferrini-Mundy

Joan Ferrini-Mundy has been selected as the new assistant director of the National Science Foundation's (NSF) Directorate for Education and Human Resources (EHR). She has held the position on an acting basis for the last year.

EHR is the part of NSF that funds the majority of research and development in science education, including preparation of mathematics and science teachers, development of curriculum materials and educational technologies and research into the most effective strategies to promote science learning at all levels, inside and outside the classroom. EHR manages a number of programs created to recruit underrepresented groups into the sciences and other workforce development programs.

Ferrini-Mundy's past work has included serving as director of the Division of Science and Mathematics Education at Michigan State University from 1999-2006, serving as a visiting scientist in NSF's Teacher Enhancement Program from 1989-1991, and working as director of the Mathematical Sciences Education Board and associate executive director of the Center for Science, Mathematics and Engineering Education at the National Research Council from 1995-1999.

Active in professional societies, Ferrini-Mundy has served on the board of directors of the National Council of Teachers of Mathematics and completed a term as a member of the board of governors of the Mathematical Association of America in 2006. In 2007-2008, representing NSF, she served as an ex officio member of the President's National Mathematics Advisory Panel, and co-chaired the Instructional Practices Task Group.

She was the co-lead principal investigator for the multi-million dollar PROM/SE project, Promoting Rigorous Outcomes in Mathematics and Science Education before coming to NSF in 2007 as division director for the Division of Research on Learning in Formal and Informal Settings. Ferrini-Mundy came to NSF from Michigan State University where she was a University Distinguished Professor of Mathematics Education.


Daniel Hastings, Ph.D.

Dean for Undergraduate Education
Professor of Aeronautics and Astronautics and Engineering Systems, Massachusetts Institute of Technology

Daniel Hastings, Ph.D.

Dean for Undergraduate Education Professor of Aeronautics and Astronautics & Engineering Systems September 28, 2010

Daniel Hastings is Dean for Undergraduate Education and a Professor of Aeronautics and Astronautics and Engineering Systems at the Massachusetts Institute of Technology. Dean Hastings, who earned a Ph.D. and an S.M, from MIT in Aeronautics and Astronautics in 1980 and 1978 respectively, received a B.A. in Mathematics from Oxford University in England in 1976. He joined the MIT faculty as an assistant professor in 1985, advancing to associate professor in 1988 and full professor in 1993.

As Professor of Aeronautics and Astronautics & Engineering Systems, Professor Hastings has taught courses and seminars in plasma physics, rocket propulsion, advanced space power and propulsion systems, aerospace policy, technology and policy, and space systems engineering. His teaching has ranged from freshman classes to doctoral seminars.

His research has spanned five areas. He has worked in laser material interactions, fusion plasma physics, spacecraft plasma environment interactions, space plasma thrusters and space systems analysis and design. He has published over 120 papers and written a book on spacecraft environment interactions. He has chapters in several other books. He has won four best paper awards and has supervised twenty PhD students.

Professor Hastings is a Fellow of three professional societies, the American Institute of Aeronautics and Astronautics (AIAA; for his work on spacecraft plasma environment interactions), the International Astronautical Federation (IAF; for his work on Space plasma thrusters effects) and the International Council on Systems Engineering (INCOSE; for his work on Space systems analysis and Engineering Education).

He has won several national awards including the Air Force Exceptional Service Award in 2008, the QEM Giant in Science Award in 2005, the NRO Distinguished Civilian Award in 2003, the AIAA Losey Award (for his work on Spacecraft plasma environment interactions) in 2002, the National Guard Bureau Eagle Award in 1999 and the Air Force Distinguished Civilian Award in 1999 & 1997.

He has significant senior National Service having served on the NASA Advisory Council, the Air Force Scientific Advisory Board (including 3 years as chair), the Defense Science Board and the National Science Board (Presidential Appointment, Senate confirmed). He is currently on the Intelligence Science Board where he is a co-leader of a study on S&T management processes. He has also served on several ad-hoc committees on space technology and space systems acquisition. He also served as Air Force Chief Scientist from 1997-1999 where he advised the Air Force Chief of Staff and Secretary of the Air Force on strategic issues of science and technology. He served on the board of the Aerospace Corporation and chaired both the IR&D committee and the Technical committee. He has served on several NRC committees including the Aeronautics and Space Engineering Board and the Government University Industry Interactions Roundtable.

He has worked on national committees on Engineering Education including the NAE Board on Engineering Education and the NAE Engineer of 2020 study. He was the co-lead of a study on engineering education while serving on the National Science Board.

