Biographical Statements

Martha S. Arnold, Director of Curriculum Development, Center for Teaching and Learning at the University of North Carolina-Chapel Hill. Her interests and work include participatory curriculum assessment and revision, innovative ways to address institutional barriers to interdisciplinary education and the collaborative development of interdisciplinary and multidisciplinary courses and curricula including those with a focus on undergraduate research and inquiry, service and community-based learning, cultural diversity or discipline-based writing. Currently Ms. Arnold is collaborating with Dr. Patricia Pukkila and the UNC Office of Undergraduate Research on the Graduate Research Consultant (GRC) Program which aims to increase research opportunities for undergraduates in social sciences and humanities courses. She received a B.A. degree from the University of Wisconsin-Madison and an M.Ed. degree from the University of North Carolina-Chapel Hill.

Cathy Birkenstein-Graff, Lecturer in English at the University of Illinois at Chicago. She recently received her Ph.D. from Loyola University in Chicago in American literature. Dr. Birkenstein-Graff
writes about Booker T. Washington, the American rags-to-riches story, and what she calls "the democratic, renunciatory body," and she writes also on matters of pedagogy and argumentative writing. She and her husband Gerald Graff have recently completed a textbook entitled They Say/I Say: The Basic Moves of Argumentative Writing (W.W. Norton: forthcoming, 2005) which features writing templates or scaffoldings that she developed teaching courses in literature and first-year writing. With Gerald Graff, she also gives talks and conducts workshops on their writing method.

Elizabeth Bjork, Professor of Psychology at the University of California, Los Angeles. Prior to joining the UCLA Psychology Department, she was a faculty member in the Mathematical Psychology Laboratory at Rockefeller University in New York City and in the Psychology Department at the University of Michigan. She has also been a Visiting Scholar or Visiting Professor at the University of California, San Diego; Bell Labs (Murray Hill); Dartmouth College; and St. Andrews University, Scotland. She has served as a member of the Editorial Boards for Perception & Psychophysics and Memory & Cognition, and as a member of the Initial Review Group for the National Institute of Mental Health, Basic Behavioral Processes. She is a Fellow of the American Psychological Society. At UCLA, she is the Faculty Sponsor for Psi Chi, the National Honor Society in Psychology for undergraduates and the Psychology Department’s Annual Psychology Undergraduate Research Conference. Within the Department, Dr. Bjork is in charge of the Teacher Training Seminar and Program for Teaching Assistants and she also chairs the campus-wide Teaching Assistant Training Committee. At the campus-wide level, she has chaired a number of committees concerned with undergraduate education and campus life, including the Committee on Undergraduate Student Support, Honors, and Prizes; the Committee on Student Development; and the Undergraduate Council, which is the overarching committee for all undergraduate programs and affairs. Professor Bjork’s primary area of research is human memory and the application of cognitive principles to teaching and learning. Her teaching responsibilities include a basic research methods course and a more advanced cognitive laboratory focused on memory. She is recipient of the Psychology Department’s Distinguished Teaching Award. Dr. Bjork has a B.A. in Mathematics from the University of Florida. Her Ph.D. in Psychology is from the University of Michigan.

Gregory Bothun, Professor of Physics and Environmental Science at the University of Oregon. Dr. Bothun received his Ph.D. in Astronomy from the University of Washington in 1981. Since then he has held teaching/research positions at Harvard University, California Institute of Technology, the University of Michigan, and the University of Oregon, where he teaches classes in Astronomy, Physics, Environmental Science, Philosophy of Science, and Energy Policy. He long ago concluded that teaching via lectures was mostly a vehicle to entertain but not educate. He prepared and delivered his first web-based course in 1993, which pre-dates the web browser. He has been heavily involved in this enterprise since then, constantly evolving new tools. He now teaches all of his classes--regardless of subject--in a wireless laptop classroom environment for classes ranging in size from 20 to 80. This environment has become a mostly lecture-free zone notable for the heavy emphasis on collaborative interactive exploration of the material.

Nancy Cantor, President and Chancellor of Syracuse University. She received her A.B. in 1974 from Sarah Lawrence College and her Ph.D. in Psychology in 1978 from Stanford University. Dr. Cantor’s fields of specialization are personality and social psychology, and personality and cognition. Prior to her appointment as president and chancellor, she served as chancellor of the University of Illinois at Urbana-Champaign; provost and executive vice president for academic affairs at the University of Michigan; dean of the Horace H. Rackham School of Graduate Studies and vice provost for academic affairs at Michigan University; chair of the department of psychology at Princeton University; and professor of psychology and senior research scientist at the Institute of Social Research. She has co-authored and co-edited several books, and is the author and co-author of numerous book chapters and scientific journal articles. She is a fellow of the American Academy of Arts and Sciences and a member of the Institute of Medicine. Dr. Cantor received the American Psychological Association’s Distinguished Scientific Award for Early Career Contribution to Psychology and the Anti-Defamation League’s Woman of Achievement Award. She served as chair of the board of directors of the American Association for Higher Education, and as a member of the National Advisory Board of the National Survey of Student Engagement. Dr. Cantor currently serves on the Board of Trustees of Sarah Lawrence College, the Center for Advanced Study in the Behavioral Sciences, American Council on Education and the American Institutes for Research. She has served on various advisory boards and study sections of the National Science Foundation and the National Academies, including the Advisory Committee of the Office of Scientific and Engineering Personnel, and recently, Dr. Cantor served as a member of the Congressional Commission on Military Training and Gender-Related Issues.

Pedro Castillo, Professor of History and Provost of Oakes College at the University of California, Santa Cruz. His teaching/research specialization is in 20th century United States history with a focus on ethnicity/race, immigration and urbanization, in particular the history of the Mexican American community. His publications includes essays and books published in the United States and Mexico. The most recent publication is an edited book published in Mexico, Las Nuevas Fronteras del Siglo XXI/New Frontiers of the 21st Century (2000) and a co-written book, The American Nation (2000), which is a widely used textbook in American history courses in middle schools. While teaching at the University of California, Santa Cruz for over 25 years he has been involved in undergraduate general education reform. Moreover, he has been very active in local/state/national/international issues outside of the classroom. At the local level he has been a member of the Board of Trustees of the Community Foundation of Santa Cruz County and the Steinbeck Center. He was appointed to the National Council of the National Endowment for the Humanities by former President Bill Clinton in 1999. Finally, he has lectured extensively in Mexico, Central America and South America on historical, social/cultural and political issues in the Latino community of the United States.

Dawn L. Comeau, a joint Ph.D. candidate in Women’s Studies and Master’s candidate in Public Health at Emory University. Her research focuses on sexual identity, behavior and health. She is an instructor for undergraduate courses in Women’s Studies, as well as a teacher’s assistant for several courses in behavioral sciences in the School of Public Health. As a Howard Hughes Teacher/Scholar, she is working on the evaluation of Origins of ORDER, an interdisciplinary program designed to introduce freshman to graduate students’ scientific research.

Reed Way Dasenbrock, Dean of the College of Arts and Sciences and Professor of English at the University of New Mexico. Educated at McGill, Oxford, and Johns Hopkins, he completed his Ph.D. in English at Johns Hopkins in 1982. From 1981 to 2001, he taught at New Mexico State University, serving as Head of the Department of English and Associate Dean for Research in the College of Arts and Sciences. He is the author, co-author or editor of eight books, including, most recently, Truth and Consequences: Intentions, Conventions, and the New Thematics. He has published on modernism, post-colonial literature, literary theory, the relations between Italian and English literature from Dante to the present, and on issues facing the profession of literary studies. At UNM, he has inaugurated a university-wide undergraduate research program called PROFOUND (Program of Research Opportunities FOr UNDergraduates).

Ellen Yi-Luen Do, Associate Professor of Architecture at the University of Washington. She also has adjunct appointments in Landscape Architecture, the Interdisciplinary Ph.D program, the Undergraduate Honors Program and the Center for Digital Arts. She received a B.A. in Architecture (Honors) from National Cheng-Kung University in Taiwan, with a minor in Urban Planning, a Master of Design Studies from the Harvard Graduate School of Design, and a Ph.D. in Design Computing from Georgia Tech with a minor in Cognitive Science. Her research involves the development of freehand sketching, gesture and physical objects as an intuitive interface to knowledge based design systems and the areas of computer based visual analysis tools. Her papers have appeared in peer-reviewed international conferences and in journals on computer-aided design in architecture and civil engineering, design studies, computer graphics, artificial intelligence, diagrammatic reasoning and the human computer interactions. She is a member of the Association for Computing Machinery, Institute of Electrical and Electronics Engineers, Association for Computer-Aided Design in Architecture, International Conference on Learning Sciences and the American Institute of Architects and serves on the editorial board for the International Journal of Architectural Computing. She currently co-directs the Design Machine Group, a design computing research lab in which faculty and students explore new modalities of communication, collaboration, and coordination, physical and virtual worlds that push the current boundaries of computing environments for design. She has taught computer animation, multi-media authoring, digital design media, graphics programming, and modeling and rendering with computers. Her interdisciplinary freshman seminars on visual thinking, creative problem solving and spatial cognition have attracted students from all disciplines of science, arts, mathematics and engineering.

