CADRE’s Advisory Board provides visionary and innovative guidance to the CADRE team as it conducts research and designs support activities for projects focused on new STEM resources, models, and tools. The Board consists of 10 individuals demonstrating expertise in research methodology, innovations in teacher education, cyberlearning/technology, and STEM education. Thus, the Board includes thought-leaders from public and private sectors who help move forward CADRE’s five-year agenda. Board members provide advice on issues related to current and future-oriented STEM education and research, with an emphasis on transformative work.

Advisory Board members include:

Jere Confrey is currently Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University’s College of Education. Confrey's current interest resides in stimulating school improvement in urban settings in science and math through collaboration with regional partners. She is particularly interested in students' understanding of modeling as it relates to inquiry and reasoning about similarity, multiplicative reasoning and trigonometry in relation to a construct she developed called "splitting." Her work has also concentrated on professional development in the use of technologies to analyze data on student outcomes to examine issues of validity and fairness. She has just completed chairing a National Research Council committee that produced the volume On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations.

Chris Dede is a professor of learning technology at the Harvard Graduate School of Education. His fundamental interest is the expanded human capabilities for knowledge creation, sharing, and mastery that emerging technologies enable. His teaching models the use of information technology to distribute and orchestrate learning across space, time, and multiple interactive media. His research spans emerging technologies for learning, infusing technology into large-scale educational improvement initiatives, policy formulation and analysis, and leadership in educational innovation. He is currently conducting funded studies to develop and assess learning environments based on modeling and visualization, online teacher professional development, wireless mobile devices for ubiquitous computing, and multiuser virtual environments. Dede also is active in policy initiatives, including creating a widely used State Policy Framework for Assessing Educational Technology Implementation and studying the potential of developing a scalability index for educational innovations. From 2001 to 2004, he served as chair of the Learning & Teaching area at HGSE.

Chad Dorsey is president of Concord Consortia. Previously, he was a science and educational technology specialist at the Maine Mathematics and Science Alliance (MMSA), a nonprofit organization supporting education in Maine and the nation. Prior to beginning at MMSA in 2004, Chad taught high school physics in midcoast Maine, worked at the Munich International School in Germany, and served in school leadership roles for several high school reform initiatives. Chad holds a bachelor's degree in physics from St. Olaf College and completed a physics Master's degree and doctorate coursework at the University of Oregon. In addition to his work on the PRISMS project, Chad worked on a variety of programs providing professional development in education and educational technology to teachers in New England.

Jonathan King is Professor of Molecular Biology at MIT and the co-author of over 200 scientific papers on the genetic control of protein folding and virus assembly. Prof. King is a Past President of the Biophysical Society, past Councilor of the American Society for Microbiology and of the American Society for Virology. He is a recipient of a Guggenheim Fellowship, NIH MERIT Award, and MIT’s MLK Jr. Faculty Leadership Award. Prof. King has long been involved in science education and currently chairs the Mass Darwin Bicentennial Project (http://www.DarwinBicentennial.org). As an experimental scientist, and teacher of experimental science, he promotes the importance of direct encounters with natural processes and technologies. Prof King is an active advocate of quality public education and serves on the Boards of the Massachusetts Academy of Science, the Mass Association of Biology Teachers, Citizens for Public Schools and TERC.

Karen King is a professor of mathematics education at New York University’s Steinhardt School of Culture Education and Human Development previously served as a program director at the National Science Foundation (NSF) in the former Division of Elementary, Secondary, and Informal Education where she managed projects primarily in the Teacher Professional Continuum (TPC) Program. She also oversaw curriculum projects in Instructional Materials Development (IMD) and policy for the Education and Human Resources Directorate. She received her Ph.D. from the University of Maryland, where she conducted research on undergraduate mathematics teacher thinking. Her current research focuses on the mathematics preparation of elementary and secondary teachers, the role of mathematical knowledge for teaching in the mathematical integrity of reform mathematics lessons, and the policies of mathematics teacher professional development. She is the principal investigator of two NSF-funded research grants focusing on understanding (1) the mathematical preparation of future secondary teachers and (2) how teachers use innovative middle school mathematics materials and their impact on student learning. She is also co-PI of an NSF-funded Noyce Fellowship grant housed at NYU.

