Jeremy Price is graduate research assistant on the Constructing and Critiquing Arguments in Middle School Science Classrooms project. He is researching factors that impact the teaching of scientific argumentation in order to better support teacher learning with multimedia scaffolding. Previously, he has worked on a NSF IMD grant at Boston College focused on developing and researching a yearlong high school capstone course in urban ecology, as Learning and Media Specialist for the Center for Applied Special Technology (CAST), and as Education Technology Specialist at the Natural History Museum of Los Angeles. Jeremy is a doctoral candidate in science and technology education at the Lynch School of Boston College and writing his dissertation on how a classroom of high school students and their teacher negotiate meaning, significance, and identities around the science curriculum.

Dr. Mark T. Loveland is project director for WestEd’s initiative to evaluate programs for a custom-designed and developed searchable database of effective STEM learning programs for Change the Equation. Dr. Loveland also serves as co-PI of the IES-funded SimScientists and SimScientists Assessment Systems and NSF-funded Calipers II projects, developing and evaluating the feasibility and effectiveness of simulation-based curriculum supplements and assessments for teaching complex science concepts to middle school students. He previously coordinated project activities of the management team, project staff, and committee members for the development of the 2014 Technology and Engineering Literacy Framework and Assessment Specifications for the National Assessment of Educational Progress (NAEP). Dr. Loveland has over 18 years of experience working in scientific research and science, mathematics, and technology education. His biomedical research investigated the molecular genetics of breast cancer and other human cancers. Dr. Loveland’s experience in science education spans a wide spectrum, from teaching secondary biology, chemistry and environmental science to the development of formal and informal science education resources. He has created curriculum and teacher professional development programs at the National Academy of Sciences and worked as the coordinator for action research efforts to transform middle school mathematics and science teaching and learning in San Francisco public schools. He received his doctorate from Georgetown University in the Tumor Biology Program at the Lombardi Cancer Center and a bachelor’s degree in Biology from UCLA.