Janet Donald, Professor of Educational and Counselling Psychology at McGill University. Dr. Donald was also former director of McGill’s Centre for University Teaching and Learning. Her research focuses on the quality of postsecondary learning and teaching, particularly in fostering higher order learning. She also investigates disciplinary differences in knowledge acquisition and methods of inquiry in higher education. Her most recent book Learning to Think: Disciplinary Perspectives (2002) consolidates 25 years of research on student learning in academic disciplines. A previous book, Improving the Environment for Learning: Academic Leaders Talk About What Works (1997), discusses optimal practices for improving student learning. In her writings, Dr. Donald examines a range of topics critical to teaching and learning. They include disciplinary differences in knowledge validation, the role of higher education centers in improving the academy, the evaluation of undergraduate education, and professors' and students' conceptualizations of learning. Her honors include the Distinguished Researcher Award from the Canadian Society for the Study of Higher Education (1994), its Distinguished Member Award (1998), the McKeachie Career Award from the American Educational Research Association (2000), and election as Fellow of the Royal Society of Canada (2001). Dr. Donald earned her B.A. from the University of Western Ontario and her Ph.D. from the University of Toronto.

Diane Ebert-May, Professor of Plant Biology at Michigan State University. Dr. Ebert-May provides national leadership for promoting professional development, evaluation and improvement of faculty, postdoctoral teaching fellows, and graduate students who actively participate not only in their own discipline-based research, but also in creative research about teaching and learning. Her work in assessment of undergraduate learning in science guides many individual faculty as well as science departments throughout the country. She actively contributes to the educational initiatives of Ecological Society of America, has served on the National Research Council (NRC) Committee on Evaluating Undergraduate Teaching, and Committee on Integrating Education with Biocomplexity, is a Fellow of the American Association for the Advancement of Science, and is an advisory board member of the National Academy of Engineering’s Center for the Advancement of Scholarship on Engineering Education. Dr. Ebert-May’s research group is developing and testing a web-based concept-mapping tool that enables students in science courses to visualize their thinking online as well as to receive immediate feedback (NSF Assessment grant). In addition, she is the PI of project FIRST II (Faculty Institutes for Reforming Science Teaching, http://www.first2.org/), an NSF-funded national dissemination network for science faculty professional development in teaching through biological field stations and marine labs. Her recent publications describe active, inquiry-based instructional strategies, research designs, and assessment. She teaches plant biology to majors and environmental science to non-majors in large enrollment courses. Ebert-May recruits and mentors science postdoctoral fellows in teaching and learning funded projects. Her plant ecology research continues on Niwot Ridge, Colorado, where she has conducted long-term ecological research on alpine tundra plant communities since 1971. Dr. Ebert-May received her B.S. from the University of Wisconsin, Madison, and her M.A. and Ph.D. from the University of Colorado, Boulder. The URL for her Recent Course Web Site is: http://www.msu.edu/course/isb/202/ebertmay/home.html

Sarah C. R. Elgin, Professor of Biology, of Genetics, and of Education at Washington University in St. Louis. She began studying chromatin structure while an undergraduate at Pomona College, benefiting from an NIH-funded summer research program to work in the Caltech laboratory of James Bonner. Completing a Ph.D. with Bonner exploring the role of nonhistone chromosomal proteins, Dr. Elgin did postdoctoral research with Leroy Hood, also at Caltech, developing approaches to study chromosomal proteins in Drosophila. She has continued research on chromatin structure in Drosophila, making contributions to the analysis of nucleosome arrays as well as detection and analysis of accessible regulatory regions, required for gene activation. Her current research focuses on heterochromatin structure and gene silencing, particularly the role of Heterochromatin Protein 1 (HP1), located predominantly in the pericentric heterochromatin (James & Elgin, 1986, Molec Cell Biol, 6, 4126) and shown by genetic analysis to play a key role (Eissenberg et al, 1990, PNAS 87, 9923). During ’74-’99, Dr. Elgin taught a lecture/discussion course for graduate and undergraduate students on chromatin structure and function. From 1992 she has served as Director of WU’s HHMI Undergraduate Biological Sciences Education Program, which supports curriculum development and summer undergraduate research at WU. She began a “Science Education Partnership” with her children’s school district in the late 1980s, which has led both to development of materials that enable high school teachers to integrate teaching of DNA science and information on the Human Genome Project into their genetics unit (see http://www.so.wustl.edu), and to development of “Hands-on Science” courses for K-8 teachers, taught jointly by scientists and expert teachers. Her current efforts, funded by an HHMI Professors grant, are focused on bringing genomics into both the undergraduate curriculum and the K-12 Science Outreach program at WU. Dr. Elgin currently serves on the editorial boards of Molecular & Cellular Biology and Molecular Cell, and is co-editor-in-chief of Cell Biology Education, an open access journal. She is a member of the University City Science Advisory Council and of the Scientific Advisory Panel for the Encyclopedia of DNA Elements (ENCODE) Project at NHGRI.

Julie Ellison, Professor of American Culture, English and Art and Design and founding Director of Imagining America: Artists and Scholars in Public Life at the University of Michigan. Based at the University of Michigan, Imagining America is a national consortium that fosters the public role of the arts, humanities, and design through building new coalitions and working for structural change in higher education. Dr. Ellison served four years as Associate Vice President for Research at the University of Michigan. In this position, she proposed and led the University-wide Year of Humanities and Arts (YoHA) in 1997-1998. Her undergraduate studies were at Harvard, where she graduated magna cum laude in American History and Literature in 1973. She received her Ph.D. in English from Yale. With arts and humanities colleagues, she has developed a graduate course and a research seminar on public cultural work and undergraduate courses on “The Poetry of Everyday Life” and “Becoming a Scholar of Conscience.” Dr. Ellison has served on the Board of the Michigan Humanities Council as well as on the Michigan Task Force on Creativity, the Arts, and Cultural Education. Her scholarly work ranges across the literature and culture of eighteenth- and nineteenth-century, with particular emphasis on gender, emotion, politics, and genre. She has received an NEH fellowship, along with other research grants and awards and has published numerous scholarly works, including Cato’s Tears and the Making of Anglo-American Emotion (Chicago University Press, 1999). Her current research project is a study of World Poetry Day and other organized efforts to link poetry and democratic values. She has published poems in a number of quarterlies and magazines.

Renata Engel, Professor of Engineering Design and Engineering Science and Mechanics and Associate Vice Provost for Teaching Excellence at Pennsylvania State University. In the latter role she leads the Schreyer Institute for Teaching Excellence, a unit that has university-wide responsibility to provide support to faculty in the area of teaching and learning, specifically in the areas of course and curriculum development, professional enrichment, and educational testing and assessment. In her faculty role, she had worked individually and collaboratively to affect changes in the engineering curriculum, primarily to incorporate elements of design in fundamental courses. Her discipline specific research couples her interest in design and manufacturing with advanced materials. She has modeled liquid injection processes, polymer cure kinetics, metal powder compaction and powder compact strengthening via high temperatures (sintering). She has also worked with product design: fiber reinforced polymeric grids for reinforcement in concrete and embedded resistance heating element (carbon fiber) designs for making thick fiber reinforced plastic composites. Engel is active in the American Society for Engineering Education and holds a position on their Board of Directors. She has been the recipient of several individual and collaborative teaching awards, such as the George W. Atherton Award for Excellence in Teaching, and the Boeing Outstanding Educator Award. She is a Fellow in the American Society for Engineering Education.

David L. Ferguson, Distinguished Service Professor of Technology and Society and Applied Mathematics and Chair of the Department of Technology and Society at Stony Brook University. Dr. Ferguson is a recognized leader in efforts to recruit and retain minority members in science, technology, engineering and mathematics (STEM). He has directed or co-directed numerous multi-campus projects with this focus, including the NSF-funded SUNY Alliance for Graduate Education and the Professorate and the SUNY Louis Stokes Alliance for Minority Participation program. An expert on teaching mathematics, he has been an active contributor in the calculus reform movement, authored numerous papers on problem-solving, quantitative reasoning and educational, and is the editor of two books on educational computing. His teaching interests are broad and his wide-ranging innovations include co-directing a multi-campus project on applications of mathematical sciences throughout the curriculum, an NSF-funded project on innovative approaches to human-computer interfaces, an NSF-supported “Algorithm Discovery Development Project,“ co-designing and co-teaching a multidisciplinary course, on “Computer Modeling of Biological System,” and developing a course in applications of mathematics for liberal arts students. He is coordinator for the Math and Computer Science cluster of Science Education for New Civic Engagement and Responsibility (SENCER), an NSF-funded National Dissemination grant. He is Co-PI of two NSF-funded assessment projects: one a real-time multidimensional assessment of student learning, and the other an assessment of student achievement in undergraduate education. From 1998 to 2002, Dr. Ferguson directed Stony Brook’s Center for Excellence in Teaching and Learning. Dr. Ferguson received his M.A. from the University of California, Los Angeles and his Ph.D. from the University of California, Berkeley. His many honors include the State University of New York Chancellor's Award for Excellence in Teaching (1992), the U.S. Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring (1997) and The New York Academy of Sciences Archie Lacey Award (2004), which is presented nationally to an individual who has made extraordinary contributions to the participation of underrepresented minority students in STEM fields.

