Physics Education Research Conference 2011 Invited Speakers
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Janet E. Coffey, University of Maryland
Janet Coffey's research interest lie at the intersections of assessment, learning, and teaching, and she is particularly interested in how students participate in assessment activities and how that participation becomes consequential for their science learning. Everyday assessment is also a driver for her work with teachers in both teacher education and professional development, as she frames teaching as attending (including responding) to the substance of student thinking and participation. Coffey is currently a co-PI (PI-Goldberg) on an NSF-funded project that is con-currently exploring student (grades 3-6) progress in inquiry in the context of energy in both physical and life science, and teachers' learning progressions in these same areas. Until June, Coffey is an assistant professor at the University of Maryland, College Park. In June, she will join the Gordon and Betty More Foundation as a Program Officer in Science Learning.
- Student Engagement in Disciplinary Assessment (Co-presenter)
Thomas A. Holme, Iowa State University
Thomas Holme is a Professor of Chemistry at Iowa State University in Ames, IA. He is the Director of the Examinations Institute of the American Chemical Society, which is hosted by ISU. After a B.S. in Chemistry and Physics, his PhD is in computational chemistry from Rice University and his computational research focuses on the role of trace elements such as boron in plant biochemistry. His chemistry education research focuses on the characterization of factors that influence measurement of student learning, particularly via multiple-choice exams in large-lecture introductory courses. The role of complexity, both in terms of the disciplinary content and the test-item constructs serves as a key organizational theme in these efforts.
James W. Pellegrino, University of Illinois at Chicago
James W. Pellegrino is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago. He also serves as Co-director of UIC's interdisciplinary Learning Sciences Research Institute. His research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Dr. Pellegrino has served as head of several NAS/NRC study committees, including co-chair of the Committee on Learning Research and Educational Practice, and co-chair of the Committee on the Foundations of Assessment which issued the report Knowing What Students Know: The Science and Design of Educational Assessment. Most recently he served as a member of the Committee on Science Learning: Games, Simulations and Education. He is a past member of the Board on Testing and Assessment of the National Research Council and a lifetime member of the National Academy of Education.
Edward Price, California State University, San Marcos
Edward Price is an Assistant Professor in Physics at California State University San Marcos. He has a B.S. in physics from Brown University, and a Ph.D. in physics from UCSD. His research interests in physics education include curriculum development and the impact of technology on the classroom environment. This work includes studying how tools mediate group interactions, students' use of representations, and student learning.
Andy Rundquist, Hamline University
Andy Rundquist is an Associate Professor of Physics at Hamline University in Saint Paul, Minnesota. He and his students research the generation, characterization, and optimization of ultrashort laser-matter interactions using evolutionary algorithm and neural network techniques. As a teacher at Hamline, he has pioneered Peer Instruction, teaching with a Personal Response System, using an inverted classroom, and Standards-Based Grading with Voice. He is also the leader of the Piper Physics Patrol that performs an interactive physics show at area elementary schools. He is a husband and father of three wonderful boys. He is also a founding member of the Global Physics Department.
Lorrie A. Shepard, University of Colorado at Boulder
Lorrie Shepard is University Distinguished Professor and Dean of the School of Education at the University of Colorado at Boulder. Her research focuses on psychometrics and the use and misuse of tests in educational settings. Technical measurement publications focus on validity theory, standard setting, and statistical models for detecting test bias. Her studies evaluating test use have addressed the identification of learning disabilities, readiness screening for kindergarten, grade retention, teacher testing, effects of high-stakes accountability testing, and most recently the use of classroom formative assessment to support teaching and learning. Shepard has served as President of the National Council on Measurement in Education and as President of the American Educational Research Association. She is the immediate past president of the National Academy of Education.