Okhee Lee-Salwen is a professor of teaching and learning in the School of Education, University of Miami, Florida. Her research areas include science education, language and culture, and teacher education. She has directed research and teacher enhancement projects funded by the National Science Foundation, U.S. Department of Education, Spencer Foundation, and Florida Department of Education. One of her current research projects implements instructional interventions to promote science learning and English language development of English language learners in urban elementary schools. Lee-Salwen was awarded a 1993-95 National Academy of Education Spencer Post-doctoral Fellowship. She was a 1996-97 fellow at the National Institute for Science Education, Wisconsin Center for Education Research, University of Wisconsin-Madison. She received the Distinguished Career Award from the American Educational Research Association (AERA) Standing Committee for Scholars of Color in Education in 2004.

Angela McIver is the founder and president of Math Foundations, LLC. For nearly fifteen years, she has worked with urban students as both a math teacher and program director to help them gain access to higher education. During her tenure as Director of the Math/Science Upward Bound Program at Temple University, her program was chosen by the Council of Opportunity in Education (COE) as a National Model Program (one of only four in the country). Yet, while she and her program were extremely successful in producing college graduates, it became increasingly evident that - due to their inadequate math preparation in school - students in her programs were not prepared to pursue math related majors in college. In response, Dr. McIver began to explore ways to support their mathematical development. She enrolled in several college math courses as a "participant observer" to better understand why her students were failing to pass. This experience prompted her to explore innovative curricula, assessments and professional development tools that would effectively address the math deficiencies of older students. The lack of useful assessments and curricula led her to a Ph.D. program at the University of Pennsylvania Graduate School of Education where she received the Spencer Fellowship for her dissertation Number Sense: An exploration of urban middle school students' numerical reasoning. She uses research from her dissertation as well as her current work with schools and job training programs to help organizations better understand the students they are trying to reach.

Glenn Stevens is a professor of mathematics at Boston University where he has taught and conducted research since 1984. He earned his Ph.D. in Mathematics from Harvard University in 1981. Beginning in 1989, Professor Stevens has directed Boston University's Program in Mathematics for Young Scientists (PROMYS), a program for aspiring young mathematicians and their teachers. His research specialties are Number Theory, Automorphic Forms, and Arithmetic Geometry. He has authored or edited three books and published numerous articles on these topics. Professor Stevens has organized two major research conferences including the Conference on Modular Forms and Fermat's Last Theorem held at Boston University in 1995, and has delivered well over a hundred invited lectures around the world.

R. Don Williams is the manager of Global Learning Research for the Education Strategies, Products and Services Group at Microsoft Corporation in Redmond, WA. He directs the program of learning research to understand the tools, software services, and platforms that are needed by the learning and teaching community. He was previously a research manager for Texas Instruments Inc., and a tenured associate professor of management sciences where he developed graduate programs in knowledge management and digital media. He was also president and COO of a learning startup company, and consultant for school boards and government groups in the planning and implementation of technology-based educational solutions. Dr. Williams is trained as a scientist, behavioral researcher, and engineer.

Suzanne Wilson is a professor and chair of the Department of Teacher Education and director of the College of Education’s Center for the Scholarship of Teaching at Michigan State University. Her work spans several domains, including teacher learning, teacher knowledge, and the connection between educational policy and teachers’ practice. She has conducted research on history and mathematics teaching and has reviewed the literature on teacher professional development and teacher education. Her current work focuses on developing sound measures for tracking what teachers learn in teacher preparation, induction, and professional development programs. Her areas of expertise include: curriculum policy, history of teachers and teaching, mathematics reform, teacher assessment, teacher education and learning, teacher education policy, educational general and reform policy, scholarship of teaching, and the teaching of history.