He has very substantial experience as an academic administrator having served as the associate head of the MIT Department of Aeronautics & Astronautics, the head of the MIT Engineering Systems Division, the head of the MIT Technology and Policy Program and is currently serving as a senior officer at MIT in the role of Dean for Undergraduate Education. He has served on the Engineering Council at MIT (the group of all the Engineering heads) and is presently on the Academic Council at MIT (the President's Cabinet).


Moses Lee, Ph.D.

Dean of Natural and Applied Sciences, Hope College, Michigan

Moses Lee

Moses Lee received his B.S. and Ph.D. degrees from University of Guelph in 1983 and 1986, respectively. After a year of postdoctoral studies at the University of Alberta, he joined Synphar Laboratories as a research scientist. In 1989, he joined the chemistry faculty at Furman University and was appointed to the Rose J. Forgione Chair and promoted to full professor in 1998. In 2005, he moved to Hope College to serve as Dean for the Natural and Applied Sciences Division and Professor of Chemistry.

Dr. Lee is a staunch proponent of STEM (science, technology, engineering, mathematics) education, and he is national leader in promoting the best practice of "learning science is best done through the pursuit of original research." This is a mark of distinction for Hope College. Together with the faculty, the Natural and Applied Sciences Division actively pursues two visionary goals: raising the academic excellence to a higher and uncharted level, and to become more inclusive by broadening the participation of students traditionally underrepresented in STEM field in Hope's research and academic programs. In spring 2011, as part of the national celebration of undergraduate research week declared by the US House of Representative, and sponsored by the Council on Undergraduate Research (CUR), Dr. Lee hosted a national webinar entitled, "Transformational Learning Through Undergraduate Research and Creative Performance."

Dr. Lee actively pursues research involving undergraduate and high school student coworkers, and to date he has mentored close to 300 undergraduate students, 13 post-docs, 5 PhD students, and 32 MS students in his laboratories. Together, they have published more than 160 peer-reviewed research publications. His research program has received continuous funding from federal agencies (such as NSF and NIH), private foundations, and business corporations. He has served on the boards of Research Corporation, ACS-Petroleum Research Fund, West Michigan Science Technology Initiative, and The Murdock Trust, and he also served one year as an expert consultant at the NSF. Dr. Lee was recipient of the Henry Dreyfus Teacher-Scholar Award (1994-1999), the Camille and Henry Dreyfus Scholar-Fellow Award (2002-2005), and the ACS Award for research at an undergraduate institution (2009).


Michael E. McManus, Ph.D.

Dean of Academic Programs
Professor of Pharmacology, University of Queensland, Brisbane, Australia

Michael E. McManus

Mick McManus was appointed Dean of Academic Programs in 2010 with a university-wide role in relation to the University of Queensland’s (UQ) teaching and learning programs. Prior to this Mick was Executive Dean of the Faculty of Biological and Chemical Sciences at (UQ) from 1998 to 2008. In 2009 Mick served as Acting Vice-President UQ International. Mick was initially appointed to UQ as Foundation Professor of Pharmacology in 1992 and from 1993 to 1997, he served as Head of the Department of Physiology & Pharmacology. Mick trained as a pharmacist at Curtin University of Technology and completed his PhD in biochemical pharmacology at the University of Western Australia in 1978. Mick has held research positions at the Royal Postgraduate Medical School in London, National Institutes of Health in the U.S.A., and at Flinders University in Adelaide. From 2000-2001, Mick was President of the Australasian Society of Clinical and Experimental Pharmacologists & Toxicologists (ASCEPT).

In 2004, Mick was the Convenor of International Conference entitled “Science Teaching & Research: Which way forward for Australian universities?” This meeting led to Mick leading a review of the UQ Bachelor of Science Degree in 2005/6 that required input from three major faculties. Mick was also an organizer in 2007 of the Australian Council of Deans of Science conference entitled “Science and Engineering: Skills for Australia’s Future.” More recently, Mick has been a member of a Queensland State Government Ministerial Committee charged with developing a STEM 2020: Foundations for the Future – A 10-year plan for K-12 science, technology, engineering and mathematics (STEM) education in Queensland. This was followed by an appointment to a Queensland Department of Education and Training Reference Group charged with reviewing Teacher Education and Induction in 2010. The challenge for UQ as a large state university is that while it is ranked in top 1% of universities worldwide and has a strong commitment to building a knowledge society, the quality of students entering STEM disciplines at a time of universal access to higher education is either static or in decline. In this context, Mick’s role has been to work more actively with the K-12 system to ensure Queensland’s education system is not only driven by equity and access but also excellence.

