Received PhD in Mathematics Education at SUNY Buffalo and have been a faculty member of The Ohio State University ever since. Research interests include teaching, learning, mathematics coaching.

Judy Scotchmoor is Assistant Director of the University of California Museum of Paleontology (UCMP) in Berkeley, overseeing the museum’s education and outreach efforts. Judy received her BS in Biological Sciences at UC Berkeley in 1966 and then proceeded on to a long teaching career, primarily at the middle school level. Judy began her career at UCMP as a volunteer in the fossil prep lab in 1993, before joining the staff the following year. Taking advantage of her K-12 experiences, she soon initiated teacher professional development workshops and curriculum development focusing on evolution, paleontology, the geosciences, and their intersection reflected in the biodiversity that we see today. With a creative group of graduate students placing UCMP as a pioneer in web-based technology, she began to see the potential of the Internet to share science with a broad and diverse audience. Today she is the Project Coordinator of three award-winning websites: The Paleontology Portal, Understanding Evolution, and Understanding Science. She was also Project Coordinator for Geosciences in Alaska, a field and research opportunity for teachers and is the editor/author of three books to support K-16 teaching: Evolution: Investigating the evidence, Learning from the Fossil Record, and Dinosaurs: The science behind the stories. Judy was the recipient of the Joseph T. Gregory Award for outstanding service to the Society of Vertebrate Paleontology in 2004, the recipient of the American Institute of Biological Sciences Education Award in 2006, and in 2009 was named an American Association for the Advancement of Science Fellow “for leadership in defending teaching of evolution and quality science education through nationally recognized websites on these issues and through leadership of the Coalition on the Public Understanding of Science."

Nancy Vye, Ph.D is Principal Research Scientist in the College of Education at the University of Washington. Previously, she was Co-Director of the Learning Technology Center at Vanderbilt University. Her research focuses on challenge-based learning and formative assessment in classroom settings. She is particularly interested in uses of technology for designing curricula and assessment tools that enhance teaching and learning. Vye's R & D work includes The Arts for Learning Lessons Project, an arts-integrated literacy curriculum for elementary students; The Adventures of Jasper Woodbury, a mathematics problem solving series, Schools for Thought, a technology-based, educational reform initiative; Betty's Brain, a pedagogical computer agent that teaches qualitative reasoning, and most recently, STARLegacy software that supports problem-based learning.

I am currently a research associate with the PhET Interactive Simulations project. My work primarily involves design of and research on computer simulations for learning science. I received my Ph.D. in physics from the University of Colorado, with an emphasis on physics education research. Broadly, my research interests are on the role of analogy and representation in meaning making, and the how tools mediate student learning of science.

Elham Kazemi is an associate professor of mathematics education at the University of Washington. Her work fits within a growing body of research that explores the long-term supports that enable teachers and schools to meet the complex demands of teaching mathematics for understanding. She has extensive experience designing and studying professional development experiences for teachers in which they learn about and design instructional practices that build student reasoning in mathematics. Two central themes run through her research: (1) examining tools for professional education and teacher learning, and (2) investigating student learning and classroom practice. Currently she is collaborating on two projects. The first (RMLL: Researching Mathematics Leader Learning) aims to study the knowledge and skills that professional educators need when leading mathematical tasks in professional development. The second (LTP: Learning in, from, and through Practice) involves supporting ambitious pedagogy by redesigning mathematics teacher education to focus on the use of routine instructional activities and coached rehearsals.