William Frawley, Dean of Columbian College and Professor of Anthropology and Psychology at George Washington University. Dr. Frawley received his Ph.D. in Linguistics from Northwestern University in 1979. From 1979 to 2002, when he assumed his present position, he was at the University of Delaware, where he served in the Provost’s Office as Faculty Director for Academic Programs and Planning and Director of Undergraduate Studies. Prior to that, for many years, he was Chair of the Department of Linguistics and Director of Cognitive Science. He has authored or edited more than a dozen books, edited several special issues of journals, and published more than sixty papers on language and cognitive science. Recent books include Vygotsky and Cognitive Science: Language and the Unification of the Social and Computational Mind (Harvard University Press), Making Dictionaries: Preserving Indigenous Languages of the Americas (University of California Press), and the four-volume Oxford International Encyclopedia of Linguistics (Oxford University Press). He has been an Associate Editor of Language, the field’s major journal, and is currently an Associate Editor of Language in Society. His current research is on the nature of meaning in language, the computational architectures appropriate to modeling language and mind, and medical informatics and computerized aids to psychiatry. As Dean of Columbian College, he has taken a leading role at George Washington in promoting discovery and engagement in the undergraduate experience through widespread curricular redesign (especially in the freshman year), undergraduate research, writing intensive courses, learning communities, and a variety of other efforts to connect undergraduates with senior faculty.

Howard Gardner, John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University, Adjunct Professor of Neurology at the Boston University School of Medicine, and Senior Director of Harvard Project Zero. Among his numerous honors, Dr. Gardner received a MacArthur Prize Fellowship in 1981. In 1990, he was the first American to receive the University of Louisville’s Grawemeyer Award in Education and in 2000 he received a Fellowship from the John S. Guggenheim Memorial Foundation. He has received honorary degrees from twenty colleges and universities, including institutions in Ireland, Italy and Israel. The author of twenty books translated into twenty-two languages, and several hundred articles, Dr. Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. During the past two decades, he and colleagues at Project Zero have been working on the design of performance-based assessments; education for understanding; the use of multiple intelligences to achieve more personalized curriculum, instruction, and assessment; and the nature of interdisciplinary efforts in education. In recent years, in collaboration with psychologists Mihaly Csikszentmihalyi and William Damon, Dr. Gardner has embarked on a study of GoodWork—work that is at once excellent in quality and also socially responsible. The GoodWork Project includes studies of outstanding leaders in several professions--among them journalism, law, science, medicine, theater, and philanthropy-- as well as examination of exemplary institutions and organizations. Dr. Gardner’s most recent books include Good Work: When Excellence and Ethics Meet (2001); The Disciplined Mind: Beyond Facts and Standardized Tests, the K-12 Education that Every Child Deserves (2000); Intelligence Reframed: Multiple Intelligences for the 21st Century (1999); Changing Minds: The Art and Science of Changing our Own and Other People’s Minds (2004) and Making Good: How Young People Cope with Moral Dilemmas at Work (with Wendy Fischman, Becca Solomon, and Deborah Greenspan, 2004). Dr. Gardner received his Ph.D. from Harvard University.

Robin L. Garrell, Professor of Chemistry & Biochemistry at the University of California, Los Angeles. Dr. Garrell received her B.S. degree in Biochemistry with Honors and Distinction from Cornell University in 1978, and her Ph.D. in Macromolecular Science and Engineering from the University of Michigan in 1984, where she was the recipient of Dreyfus and Lubrizol Foundation fellowships. She was an Assistant Professor on the faculty of the University of Pittsburgh until 1991, when she joined the faculty of the Department of Chemistry and Biochemistry at the University of California, Los Angeles. Her research centers on understanding molecular structure at solution-solid interfaces, and using those insights to control adhesion and wetting in applications such microfluidics. At UCLA, Dr. Garrell is the elected Chair of the Faculty of The College of Letters and Science, Associate Director of the Institute for Cell Mimetics in Space Exploration (CMISE), a member of the UCLA NSF-IGERT Materials Creation Training Program Executive Board, the Chemistry-Biology Interface Training Program Board, and the Board of the UCLA Alumni Association. She is also a member of the Exotic Materials Institute and the Biomedical Engineering faculty. She currently serves on numerous journal Editorial Advisory Boards and on several NIH Special Study Sections. Dr. Garrell was President of the Society for Applied Spectroscopy and an elected member of the Coblentz Society Board of Governors. She is the recipient of the National Science Foundation Presidential Young Investigator Award, Herbert Newby McCoy Award for Outstanding Research at UCLA, Iota Sigma Pi Agnes Fay Morgan Award, Hanson-Dow Award for Teaching Excellence at UCLA, and the UCLA Distinguished Teaching Award in 2003. She is a Fellow of the American Association for the Advancement of Science.

Lucia Albino Gilbert, Vice Provost, Professor of Educational Psychology, and Frank C. Erwin, Jr. Centennial Honors Professor at The University of Texas at Austin. An expert in the field of gender studies and career development, she is the author of four books and numerous articles on dual-earner families and gender processes in counseling and psychotherapy. Her current research focuses on gender and technology. As Vice Provost, Dr. Gilbert focuses mainly on undergraduate education and interdisciplinary initiatives. She originated and directs Connexus: Connections in Undergraduate Studies, established in June 2000 to enhance the undergraduate experience at UT Austin. She has received several awards for teaching and research excellence. Dr. Gilbert received her B.A. degree from Wells College and her Ph.D. from the University of Texas at Austin.

Gerald Graff, Professor of English and Education at the University of Illinois. He received his B.A. in English from the University of Chicago and his Ph.D. in English and American literature from Stanford University. Dr. Graff has been on the faculty at the University of New Mexico; Northwestern University, where he chaired the English Department for six years and later served as Director of the Northwestern University Press; and the University of Chicago where he was the George M. Pullman Distinguished Service Professor of English and Education and directed and was principal designer of the interdisciplinary Masters of Arts Program in the Humanities which attracted many high school teachers and led to his active involvement in courses linking secondary school education. Since 2000 he has been at the University of Illinois at Chicago where, in addition to his appointments in the English department and the College of Education. He was Associate Dean for Curriculum and Instruction in the College of Arts and Sciences. His responsibilities as Associate Dean included curricular development and high school teacher education. He is well known for his writings on literature and education, and his books have had wide impact. They include: Poetic Statement and Critical Dogma(Northwestern University Press: 1970; reprinted by the University of Chicago Press: 1980); Literature Against Itself (University of Chicago Press: 1979; reprinted by the Ivan Dee Press in 1995); Professing Literature: An Institutional History (U Chicago Press; 1987), which is now a standard work on the history of academic literary study in America; Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education(W. W. Norton: 1992) which received 1992 American Book Award from the Before Columbus Foundation and the 1992-93 Frederic W. Ness Award of the Association of American Colleges and Universities; and most recently Clueless in Academe: How Schooling Obscures the Life of the Mind (Yale University Press: 2003) which won the David H. Russell Research Award for 2003 from the National Council of Teachers of English. Many of his ideas on education may be found in Teaching the Conflicts: Gerald Graff, Curricular Reform, and the Culture Wars a collection of essays by him edited by William E. Cain (1993) and in Falling into Theory (Bedford Books of St. Martin's Press: 1993), a textbook edited by David Richter with a preface by Dr. Graff. His edited works include Jacques Derrida's Limited Inc. (Northwestern University Press, 1989); and with James Phelan a "Case Study in Critical Controversy" edition of Mark Twain's Adventures of Huckleberry Finn (Garland Press: 1993) and an edition of Shakespeare's play, “The Tempest,” also for the "Critical Controversies" series (Garland Press, 1995). Dr Graff's many honors include a Guggenheim Fellowship (1987) and a research fellowship at the Institute for Advanced Study in the Behavioral Sciences at Stanford (1994-95). His work has been the focus of several academic conferences, including ones at Bard College in October 1997 and March 1998 and at UCLA in April 1998; a session on Conflicts, Culture Wars, Curriculum: A Roundtable on Gerald Graff at the annual meeting of the Modern Language Association in December, 2001, with papers published in 2003 in Pedagogy; and an upcoming session on “Debating Graff's Clueless in Academe” to be held at the 2004 MLA convention in Philadelphia. The theme unifying all of Dr. Graff's work is the need for educational institutions to do more to close the gap between the culture of public discourse and that of students and other citizens. In the 1980s Dr. served on the Advisory Board of the Association of American Colleges and Universities and contributed to an AACU report, The Challenge of Connected Learning. With Gregory Jay, in 1991 he founded Teachers for a Democratic Culture, an organization aimed at combating conservative misrepresentations (as we saw them) of recent changes in the curriculum and the culture.

