Bruce Alberts, a prominent biochemist with a strong commitment to the improvement of science and mathematics education, was awarded the National Medal of Science by President Barack Obama in 2014. Dr. Alberts served as Editor-in-Chief of Science (2008-2013) and as one of President Obama’s first three United States Science Envoys (2009-2011). Alberts holds the Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education at the University of California, San Francisco, to which he returned after serving two six-year terms as the president of the National Academy of Sciences. Dr. Alberts is noted as one of the original authors of The Molecular Biology of the Cell, a pre-eminent textbook in the field now in its fifth edition. Alberts has earned many honors and awards, including 16 honorary degrees and the prestigious National Medal of Science. He currently serves on the advisory boards of more than 25 nonprofit institutions.
Phil Daro has directed large scale teacher professional development programs for the University of California including the California Mathematics Project and the American Mathematics Project. His sixteen years at the University included six years directing projects to help states develop standards, accountability and testing systems. He has held leadership positions with the California Department of Education. Phil has served on many committees including: NAEP Validity Committee; RAND Mathematics Education Research Panel; College Board Mathematics Framework Committee; ACHIEVE Technical (Assessment) Advisory Group, Mathematics Work Group; Technical Advisory Committee to National Goals Panel for World Class Standards, National Governors Association; Title I Commission organized by Council of Chief State School Officers; Mathematical Sciences Education Board of the National Research Council; California Public Broadcasting Commission; and The Accrediting Commission for Senior Colleges and Universities (WASC). He has taught mathematics and is the father of three daughters.
Suzanne Donovan is Executive Director of the SERP Institute, where she is building a program of work in partnership with school districts, and anchored in classroom and school practice. She was primary author and co-editor of the two SERP reports: Strategic Education Research Partnership proposed the design and governance structure of the SERP Institute, and Learning and Instruction: A SERP Research Agenda details an illustrative research and development agenda directly tied to classroom practice. Suzanne has also directed the "How People Learn" Project at the National Academies since 1999. She served as study director and editor of the most recent report in the series: How Students Learn: History, Mathematics, and Science in the Classroom, which was published in 2005. She was also the study director and co-editor for the NRC report Minority Students in Special and Gifted Education, and was a co-editor of Eager to Learn: Educating our Preschoolers. She has a Ph.D. in public policy from the University of California at Berkeley. Before joining the National Research Council, she was on the faculty of the School of International and Public Affairs at Columbia University.
Louis Gomez holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education and Information Studies at the University of California Los Angeles. Gomez has served since 2008 as Senior Fellow at the Carnegie Foundation for the Advancement of Teaching, where he leads the Network Development work. Beginning in 2009, he held the Helen S. Faison Chair in Urban Education at the University of Pittsburgh, where he was also director of the Center for Urban Education and a senior scientist at the Learning Research and Development Center. From 2001 to 2008, he held a number of faculty appointments at Northwestern University, including the Aon Chair in the Learning Sciences at the School of Education and Social Policy. Prior to joining academia, he spent 14 years working in cognitive science and person–computer systems and interactions at Bell Laboratories, Bell Communications Research Inc. and Bellcore. His research interests have encompassed the application of computing and networking technology to teaching and learning, applied cognitive science, human-computer interactions and other areas. Gomez received his bachelor’s degree in psychology from the State University of New York at Stony Brook in 1974 and a doctorate in cognitive psychology from UC Berkeley in 1979.
Cinthia Coletti Haan is co-founder and chair of The Haan Foundation for Children, a non-profit organization dedicated to developing and implementing educational solutions. Haan is also president of the Power4kids Reading Initiative and facilitates a number of projects in the fields of literacy, dyslexia, math, science, professional development, neuroscience, extended-day learning and women’s health. In the state of California, Haan vigorously supports the role data plays in school reform efforts and policy emphasizing that “both student and teacher achievement data must be collected, analyzed, and understood in order to help educators make informed decisions that affect students’ progress.” Her primary goal is to unite the efforts of scientific research, education practice, innovation, and technology to support dramatic improvements in student achievement.
Catherine Snow, Patricia Albjerg Graham Professor at the Harvard Graduate School of Education, carries out research on language and literacy development in monolingual and bilingual children. She chaired the committee that produced the National Research Council Report, Preventing Reading Difficulties in Young Children (1998), the RAND Reading Study Group that produced Reading for Understanding: Toward an R&D Program in Reading Comprehension (2002), and the National Research Council that produced Assessing Young Children: What, When and Why. She is a former president of the American Educational Research Association and a member of the National Academy of Education. Her research focuses on the social-interactive origins of language and literacy skills, the ways in which oral language skills relate to literacy learning, the literacy development of English Language Learners, and implications of research on language and literacy development for teacher preparation.
Carnegie Foundation for the Advancement of Teaching
Chief Medical Officer, Senior Vice President
Tom W. Payzant
Boston Public Schools