Committee & Staff Members

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Committee and Staff Member Biographies


George R. Boggs (Chair) is president and chief executive officer emeritus of the American Association of Community Colleges (AACC) where he served for ten years, and is superintendent and president emeritus of Palomar College, where he served for 15 years.  Dr. Boggs previously served as faculty member, division chair, and associate dean of instruction at Butte College in California. He is currently a member of the Board on Science Education and was one of the original members of the former Committee on Undergraduate Science Education.  He has served on several National Science Foundation panels and committees. He holds a bachelor’s degree in chemistry from The Ohio State University, a master’s degree in chemistry from the University of California at Santa Barbara, and a Ph.D. in educational administration from The University of Texas at Austin.

Thomas R. Bailey is the George and Abby O’Neill professor of economics and education in the Department of International and Transcultural Studies at Teachers College, Columbia University. In 1996, with support from the Alfred P. Sloan Foundation, Dr. Bailey established the Community College Research Center (CCRC) at Teachers College, which conducts a large portfolio of qualitative and quantitative research based on fieldwork at community colleges and analysis of national- and state-level datasets. In July 2006, Dr. Bailey became the director of the National Center for Postsecondary Research (NCPR), funded by a grant from the Institute of Education Sciences of the U.S. Department of Education. Since 1992, Dr. Bailey has also been the director of the Institute on Education and the Economy (IEE) at Teachers College.  His most recent book, co-edited with Vanessa Morest, is Defending the Community College Equity Agenda (Johns Hopkins University Press, 2006). Dr. Bailey holds a Ph.D. in labor economics from MIT. He is an economist, with specialties in education, labor economics, and econometrics.

Linnea Fletcher is chair of the Department of Biotechnology at Austin Community College (ACC) and continues to work on several federal and state grants. After several years working in laboratories, she began a career in education at ACC in 1991. She served as a chair of the Department of Biology and then as an assistant dean of mathematics, science and technology.  In 1997, Dr. Fletcher became interested in bringing biotechnology training to ACC. As part of this goal she joined the Advanced Technological Education (ATE) Center of Excellence for Biotechnology and Life Sciences Grant (Bio-Link), to learn about biotechnology education across the nation, and was also, awarded an ATE to start a high school biotechnology program. After serving several years as chair of the Department of Biotechnology and working on a variety of National Science Foundation (NSF) educational grants, she accepted a rotator position at NSF as a program director in the Division of Undergraduate Education. After two years at NSF, she has returned to ACC.  Dr. Fletcher obtained her bachelor’s and master’s degrees in biology, chemistry, and biochemistry at the University of California at Irvine before coming to Texas to earn her Ph.D. in microbiology at the University of Texas at Austin.

Bridget Terry Long is the Xander Professor of Education and Economics at Harvard University, Graduate School of Education.  She is a faculty research associate of the National Bureau of Economic Research (NBER) and research affiliate of the National Center for Postsecondary Research (NCPR). In July 2005, the Chronicle of Higher Education featured her as one of the “New Voices” in higher education, and in 2008, National Association of Student Financial Aid Administrators (NASFAA) awarded her the Robert P. Huff Golden Quill Award for excellence in research and published works on student financial assistance.  An economist specializing in education, Dr. Long studies the transition from high school to higher education and beyond.  Her work focuses on college access and choice, factors that influence student outcomes, and the behavior of postsecondary institutions. Current projects include an aid simplification experiment, analysis of the growing gender gap in college enrollment, examination of institutional admissions policies, and continued research on the impact of financial aid.  Current projects examine the roles of information and assistance in college savings and financial aid applications, the effects of financial aid programs, the impact of postsecondary remediation, and the influence of college inputs on student outcomes.  Dr. Long received her Ph.D. and M.A. from the Harvard University Department of Economics and her A.B. from Princeton University.

Judy C. Miner is president of Foothill College in Los Altos Hills, CA. She has worked as a higher education administrator since 1977 and in the California Community Colleges since 1979 where she held numerous administrative positions in student services and instruction at City College of San Francisco, the California Community Colleges Chancellor’s Office and De Anza College.  She serves on the Commission on Inclusion of the American Council of Education, the Board of Directors for the Council of Higher Education Accreditation, and the STEM Higher Education Working Group under the auspices of the President’s Council of Advisors on Science and Technology.  She earned her B.A., summa cum laude, in history and French at Lone Mountain College in San Francisco; her M.A. in history at that same college; and her Ed.D. in organization and leadership (with a concentration in education law) from the University of San Francisco.

Karl S. Pister, chair of the governing board of the California Council on Science and Technology, is former vice president-educational outreach, of the University of California and chancellor emeritus of the University of California, Santa Cruz. Prior to retirement he completed five decades of service to higher education, beginning his career in higher education as assistant professor in the Department of Civil Engineering at UC Berkeley. He served as chairman of the Division of Structural Engineering and Structural Mechanics before his appointment as dean of the College of Engineering in 1980, a position he held for ten years. From 1985 to 1990 he was the first holder of the Roy W. Carlson chair in engineering. From 1991-1996 he served as chancellor, UC Santa Cruz.  Dr. Pister is a member of the National Academy of Engineering and a fellow of the American Academy of Arts and Sciences. He is also a fellow of the American Academy of Mechanics, the American Society of Mechanical Engineers, and the American Association for the Advancement of Science, and an honorary fellow of the California Academy of Sciences. He is a member of the Board of Directors of the Monterey Bay Aquarium Research Institute, the Center for the Future of Teaching and Learning, and the Board of Trustees of the American University of Armenia. He also served as founding chairman of the Board on Engineering Education of the National Research Council.  He has a Ph.D. in theoretical and applied mechanics from the University of Illinois at Urbana-Champaign.