Bernadette Gray-Little, Professor of Psychology and Dean of the College of Arts and Sciences at the University of North Carolina at Chapel Hill. Prior to being Dean, she was Executive Associate Provost, a position that included major responsibility for faculty personnel review, senior administrative searches and reviews, and budget planning. From 1998 to 2001 she was the Senior Associate Dean for Undergraduate Education in the College of Arts and Sciences with responsibility for undergraduate academic programs. She served as Chair of the Department of Psychology from1993 to 1998, and prior to that directed a graduate program in clinical psychology. Her research reflects a continuing interest in the relation of social and cultural factors to personality and psychopathology. She has been a Social Science Research Council Fellow and a recipient of a Ford Foundation Senior Scholar Fellowship and a Fulbright Fellow. She received her B. A. from Marywood College and an M. S. and Ph.D. from St. Louis University. She has chaired or been a member of numerous University boards and committees. Outside the University, Dr. Gray-Little has served on the American Psychological Association's Board of Educational Affairs, Board of Directors of Division 12, Committee on Accreditation, and she has been a member of the Reinvention Center Executive Board since the Center was established. She has served as an accreditation site reviewer, external consultant for academic programs, and consultant in the leadership development of business and academic executives. She is associate editor of the American Psychologist and has been consulting editor for several journals.

Sandra Gregerman, Director of the Undergraduate Research Opportunity Program at the University of Michigan. Ms. Gregerman is currently the Chair of the Board of Governors for the National Conference on Undergraduate Research. She has directed Michigan’s Undergraduate Research Opportunity program since 1992, overseeing its expansion from 150 students and faculty to 1200 students and 600 faculty participants. In addition, she was instrumental in the establishment in 1998 of the UROP in Residence Program, a living learning program focused on research. Prior to assuming her position with UROP, Ms. Gregerman was the Director of Academic Programs for the University of Michigan's School of Natural Resources. She received her bachelor's degree in political science from the University of California, Davis and her master's degree from the University of Michigan School of Natural Resources and Environment. Her academic background is in environmental policy and communication. In her work in higher education, she has focused on issues related to women in science and retention of historically, underrepresented students of color. She is an expert on the development, implementation, and assessment of undergraduate research programs, has published in these areas, and served as a consultant to other campuses interested in establishing and evaluating such programs. Ms. Gregerman is the recipient of an Outstanding Freshman Advocate Award from the National Resource Center for the Freshman Year Experience. The Undergraduate Research Opportunity has won several Awards under her leadership, the NSF Recognition Award for the Integration of Research and Teaching, the White House Presidential Award for Excellence In Science, Engineering, and Mathematics Mentoring, and a Hesburgh Award.

Milton D. Hakel, Ohio Board of Regents' Eminent Scholar in Industrial and Organizational Psychology at Bowling Green State University. He received his Ph.D. in Psychology in 1966 from the University of Minnesota. Dr. Hakel chaired the Coordinating Committee for the Human Capital Initiative, a national effort to bring psychological science to the attention of governmental and private sector officials as a source of solutions to national problems. He serves on the Board on Testing and Assessment of the National Research Council. Recently he co-chaired a working retreat on Applying the Science of Learning to University Education. An edited book on this topic was published in March, 2002. Dr. Hakel’s major current interest is in the role of formative assessment in learning and performance. At Bowling Green he chairs the Student Achievement Assessment Committee and the Electronic Portfolio Steering Committee, committees that have identified learning outcomes in majors and for the university as a whole, and also have begun building the means for students to document their own learning and development. He created Springboard, a first year experience course that involves students and their coaches in meaningful assessment and self development though a series of activities, some of which are recorded on video for later feedback and reflection. He chaired the team that created BGSU’s Academic Plan, and presently chairs a task force that is investigating the creation of a Ph.D. program in learning and teaching with an emphasis on math and science. He is a fellow of Society for Industrial and Organizational Psychology, the American Psychological Society, and the American Association for the Advancement of Science.

David Michael Hertz, Professor of Comparative Literature at Indiana University, Bloomington. His books include The Tuning of the Word: The Musico-Literary Poetics of the Symbolist Movement, Angels of Reality: Emersonian Unfoldings in Charles Ives, Wallace Stevens and Frank Lloyd Wright and Frank Lloyd Wright in Word and Form. Dr. Hertz has written on modern poetry, music, drama and architectural history. Also a composer and pianist, he is the co-founder of the Center for Comparative Arts Studies at Indiana University. Hertz has received grants from the Mellon and Graham foundations, and he is listed in Who’s Who Among College Teachers (2002 edition). He was recently appointed to the National Council on the Humanities. He earned B.A. (Comparative Literature), B.S. (School of Music) and M.A. (Comparative Literature) degrees at Indiana University. His Ph.D. in Comparative Literature is from New York University.

Laura Hess, Associate Director for the Humanities and Social Sciences, the Harriet W. Sheridan Center for Teaching and Learning at Brown University. Dr. Hess received her B.A. in East Asian Studies from Yale University in 1984, and her M.A. and Ph.D. in Asian Languages and Literature from the University of Washington in 1989 and 1994 respectively. Before joining the Brown University faculty in 1996, she was a Visiting Assistant Professor at St. Olaf College for two years. For eight years, she was an Assistant Professor of Chinese in Brown’s Department of East Asian Studies, where she taught modern and classical Chinese. Her publications include articles on various sinological and linguistic topics. In addition to her work at the Sheridan Center, she has been a Freshman, Sophomore and Study Abroad Advisor.

Elliot Hirshman, Chair of the Department of Psychology and Hunt Professor at George Washington University. Dr. Hirshman received his B.A. in Economics and Mathematics from Yale University and his M.A. and Ph.D. in Cognitive Psychology from the University of California, Los Angeles. Previously, he served as Chair of the Department of Psychology at the University of Colorado at Denver, as Special Assistant to the Provost at the University of North Carolina at Chapel Hill, and as an American Council on Education Fellow in the office of the Provost at Arizona State University. Dr. Hirshman’s research focuses on cognitive, biological and computational models of learning and memory. He has served as Associate Editor of the Journal of Experimental Psychology since 2000 and previously served as Associate Editor of Psychonomic Bulletin & Review and on the editorial boards of the Journal of Experimental Psychology and Memory & Cognition. Dr. Hirshman is the author of over 100 peer-reviewed papers and conference presentations in the area of learning and memory.

Patricia Iannuzzi, Associate University Librarian, Director of the Main and Undergraduate Libraries, and Director of Library Collections at the University of California, Berkeley. She has held previous positions in libraries at Florida International University, Yale University, and Tufts University. She chaired the task force sponsored by the Association of College and Research Libraries that worked with the American Association of Higher Education, the Middle States Commission on Higher Education, and other higher education representatives to develop Information Literacy Competency Standards for Higher Education. She speaks and publishes on topics related to information literacy and collaboration, student learning outcomes and assessment, information literacy and accreditation, and the educational role of the library, and has been a consultant to the Andrew W. Mellon Foundation to review their grant projects awarded to consortia of liberal arts colleges for information literacy/information fluency.

Dennis C. Jacobs, Professor of Chemistry, Faculty Fellow of the Center for Social Concerns, and Vice President and Associate Provost at the University of Notre Dame. In addition to establishing a laboratory research program focused on exploring the reaction of energetic molecular ions with solid surfaces, Dr. Jacobs has developed and assessed various innovative strategies for teaching chemistry to undergraduate students. For example, in a partnership with several community organizations, Notre Dame chemistry students use their laboratory expertise to address the problem of lead-poisoning among children in impoverished neighborhoods within South Bend, Indiana. Dr. Jacobs was named a 1993 Alfred P. Sloan Research Fellow, a 1999 Carnegie Scholar, and the 2002 U.S. Professor of the Year for Doctoral and Research Universities. Dr. Jacobs received his B.S in Chemistry from University of California at Irvine and his Ph.D. in Physical Chemistry from Stanford University.

Victor Jaime, Vice President for Student Services at Imperial Valley College. Dr. Jaime received his Ed.D. in Educational Leadership from Northern Arizona University. He has served as Dean of Financial Aid & State Programs and Project Director of TRIO, a program that prepares and assists community college students transferring to four-year institutions. Dr. Jaime was a Community College transfer student from Imperial Valley College to the University of California system.

Elizabeth Jones, Schwertz University Professor of Life Sciences, Head of Biological Sciences, and Howard Hughes Medical Institute Professor at Carnegie Mellon University. She holds a B.S. in Chemistry and a Ph. D. in genetics, both from the University of Washington. After postdoctoral work in microbiology at MIT, she joined the faculty at Case Western Reserve University in 1969. She joined the Carnegie Mellon faculty in 1974. Her research is in the molecular genetics of the yeast Saccharomyces cerevisiae. She teaches genetics and has been collaborating on the development of the Genetics Cognitive Tutor since 2001. She received a science college teaching award at CMU in 1984 and the Robert Doherty Award for sustained excellence in teaching from Carnegie Mellon in 1994, primarily for initiating and entrenching undergraduate research as an integral part of the Carnegie Mellon education. She directed CMU's NSF-REU site for undergraduate research from 1987-95, Beckman Scholars Program from 2000-2001 and Howard Hughes Medical Institute Undergraduate Biological Sciences Education Program from 2000-. She is Editor-in-Chief of GENETICS and a member of the American Academy of Microbiology. She belongs to the Genetics Society of America (President 1987), American Society for Cell Biology, American Society for Human Genetics the American Society for Microbiology, and the American Association for the Advancement of Science.