Robert McMaster, Ph.D.

Vice Provost and Dean of Undergraduate Education, University of Minnesota

Carl E. Wieman

Robert B. McMaster is Vice Provost and Dean of Undergraduate Education, and Professor in the Department of Geography, at the University of Minnesota. He served as Associate Dean for Planning in the College of Liberal Arts from 2002-2005 and Chair of the Department of Geography from 2005 to 2008. He received a B.A. (cum laude) from Syracuse University in 1978 and a Ph.D. in Geography and Meteorology from the University of Kansas in 1983. He has held previous appointments at UCLA (1983-1988) and Syracuse University (1988-1989). At the University of Minnesota, his research interests include automated generalization (including algorithmic development and testing, the development of conceptual models, and interface design), environmental risk assessment (including assessing environmental injustice to hazardous materials, the development of new spatial methodologies for environmental justice, and the development of risk assessment models), Geographic information science and society (public participation GIS, alternative representations), and the history of U.S. academic cartography. Recently, he completed a five-year NSF funded project to develop the "National Historical Geographic Information System". He has published several books including: Map Generalization: Making Rules for Knowledge Representation (with B. Buttenfield), Generalization in Digital Cartography (with K. Stuart Shea), Thematic Cartography and Geographic Visualization (with T. Slocum, F. Kessler and H. Howard), A Research Agenda for Geographic Information Science (with E. L. Usery), and Scale and Geographic Inquiry (with E. Sheppard). His papers have been published in The American Cartographer, Cartographica, The International Yearbook of Cartography, Geographical Analysis, Geographical Systems, Cartography and GIS, The International Journal of Exposure Analysis, and many conference proceedings, including Auto-Carto, and Spatial Data Handling.

Robert McMaster served as editor of the journal Cartography and Geographic Information Systems from 1990-1996, and the Association of American Geographers (AAG), Resource Publications in Geography. He served as Chair of both the AAG's Cartography and Geographic Information Systems Specialty Groups, served three years on the National Steering Committee for the GIS/LIS '92, '93, and '94 conferences, was Co-Director (with Marc Armstrong) of the Eleventh International Symposium on Computer-Assisted Cartography (Auto-Carto-11), served on the U.S. National Committee to the International Cartographic Association, and as a member of the Advisory Board for the Center for Mapping at Ohio State University. He also served as President of the United States' Cartography and Geographic Information Society and both Chair of the University Consortium for Geographic Information Science's (UCGIS) Research Committee and UCGIS Board Member (1999-2002, 2005-present, and President of UCGIS). In 1999, he was elected as a Vice President of the International Cartographic Association, and was re-elected in 2003. He recently served a three-year term on the National Research Council's Mapping Science Committee (2005-2008) and was recently appointed to the National Research Council's Board on Earth Sciences and Resources.


John Squires

Department Head, Mathematics, Chattanooga State Community College

Carl E. Wieman

John Squires is the math department head at Chattanooga State Community College, where he has implemented course redesign throughout the curriculum.  He served as the 2010 Cross Scholar for the League of Innovation and wrote the 13th Cross Paper, which focuses on course redesign.  As an NCAT Redesign Scholar, he has worked with colleges, universities, and high schools around the nation on using technology to improve student learning.  Prior to Chattanooga State, John was the math chair at Cleveland State Community College, and was the architect of the course redesign project in the math department.  John's work has been featured in The Chronicle of Higher Education.


Martin Storksdieck, Ph.D.

Director, Board on Science Education, The National Academies/the National Research Council

Martin Storksdieck, Ph.D.

Martin Storksdieck is the director of the Board on Science Education at the National Academy of Sciences/National Research Council where he oversees studies that address a wide range of issues related to science education (e.g., climate change education, science learning from games and simulations, developing a conceptual framework for new science education standards, discipline-based education research). Martin also serves as a research fellow at the not-for-profit Institute for Learning Innovation, where he is involved in research 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. His areas of interest include factors that influence what and how we learn when we do so voluntarily and how this "learning" is connected to our behaviors, identities and beliefs; the role of personal and perceptual filters in science learning, particularly of controversial topics such as climate change or evolution; and how schools and out-of-school learning can be mutually enhancing in creating and sustaining lifelong interest in (science) learning. 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).