National Research Council Staff

Jay B. Labov, (PI), Ph.D., Senior Advisor for Education and Communication, National Academy of Sciences and the NRC, serves as the PI for this project.  Dr. Labov has worked for the Academies for 15 years. He also serves as Program Director for Biology Education with the NRC’s Board on Life Sciences and the Director of the National Academies Teacher Advisory Council (one of its standing boards).  In this role he is responsible for coordinating all aspects of the work for this project with the co-PIs and with program, administrative, and financial management staff at the National Academies. He also works with the Board on Life Sciences and the Teacher Advisory Council to obtain their input and serves as the National Academies’ representative and liaison with staff in the Division of Undergraduate Education and the Advanced Technological Education program of the National Science Foundation.

Catherine Didion, (co-PI), B.A., is Senior Program Officer, National Academy of Engineering (NAE).  Her portfolio includes the Diversity of the Engineering Workforce program with a charge to provide staff leadership to the NAE’s efforts to enhance the diversity of the engineering workforce at all levels including the diversity of those being prepared to enter the future workforce. She is the project director of a $2 million dollar National Science Foundation grant to increase the number of women receiving baccalaureate degrees in engineering and recently helped organize a workshop in 2010 for NSF on the underrepresentation of minority males in STEM.  As a Co-PI on the project Didion links the work of the National Academy of Engineering on 2-year and 4-year engineering articulation agreements that should facilitate greater participation of community college students in engineering education.  She will also engage the relevant engineering societies and associations that are working with 2-year institutions.

Peter H. Henderson, (co-PI), Ph.D., Director of the NRC’s Board on Higher Education and Workforce (BHEW). His areas of specialization include higher education policy, labor markets for scientists and engineers, and federal science and technology research funding. He currently directs BHEW’s Study on Research Universities and the Committee on Science, Engineering, and Public Policy’s study on underrepresented groups (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2010a) and the expansion of the science and engineering workforce pipeline, both of which follow from the National Academies’ Rising Above the Gathering Storm (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2007; see also 2010b). He has previously contributed as study director or staff to a variety of education and workforce studies that are germane to this project,  including: Science Professionals: Master’s Education for a Competitive World (NRC, 2009); Enhancing the Community College Pathway to Engineering Careers (NRC, 2005); and Building a Workforce for the Information Economy (NRC, 2001).

Margaret L. Hilton, M.R.P., M.A., Senior Program Officer of the Board on Science Education, has led a series of NRC activities exploring emerging workforce skill demands and K-12 and higher education to meet those demands.  She has convened a planning meeting on career-technical education, and workshops on future skill demands, promising practices in undergraduate STEM, and the intersection of science education and 21st century skills.  She has directed studies of high school science laboratories, the Occupational Information Network (O*NET) data base and the use of simulations and games for science learning.  She is currently directing a study of Defining Deeper Learning and 21st Century Skills.

Mary Ann Kasper is a Senior Program Assistant in the Division of Behavioral and Social Sciences and Education at the National Research Council.  She has assisted on many projects and their reports, among them:  America’s lab report: Investigations in high school science, International education and foreign languages:  Keys to securing America’s future, Mathematics learning in early childhood: Paths toward excellence and equity, and Student mobility:  Exploring the impacts of frequent moves on achievement.  In addition to her work on this project, she is presently assisting with various other projects, among them, a study on adolescent and adult literacy, and a report on the use of social science evidence for public policy.

Martin Storksdieck, (co-PI), M.P.A., Ph.D., serves as Director of the Board on Science Education (BOSE) where he oversees studies that address a wide range of issues with connections to this project (e.g., climate change education, developing a conceptual framework for new science education standards, discipline-based education research in higher education). As a co-PI, Dr. Storksdieck will link the work of the ad-hoc committee to relevant work being undertaken by BOSE, especially the development of a proposed study on Barriers and Opportunities in Completing Two- and Four-Year STEM Degrees.

Cynthia Wei, Ph.D., was a National Academies Christine Mirzayan Science & Technology Policy Fellow working with Dr. Jay Labov at the time of the Summit.  She recently completed an AAAS Science & Technology Policy Fellow at the National Science Foundation in the Division of Undergraduate Education, where she worked on a wide range of issues in STEM education with a primary focus on biology education and climate change education.  She has diverse teaching experiences as a K-6 general science teacher, high school biology teacher, and college-level biology instructor.  Dr. Wei received a dual-degree PhD in Zoology and Ecology, Evolutionary Biology, and Behavior from Michigan State University, and a BA in Neurobiology and Behavior from Cornell University.  She also was a postdoctoral research associate at the University of Nebraska, Lincoln’s Avian Cognition Laboratory.





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