Wendy Katkin is the Director of the Reinvention Center, a national organization established in 2000 to work for the improvement of undergraduate education at research universities. Dr. Katkin has long been involved in initiatives to enhance undergraduate education at research universities. In her previous positions as Associate Provost for Educational Initiatives and Associate Dean of Arts and Sciences at the University at Stony Brook, she provided leadership in the development and implementation of programs to improve teaching and student learning. She founded and for five years directed Stony Brook's nationally-recognized Women in Science and Engineering project (WISE), designed to engage high-ability high school and college women in the excitement and challenge of science and math. She also initiated many of the University's undergraduate research programs. These innovations were critical to Stony Brook being one of ten research universities nationwide selected by the National Science Foundation in 1997 for a Recognition Award for the Integration of Research and Education (RAIRE). Dr. Katkin played a pivotal role in the activities cited by the TIAA-CREF when Stony Brook was one of three institutions honored in 1999 with a Theodore M. Hesburgh Certificate of Excellence for Faculty Development to Enhance Undergraduate Teaching and Learning. In 1991, she was cited by the U.S. Department of Energy for her contributions to the math and science education of minority students. Dr. Katkin has a PhD in English (1973; University at Buffalo) and an MS in Psychology (1976; University at Buffalo). She has written on issues relating to undergraduate education and to women in science, and is co-editor of a book, Beyond Pluralism: Essays on the Definition of Groups and Group Identities in American History (1998). Her three most recent publications are "Reinventing Undergraduate Education: Three Years After the Boyer Report" in Undergraduate Research: Models for Learning through Inquiry (Jossey-Bass, 2003); "The Integration of Research and Education: A Case Study in Reinventing Undergraduate Education at a Research University" in Reinvigorating the Undergraduate Experience through Research and Inquiry-Based Learning (Council of Undergraduate Research, 2003), and "Building Connections in Research Universities" published in Math & Bio 2010: Linking Undergraduate Disciplines (The Mathematical Association of America, 2004).

Kenneth Kotovsky, Professor of Psychology at Carnegie Mellon University. He also directs the undergraduate program in psychology at CMU where he has been on the faculty since 1988. He holds a B.S. from M.I.T. and an M.S. and Ph.D. (Psychology) from CMU. His research is focused on cognition, and in particular the cognitive processes involved in problem solving. He uses empirical and computer simulation methodologies to study problem solving. Some of the issues his work has focused on include factors that influence problem difficulty, the early stages of the acquisition of expertise and how the representation of problems influences the above. He is particularly interested in the processes involved in creative engineering design as well as the role played by non-conscious processes in all these problem-solving activities. He has been awarded the Karl Taylor Compton Prize at M.I.T. and the University Undergraduate advising award at CMU. He is a member of the American Psychological Society, the Cognitive Science Society and the Association for the Scientific Study of Consciousness.

Ralph W. Kuncl, Provost and Professor of Biology, Bryn Mawr College, and Adjunct Professor of Neurology, University of Pennsylvania. Dr. Kuncl has been a national leader in the neurosciences. Before becoming Provost at Bryn Mawr College in 2002, he was Professor of Neurology, Pathology, and the Graduate Program in Cellular and Molecular Medicine, Director of the Neuromuscular Pathology Laboratory, and Vice Provost for Undergraduate Education at Johns Hopkins University. There, he created an eight-department multidisciplinary Motor Neuron Study Group, was Associate Editor of the leading international neuroscience journal, Annals of Neurology, and conceived and established several university philanthropic funds for research, including the Cal Ripken/Lou Gehrig Fund for Neuromuscular Research. As a teacher, he has won several awards for excellence, including the Frank Ford Award for outstanding teaching in neurosciences; he was the John Kendig Neuroscience Lecturer in 1998. He has trained numerous post-graduate and undergraduate students who have gone on to named fellowships and research awards themselves. The inaugural volume of the philosophy journal, Prometheus, was dedicated to his mentoring of undergraduates. The University of Chicago honored him with the Distinguished Service Award in 2002. As a Fellow of the American Council on Education, he focused his research on how one might best re-design an undergraduate school of arts and sciences that exists within the mission of a strong research university. Most recently, he authored a study of federal under-investment in higher education research, published in the July 2004 issue of Academe. He has been active in the arts for the past 17 years as a performer with the Baltimore Choral Arts Society, which is heard regularly on national and international public radio on "The First Art." Dr. Kuncl earned both his Ph.D. and M.D. degrees at the University of Chicago.

David G. Lynn, Asa Griggs Candler Professor of Chemistry and Biology at Emory University. Dr Lynn is in the section of BioMolecular Chemistry and a member of the Center for Fundamental and Applied Molecular Evolution (FAME) and the Center for the Analysis of Supramolecular Self-assemblies (CASS). He currently holds a Howard Hughes Medical Institute Professorship. His research interests include chemical biology, conformational and molecular evolution; nanostructural synthesis and self-assembly; self-assembly and signal transduction in cellular development and pathogenesis; molecular skeletons for storing and reading information; origins of biological order. Dr. Lynn received his A.B. degree in chemistry from the University of North Carolina at Chapel Hill and his Ph.D. in organic/biological chemistry from Duke University.

Giancarlo Maiorino, Rudy Professor of Comparative Literature and Director of the Center for Comparative Arts Studies at Indiana University, Bloomington. Since he began teaching at Indiana University in 1972, Dr. Maiorino has developed courses on the relationship between literature and the visual arts from the Renaissance to the 21st century. He has taught comparative arts at the undergraduate and graduate levels. His scholarship, which includes many books on Renaissance, Mannerism, Baroque, and the Picaresque, are all interdisciplinary. He has organized numerous national conferences on comparative and interdisciplinary topics in the humanities. At present, he is writing about the relationship between the Renaissance and Postmodernism. Professor Maiorino received his Ph.D. in Comparative Literature (1973), Ph.D. in Italian (1970) and M.A. in Art History (1972) from the University of Wisconsin, Madison.

Robert Mathieu, Professor of Astronomy at the University of Wisconsin at Madison. Dr. Mathieu was educated at Princeton University and the University of California, Berkeley, after which he became a Fellow of the Harvard-Smithsonian Center for Astrophysics. He has received a Presidential Young Investigator award and a Guggenheim Fellowship for his research into the dynamics of star clusters and the formation of binary stars. He presently serves as President of the Board of Directors of the WIYN Observatory. Dr. Mathieu also has directed national initiatives for the improvement of science higher education. From 1998 to 2000 he was the Associate Director of the National Institute for Science Education, and led the development of the Field-tested Learning Assessment Guide (FLAG) and other resources for science, engineering, and mathematics faculty (www.wcer.wisc.edu/nise/cl1). He is currently the Director of the Center for the Integration of Research, Teaching, and Learning, a five-year National Science Foundation funded Center for Learning and Teaching that focuses on the preparation of science, engineering, and math graduate students for future roles as both forefront researchers and skilled teachers and communicators. Dr. Mathieu received his Ph.D. from the University of California at Berkeley.

Joseph J. McCarthy, Associate Professor of Chemical and Petroleum Engineering at the University of Pittsburgh. Professor McCarthy received his Ph.D. from Northwestern University in Chemical Engineering. At Northwestern, Professor McCarthy helped develop and was the inaugural participant in an ongoing trainee program for graduate students, the Apprentice Professor Program. Upon completion of his degree, in 1998, Dr. McCarthy joined the faculty of Chemical Engineering at the University of Pittsburgh. Professor McCarthy's disciplinary research is focused on transport phenomena in particulate and multi-phase flows. His educational interests focus on technology-enhanced teaching/learning and integration of core knowledge early in the curriculum.

Mark A. McDaniel, Professor of Psychology at Washington University in St. Louis. He formerly was the Chair of the Psychology Department at the University of New Mexico and has also been on the faculties at the University of Notre Dame and Purdue University. Dr. McDaniel received his Ph.D. in experimental psychology from the University of Colorado in 1980. His focal research interests are encoding and retrieval processes mediating memory, learning of complex concepts such as intervening and function concepts, and how memory and learning can be improved in educational settings. Dr. McDaniel’s research interests also include prospective memory and aging. He has authored more than 100 publications, and for the past 17 years his work has been supported by the National Institutes of Health and by the National Aeronautics and Space Administration. He is a fellow of the American Psychological Association, has served on numerous editorial boards, including the Journal of Educational Psychology, and is former associate editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition.

Donald McKayle, Choreographer/Director, Claire Trevor Professor of Dance and Artistic Director UCI Dance at the University of California, Irvine. The Dance Heritage Coalition has named Mr. McKayle "one of America's Irreplaceable Dance Treasures: the first 100." He has choreographed over seventy works for dance companies in the United States, Canada, Israel, Europe, and South America, including his masterworks Games, Rainbow Round My Shoulder, District Syoryville, and Songs of the Disinherited, which are considered modern dance classics and performed around the world, and the ten-hour production of Tantalus, produced by the Royal Shakespeare Company in collaboration with the Denver Center Theatre Company. The Alvin Ailey American Dance Theater, the Cleo Parker Robinson Dance Ensemble, Ballet San Jose Silicon Valley, the Dayton Contemporary Dance Company, and the Lula Washington Dance Theatre serve as repositories for his works. Mr. McKayle has received honors and awards in every aspect of his illustrious career. His choreography for Broadway musical theater has earned him five Tony nominations: Sophisticated Ladies, Doctor Jazz, A Time for Singing, and for Raisin, which garnered the Tony Award as Best Musical, and for which he received Tony nominations for both direction and choreography. For Sophisticated Ladies he was also honored with an Outer Critics Circle Award and the NAACP Image Award. His most recent choreography for Broadway was showcased in It Ain't Nothing' But the Blues that earned a Tony nomination for Best Musical. He received an Emmy nomination for the TV Special, Free To Be You and Me. His work for film includes Disney's Bedknobs and Broomsticks, The Great White Hope, and The Jazz Singer. His other media awards include a Los Angeles Drama Logue Award for Evolution of the Blues and a Golden Eagle Award for On the Sound. In dance, he has received the Capezio Award, the Samuel H. Scripps/American Dance Festival Award, the American Dance Guild Award, a Living Legend Award from the National Black Arts Festival, the Heritage Award from the California Dance Educators Association, two Choreographer's Fellowships from the National Endowment for the Arts, the Dance/USA Honors, and an Irvine Fellowship in Dance. In 2003, the Ballet San Jose Silicon Valley and the Lula Washington Dance Theatre both honored him with retrospective programs. For his work in education, he has earned the Balasaraswati/Joy Ann Dewey Beinecke Endowed Chair for Distinguished Teaching, UCI's Distinguished Faculty Lectureship Award for Research, been selected as a prestigious Bren Fellow and been awarded the UCI Medal, the highest honor given by the University of California, Irvine. Mr. McKayle is Artistic Mentor for the Limón Dance Company. He also served on the faculties of the Juilliard School, Bennington College, Bard College, Sarah Lawrence College, the American Dance Festival, Jacob's Pillow Dance Festival, and was Dean of the School of Dance at the California Institute of the Arts. His real educational credentials, however, reside in generations of students, many of whom are now in professional careers. His autobiography Transcending Boundaries: My Dancing Life has been published by Routledge Press, and Heartbeats of a Dancemaker, a documentary on his life and work, was aired on PBS stations throughout the United States.

Gail Kern Paster, Director, Folger Shakespeare Library. Dr. Kern Paster took office as Director of the Folger Shakespeare Library on July 1, 2002. She continues as editor of Shakespeare Quarterly, the leading scholarly journal devoted to Shakespeare, published by the Folger Shakespeare Library in association with the George Washington University, where she was a Professor of English and had taught since 1974. She earned a B.A., magna cum laude, at Smith College, where she was elected to Phi Beta Kappa, and a Ph.D. at Yale University. She has won many national fellowships and awards, including fellowships from the Woodrow Wilson Foundation, National Endowment from the Humanities, the John Simon Guggenheim Memorial Foundation, and the Mellon Foundation. She is the author of numerous scholarly articles and two books—The Idea of the City in the Age of Shakespeare (1986) and The Body Embarrassed: Drama and the Disciplines of Shame in Early Modern England (1993)—as well as the co-editor of the Bedford Books “A Midsummer Night’s Dream:” Texts and Contexts (1998) and editor of Thomas Middleton’s 1607 comedy, Michaelmas Term (2000). Her new book, Humoring the Body: Emotions and the Shakespearean Stage will be published by the University of Chicago Press in fall 2004. Professor Paster has been a trustee of the Shakespeare Association of America and served as President of that organization in 2003. She served two terms as a public member of the Folger Shakespeare Library committee.

Joseph Potenza, Professor of Chemistry at Rutgers University. Professor Potenza received a B.S. in Chemistry from the Polytechnic Institute of Brooklyn (1962) and a Ph.D. in Chemistry from Harvard University (1967). Following two years in the United States Army, he entered Rutgers University in the fall of 1968 as an Assistant Professor of Chemistry and became a Professor II (Distinguished Professor) of Chemistry in 1981. He was named University Professor in 1996. With his students and colleagues, Professor Potenza has co-authored more than 140 journal articles. His research interests have included boron chemistry, collision mechanics in liquids, x-ray crystallography, and bioinorganic chemistry. He was an Alfred P. Sloan Fellow and the recipient of an Alexander von Humboldt Senior U. S. Senior Scientist Award (Humboldt Award). Professor Potenza has taught General Chemistry, Honors General Chemistry, Physical Chemistry, and several advanced undergraduate and graduate courses including Introduction to Group Theory, Introduction to Quantum Mechanics, and X-ray Crystallography. In addition, he co-developed and taught Impact of Chemistry, a course designed for nonscientists, that incorporates group work, essays, problem sets, and field work into the classroom experience. He has twice received the Outstanding Teacher Award given by the Parent's Association of Rutgers College (1974, 1988) and in 2002 received the Rutgers University Warren I. Susman Award for Excellence in Teaching, which is Rutgers highest teaching award. Professor Potenza’s numerous administrative positions have included Chemistry Department chair and graduate director, Associate Provost for Academic Affairs in the Sciences, and Provost and Dean of the Graduate School.

Patricia Pukkila, Associate Professor of Biology and Director of the Office of Undergraduate Research at the University of North Carolina at Chapel Hill. Dr. Pukkila earned a B.S. degree from the University of Wisconsin-Madison and a Ph. D. from Yale University. She has received both a Chancellor’s Tanner Award and a Bowman and Gordon Gray Associate Professorship for excellence in undergraduate teaching. She has organized two multi-campus undergraduate research symposia for the North Carolina state legislature in 2001 and 2003 (the latter involved students from every school in the UNC system). She is a Councilor in the At-Large Division of the Council on Undergraduate Research, a member of the Education Committee of the American Society for Cell Biology, and she edits the Genetics Education section of the journal Genetics. Her research interests include the genetic basis of meiotic chromosome behavior and fungal genomics.

Judith Ramaley, Assistant Director for Education and Human Resources at the National Science Foundation. Dr. Ramaley has been a professor of biology at five universities, served as president of the University of Vermont and Portland State University in Oregon, and held senior administrative positions at the State University of New York at Albany, the University of Kansas, and the University of Nebraska. She served as chair of the American Council on Education's Commission on Women in Higher Education and the National Association of State Universities and Land Grant Colleges (NASULGC) Commission on the Urban Agenda, and currently chairs a committee of the U.S. Department of Education's National Advisory Council for School-to-Work Opportunities and the Association of American Colleges and Universities' National Panel on Greater Expectations. Dr. Ramaley holds a bachelor’s degree from Swarthmore College and a Ph.D. from the University of California, Los Angeles. She is the author of several seminal publications on educational reform and its relation to society.

Janet Rankin, Associate Professor (Research) of Engineering and Associate Director, Life and Physical Sciences, Harriet W. Sheridan Center for Teaching and Learning at Brown University. Dr. Rankin received her Sc. B. in Engineering from Brown University in 1983, and her Ph.D. in Materials Science and Engineering from the Massachusetts Institute of Technology in 1989. From 1989 until 1991, she was a staff scientist at Oak Ridge National Lab, in Oak Ridge, Tennessee. Dr. Rankin was a Bunting Fellow at Radcliffe College during the 1991-92 academic year. She received a Visiting Professorship for Women Award from the National Science Foundation which funded her research at Brown during the 1993-1995 academic years. Her current research is supported by grants from the National Science Foundation, and the U.S. Department of Energy. From 1998 - 2000, Dr. Rankin worked in the Dean of the College Office at Brown, as Coordinator of the ExSEL Program, a program to support and encourage the participation of traditionally under-represented minorities in math and science disciplines. She became Associate Director for the Life and Physical Sciences at the Sheridan Center in 1998. Her work at the Sheridan Center is focused on graduate student and faculty development, instructional technology, and interdisciplinary teaching and research. Dr. Rankin is a Freshman and Sophomore advisor, as well as Faculty advisor to the Society of Women Engineers (SWE), and the National Society of Black Engineers (NSBE). She teaches a variety of Materials Science courses as well as general courses in the Engineering Core.

Cory A. Reed, Associate Professor of Spanish Literature at the University of Texas at Austin. He received his Ph.D. from Princeton University. His field of specialization is 16th and 17th century Spanish literature. The author of a book on Cervantes's short drama and several journal articles, he is presently completing a book on scientific and technological imagery in Don Quixote. Dr. Reed is a past recipient of the President's Associates Teaching Excellence Award. He currently directs the interdisciplinary Tracking Cultures Program in the College of Liberal Arts, which combines Transatlantic studies on campus with research and study abroad to investigate the historical roots of American Southwestern culture in Mexico, Spain, and North Africa.

Jeffrey T. Roberts, Professor, Department of Chemistry at the University of Minnesota at Twin Cities. Dr. Roberts received his B.S. in chemistry from the University of California-Berkeley in 1978. He attended graduate school at Harvard University, where he earned a chemistry Ph.D. in 1988, working under the direction of Cynthia Friend. Dr. Roberts was a post-doctoral fellow at Stanford University from 1988-1990 in the laboratory of Robert Madix in the Chemical Engineering Department. He joined the University of Minnesota, Twin Cities Chemistry Department as an assistant professor in 1990, and rose through the ranks to become full professor in 2003. Dr. Roberts’ research interests are in the areas of environmental surface science and chemical vapor deposition. He also directs the University of Minnesota Research Site for Educators in Chemistry (RSEC, www.chem.umn.edu/rsec), which supports and encourages research collaborations between University of Minnesota chemistry faculty and faculty at primarily undergraduate institutions. Dr. Roberts is the recipient of numerous awards, including a Dreyfus Foundation New Faculty Award, a Sloan Fellowship, and a National Science Foundation Special Creativity Award.

Sue Rosser, Professor of History, Technology, and Society, and Dean of Ivan Allen College at Georgia Institute of Technology. Dr. Rosser received her Ph.D. in Zoology from the University of Wisconsin-Madison. From 1995-1999, she was Director for the Center for Women’s Studies and Gender Research and Professor of Anthropology at the University of Florida-Gainesville. In 1995, she was Senior Program Officer for Women’s Programs at the National Science Foundation. From 1986 to 1995 she served as Director of Women’s Studies at the University of South Carolina, where she also was a Professor of Family and Preventive Medicine in the Medical School. Dr. Rosser has edited collections and written approximately 100 journal articles on the theoretical and applied problems of women, science, and technology and women’s health. She is the author of the nine books: Teaching Science and Health from a Feminist Perspective: A Practical Guide (1986); Feminism within the Science and Health Care Professions: Overcoming Resistance (1988); Female-Friendly Science (1990), Feminism and Biology: A Dynamic Interaction (1992); Women’s Health: Missing from U.S. Medicine (1994); Teaching the Majority (1995); Re-engineering Female Friendly Science (1997); Women, Science, and Society: The Crucial Union (2000); and The Science Glass Ceiling: Academic Women Scientists (in press). She served as the Latin and North American Co-editor of Women’s Studies International Forum from 1989-1993 and currently serves on the editorial boards of NWSA Journal, Journal of Women and Minorities in Science and Engineering and Women’s Studies Quarterly. She has held several grants from the National Science Foundation, including “A USC System Model for Transformation of Science and Math Teaching to Reach Women in Varied Campus Settings” and “POWRE Workshop.” From 2001—2005, she serves as co-PI on Georgia Tech’s $3.7 million ADVANCE NSF grant. During the fall of 1993, she was Visiting Distinguished Professor for the University of Wisconsin System Women in Science Project.

Matthew S. Santirocco, Dean of the College of Arts and Science, Professor of Classics, and Angelo J. Ranieri Director of Ancient Studies at New York University. Before arriving at NYU, he was Professor and Chair of Classical Studies and Dean of the College of Arts and Sciences at the University of Pennsylvania. He has also taught at the University of Pittsburgh, and Columbia, Emory, and Brown Universities. Dr. Santirocco's research and teaching ranges widely and includes Latin literature, Greek poetry, mythology, and the classical tradition. Educated at Columbia and Cambridge Universities, he is the author of a book on Latin lyric poetry, several edited volumes on the classical tradition and on Horace, and many scholarly articles. He is currently working on a book about the poetics of patronage in Augustan Rome. At Penn he developed humanities curricula in the MBA and Executive Education Programs of the Wharton School. At NYU he helped to design a new core curriculum, the Morse Academic Plan and led faculty in the creation of an undergraduate research initiative, Collegiate Seminars, and a variety of interdisciplinary and interschool programs. NYU's Center for Ancient Studies, which he founded and directs, promotes the development of interdisciplinary courses, annual conferences and colloquia, and summer outreach seminars for faculty from throughout the United States. Dr. Santirocco also has an interest in secondary education, and has directed two NEH Seminars for School Teachers and participated in a year-long NEH Masterworks grant. He has served as Vice President for Professional Matters and is currently Senior Financial Trustee of the American Philological Association. He was also the editor of the Association's monograph series, American Classical Studies, and is currently the editor of the journal, Classical World. Dr. Santirocco, who is a member of the Reinvention Center’s Executive Board, received his B.A. and Ph.D. degrees at Columbia University. He also has an M.A. in Classics from Cambridge and an honorary M.A. degree from the University of Pennsylvania.

Paige E. Schilt, Director of the Bridging Disciplines Programs at the University of Texas – Austin. She earned her Ph.D. in English at UT Austin, where she concentrated on Folklore/Popular Culture/Cultural Studies. Her articles on documentary film and contemporary culture have appeared in film journals such as Film Quarterly and The Velvet Light Trap. Dr. Schilt has more than ten years of experience working with interdisciplinary undergraduate programs, including the Comparative History of Ideas Program at the University of Washington and the Center for Women’s Studies at UT Austin.

Caesar Sereseres, Associate Dean for Undergraduate Studies, School of Social Sciences at the University of California, Irvine. Professor of Political Science and Coordinator for International Studies. Dr. Sereseres received Ph.D. from the University of California, Riverside. A community college transfer from San Bernardino Valley College to the University of California system, he has served as Chair of the Academic Senate Committee on Undergraduate Admissions & Relations with Schools and a member of the University of California Board of Admissions & Relations with Schools (BOARS). While a five-year member of BOARS, he participated in the creation of new transfer policies and strategies to facilitate the transfer of California community college students to the University of California system.

John Edward Sexton, the fifteenth President of New York University, also is the Benjamin Butler Professor of Law and NYU Law School’s Dean Emeritus, having served as Dean for 14 years. He joined the Law School’s faculty in 1981, was named the School’s Dean in 1988, and was designated the University’s President in 2001. President Sexton is a fellow of the American Academy of Arts and Sciences and a member of both the Association of American University Presidents and the Council on Foreign Relations. He presently is the Chairman of the Board of the Federal Reserve Bank of New York. While Dean of the Law School he was President of the Association of American Law Schools, and he was the founding Chairman of the Board of NASD Dispute Resolution.

President Sexton received a B.A. in History (1963) from Fordham College; an M.A. in Comparative Religion (1965) and a Ph.D. in History of American Religion (1978) Fordham University; and a J.D. magna cum laude (1979) from Harvard Law School. He is an author of the most widely used legal textbook on any subject, a text on Civil Procedure. He also is the author of Redefining the Supreme Court’s Role: A Theory of Managing the Federal Court System (a treatment of the Supreme Court’s case selection process) in addition to several other books, numerous chapters, articles and Supreme Court briefs. Before coming to NYU, President Sexton served as Law Clerk to Chief Justice Warren Burger of the United States Supreme Court (1980-1981), and to Judges David Bazelon and Harold Leventhal of the United States Court of Appeals (1979-1980). For ten years (1983-1993), he served as Special Master Supervising Pretrial Proceedings in the Love Canal Litigation. From 1966 - 1973, he was a Professor of Religion at Saint Francis College in Brooklyn, where he was Department Chair from 1970-1975.

Judith L. Smith, Professor of Physiological Science and Dean of Honors and Undergraduate Programs, College of Letters and Science; and Vice Provost for Undergraduate Education, University of California at Los Angeles. Dr. Smith is UCLA's first Vice Provost for Undergraduate Education. In this post, created in 1996, she is responsible for many programs that foster innovation and excellence in undergraduate education, including General Education, College Honors, the Student Research Programs, the College's Writing II Program, freshman orientation, the Office of Instructional Support, and UCLA's student diversity programs. She received her doctorate from the University of Wisconsin and began her career at UCLA as an Assistant Professor in Physiological Science. Early in her career, she was recognized for innovative teaching, and was only the second woman to receive a UCLA Distinguished Teaching Award. She was the Chair of her department for five years and co-founded the undergraduate Neuroscience program, an inter-departmental program that spans the College of Letters and Science and the School of Medicine. Her research on spinal cord physiology and limb dynamics was continuously funded by NIH for 27 years, and she received a Javits Neuroscience Research Award in 1990. Dr. Smith earned her bachelor's degree at the University of California, Santa Barbara and her doctoral degree at the University of Wisconsin.

Greig Stewart, Executive Director of College Park Scholars at the University of Maryland. Dr. Stewart assumed this position after having served as the Associate Dean for the University’s Philip Merrill College of Journalism since 1987. He holds an affiliate faculty appointment with the Counseling and Personnel Services Program in Maryland’s College of Education. Prior to his Maryland appointments, he held several student affairs positions at The American University and The Catholic University of America. Dr. Stewart’s research interests is in community service. He has written and consulted on Service-Learning and values development and was an inaugural dean of the State of Maryland Exchange, which links scholarship and community service. Dr. Stewart earned his Bachelor’s degree from the University of Massachusetts with a major in sociology; his Masters degree in counseling and student personnel at the University of Maryland; and a Ph.D. in Counseling and Student Development from The American University. His teaching career began in North Africa (Morocco) where he taught English as a Foreign Language (TEFL) through the Peace Corps.

Marilla Svinicki, Associate Professor of Educational Psychology and Director of the Center for Teaching Effectiveness at the University of Texas at Austin. Dr. Svinicki received her BA and MA in Experimental Psychology from Western Michigan University and her PhD from the University of Colorado. Prior to joining the UT faculty 30 years ago, she taught at Macalester College in Minnesota. She has written and edited several books and articles on applying the principles of learning and motivation to instruction at the postsecondary level. She has been the editor-in-chief of New Directions for Teaching and Learning since the early 1980s and continues to find new ways to stimulate the thinking of those in higher education about ways to improve teaching and learning through the application of research.

Robin S. Tanke, Associate Professor, Department of Chemistry at the University of Wisconsin at Stevens Point. Dr. Tanke received her B.S. in chemistry from the University of Notre Dame in 1986. She received her Ph.D. in organometallic chemistry under the direction of Dr. Robert Crabtree from Yale University in 1990. She then was a N.I. H. postdoctoral fellow with Charles Casey at the University of Wisconsin until 1992. She worked for Hoechst –Celanese Chemical Company for six year doing catalyst development. Since 1998, she has taught general and organic chemistry at the University of Wisconsin-Stevens Point (UWSP), where she is an associate professor. Her research has included the synthesis and characterization of organic, organometallic, inorganic and nanoscale solid state materials. She is interested in introducing undergraduate students to nanoscience and has recently offered a course on the topic. Her current research interests in nanoscience have resulted in collaborations both in and out of UWSP and with physics and biology departments. Finally, she is working with other UW comprehensives and the UW colleges to strengthen the undergraduate research program in the UW system.

Rebecca Thomas, Assistant Director of the Gemstone Program at the University of Maryland. The Gemstone Program is an undergraduate Honors program devoted to multidisciplinary team research. She earned her Bachelor's degree from the University of Illinois, a Master's degree from the University of Georgia and is currently working on her Ph.D. in Higher Education from the University of Maryland. She has worked for the University of Maryland and the Gemstone Program since 2000.

Robert J. Thompson, Jr., Professor of Psychology, Dean of Trinity College of Arts and Sciences, and Vice Provost for Undergraduate Education at Duke University. Dr. Thompson also holds appointments in the Departments of Psychiatry and Behavioral Sciences and Pediatrics. His research interests address how biological and psychosocial processes act together in development. His primary focus has been on the adaptation of children and their families to chronic illnesses and developmental problems including sickle cell disease, cystic fibrosis, and very low birth weight infants. He has authored over 100 scientific publications, including, most recently the book Adaptation to Chronic Childhood Illness, and has served on the editorial board for several scientific journals and as associate editor for the Journal of Pediatric Psychology. He was President of the Association of Medical School Professors of Psychology from 1986 to 1988 and honored in 1993 with the Distinguished Researcher Award. He received the Distinguished Service Award of the Society of Pediatric Psychology in 1997. Long involved in undergraduate education, he served as Director of the Undergraduate Program in Human Development and Co-Director of the Faculty Associates before assuming his current positions. Dr Thompson holds a B.A. degree from LaSalle College and a Ph.D. in Clinical Psychology from the University of North Dakota. Prior to joining the Duke faculty, he held positions at Georgetown University Medical Center and the Catholic University of America.

Karan Watson, Dean of Faculties and Associate Provost and Regents Professor of Electrical Engineering at Texas A&M University. Her primary research interests are in engineering education, change management, and embedded computer systems. Dr. Watson has been the advisor for twenty five PhD graduates and over fifty master level graduates, and she has engaged and funded over 300 undergraduates in research experiences in her research or with colleagues in the engineering program at Texas A&M. She has been awarded numerous teaching and student relations awards at Texas A&M University. She was awarded Senior Fellow of the National Academy of Engineers Council for the Advancement of the Science of Engineering Education (2003), the American Association for the Advancement of Science Mentoring Award (1999), the Women in Engineering Programs Advocates Network Founders’ Award (1999), the U.S. President’s Award in Engineering and Science for Mentoring Underrepresented Minorities and Women (1997), the ASEE Minority Award (1997), the IEEE Undergraduate Teaching Medal (1996),and the HP/IEEE Harriett Rigas Award (1996). She is a Fellow of IEEE and ASEE. She received her Ph.D. (1982), M.S. (1981), and B.S. (1977) in Electrical Engineering from Texas Tech University, and she was previously employed as a communication engineer for AT&T Longlines and Hicks and Ragland Consulting Engineering.

Robert Weisbuch, President, The Woodrow Wilson National Fellowship Foundation. Since joining Woodrow Wilson in 1997, Dr. Weisbuch has sought to make the implicit values of the Foundation's various fellowship programs more explicit, through such initiatives as The Humanities at Work, which emphasizes the application of these disciplines to the public sphere, and The Responsive Ph.D., in which 14 universities have joined to attempt a more dynamic relation between high learning and the many spheres of academia and the world at large that employ doctoral graduates. Weisbuch, who himself has a PhD in English from Yale University, spent 25 years at the University of Michigan as a professor of American literature, Chair of English, Associate VP for Research and Interim Dean of the Graduate School. He also led an initiative to improve the undergraduate experience there. His publications include Emily Dickinson's Poetry and Atlantic Double-Cross: Literary Relations between England and America in the Age of Emerson, both published by The University of Chicago Press, and more recent essays on Henry James, Emerson, Melville and Dickens, and Dickinson once again.

Carl Wieman, Distinguished Professor of Physics and a Fellow of JILA at the University of Colorado at Boulder. Dr. Weiman grew up in the forests of Oregon and received his B.S. from the Massachusetts Institute of Technology in 1973 and his Ph.D. from Stanford University in 1977. He has carried out research in a variety of areas of laser spectroscopy, including using laser light to cool atoms. This led to cooling atoms sufficiently to attain Bose-Einstein condensation in a vapor, for which he was awarded the Nobel Prize in Physics in 2001, as well as numerous other awards. He has worked on a variety of innovations in teaching physics to a broad range of students, including the Physics Education Technology Project, which creates online interactive simulations for learning physics (http://www.colorado.edu/physics/phet) . He is a 2001 recipient of the National Science Foundation’s Distinguished Teaching Scholar Award and a member of the National Academy of Sciences, the Board of Physics and Astronomy, the Committee on Undergraduate Science Education and the National Task Force on Undergraduate Physics. He is also Chair of the Board on Science Education at the National Academies. In 2004, the Council for Advancement and Support of Education and the Carnegie Foundation for the Advancement of Teaching named Dr. Wieman as Professor of the Year" for a PhD-Granting University. This is the United States' most prestigious teaching award.

Lee Willard, Associate Dean for Academic Planning and Special Projects, Arts and Sciences and Trinity College at Duke University. In this capacity, Dr. Willard’s major function is academic planning, programmatic development, and institutional proposal development for Trinity College, Duke University’s undergraduate liberal arts college. Through her efforts related to strategic planning and her service on various University committees, she has been involved in Arts and Sciences and the New Millennium (the Arts and Sciences Plan), Curriculum 2000 (the revision of the liberal arts undergraduate curriculum), the implementation of the East Campus residential plan, and the development of a series of institutional grants, ranging from the development of the first-year FOCUS Program, the Writing Program, and the Markets and Management certificate to undergraduate science education, women in science, and facilities planning and renovation. Dr. Willard holds a B.A. magna cum laude from Agnes Scott College and Ph.D. in Classics from the University of North Carolina at Chapel Hill. She held a postdoctoral fellowship at the William Andrews Clark Library, UCLA and is an alumna of Harvard University's Management Development Program (1996). She serves on the national advisory boards of Project Kaleidoscope and the Reinvention Center and consults for a variety of colleges and universities.

William Wood, Distinguished Professor of Molecular, Cellular and Developmental Biology at University of Colorado at Boulder. Dr. Wood has taught at the California Institute of Technology and University of Colorado at Boulder. He holds a BA degree from Harvard College and a PhD in Biochemistry from Stanford University, and is a member of both the National Academy of Sciences and the American Academy of Arts and Sciences. His current research is on the genetic control and molecular biology of axis formation and patterning in embryos of the nematode C. elegans. Earlier, he was lead author of the widely used textbook Biochemistry: A Problems Approach, which helped to introduce problem-based learning to biochemistry. He was a member of the NRC Committee that produced the recent report Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, and he currently serves on the editorial board of Cell Biology Education. He is co-Chair of the NRC Committee on the Summer Institute on Undergraduate Education in Biology and will receive the Bruce Alberts Award for Outstanding Contributions to Science Education from the American Society for Cell Biology in December. He is a member of the Reinvention Center’s Executive Board.

Ellen Woods, Senior Associate Vice Provost for Undergraduate Education at Stanford University. Dr. Woods earned her bachelor's degree at the University of Pittsburgh and her doctorate in French and Humanities at Stanford University with a specialization in medieval literary studies. Dr. Woods has held teaching appointments at Stanford in the Department of French and in the Western Culture Program, a required interdisciplinary humanities program for freshman. Since 1983, Dr. Woods has held a variety of administrative positions at Stanford, serving as "innovation manager" for a number of recent reforms of undergraduate education. These include the conceptualization and implementation of the Honors College, Sophomore College, Stanford Introductory Seminars, the Introduction to the Humanities program, Undergraduate Research Grant Programs, and several writing initiatives. Among other areas of responsibility are curricular review and innovation, general education requirements, teaching awards, advising, and academic technology.

Paul Woodruff, Darrel K. Royal Professor in Ethics and director of the Plan II Honors Program at the University of Texas. Plan II is a selective honors program, based on a core curriculum in the arts and sciences, which itself constitutes an academic major. He has taught Philosophy since 1973 and is a member of the Academy of Distinguished Teachers at UT. His specialty is ancient Greek philosophy. His books include a number of translations from ancient Greek, as well as a meditation entitled Reverence, Renewing a Forgotten Virtue, which seeks to present an ancient concept for use today. He has participated in a number of collaborative projects with other scholars. Dr. Woodruff received his B.A from Oxford University and his Ph.D. from Princeton University.