Kevin Anderson works as a STEM education and assessment consultant for Cooperative Education Service Agency #2 in Wisconsin. He particularly enjoys helping teachers and administrators implement STEM education through project-based learning and connecting the CCSS and NGSS. He works with multiple Wisconsin science education leadership groups, designing and providing professional development for implementing the NGSS. Kevin completed his PhD in educational leadership and policy analysis at University of Wisconsin-Madison with an emphasis on STEM education policy and leadership. He focused particularly on improving K-16 engineering education. Kevin previously taught middle school science and math in California and Wisconsin, earning the distinction of National Board Certified Teacher in science. He earned his BA and MA at Stanford University, where he also worked researching systemic school reform and leadership turnover.
Aneesha Badrinarayan joined the Achieve staff in 2014 and serves as a Senior Program Associate. In August 2017 she was promoted to Director. As a member of the Science team, she provides support for the state adoption and implementation efforts surrounding the Next Generation Science Standards.
Before joining Achieve, Aneesha was the Outreach Program manager at the Ann Arbor Hands-On Museum in Ann Arbor, Michigan. In this capacity, she developed and implemented inquiry-based science curriculum for K-8th grade audiences in an effort to improve science education practices throughout the state of Michigan.
A behavioral neuroscientist by training, Aneesha first discovered her passion for education as a science tutor and volunteer with 826michigan. Aneesha received her B.A. in biology from Cornell University in Ithaca, New York. She received her M.S. in neuroscience at the University of Michigan, where she served as a Rackham Regents Fellow and a Ruth L. Kirchstein Graduate Research Fellow through the National Institute for Mental Health.
Christopher Harris is director of research for science and engineering education within SRI International’s Center for Technology in Learning in Menlo Park, California. His work focuses on the design, implementation, and study of science instructional innovations in K-12 classrooms and informal settings. Of central interest is the design and research of curricula and assessments that capitalize on innovative technologies, align with the new vision for science and engineering education, and make learning accessible for students of diverse backgrounds and abilities. At SRI, he has been involved in developing scalable approaches to address the Next Generation Science Standards through curricula and assessments that help teachers engage their students in using science practices, core ideas, and crosscutting concepts to make sense of phenomena and design solutions to problems. He is currently the principal investigator for two National Science Foundation grants – one that is developing instructionally supportive assessments for NGSS classrooms and another that is evaluating curriculum materials aligned with the NGSS. His publications have addressed science education policy, instructionally supportive science assessment, design-based implementation research, science teaching practice, and authenticity in science education.
Peter McLaren served as part of the national writing committee for the Next Generation Science Standards (NGSS), the National Academy of Engineering' Guiding Implementation of K-12 Engineering Education committee, and the National Academy of Science Committee for Developing Assessments for the Next Generation Science Standards.
He is the Director and Founder of Next Gen Education, LLC and works as a consultant with states and districts in support of the implementation of the Next Generation Science Standards and other three-dimensional state science standards based on the Framework for K-12 Science Education (NRC, 2012). In his previous work Mr. McLaren served in a number of roles in the area of science education policy including Director of the State and District Support for Science at Achieve, Science and Technology Specialist at the Rhode Island Department of Education and President of the Council of State Science Supervisors (CSSS) serving as President from July 2010 until April 2013.
An award winning educator, McLaren was a teacher of science for 13 years at both the high- and middle-school level. In 2001 he was recognized with the Milken Family Foundation National Educator Award and in 1995 as the Rhode Island Science Teacher of the Year by the MIT-sponsored Network of Educators of Science and Technology. He holds Bachelors of Science and Master of Arts degrees in Science education from the University of Rhode Island.
Heidi Schweingruber is the director of the Board on Science Education at the National Research Council (NRC). She has been involved in many of the major projects of the board since it was formed in 2004. She co-directed the study that resulted in the report A Framework for K–12 Science Education. In addition, Heidi has co-authored two books that translate findings from NRC reports for a broader audience: Ready, Set, Science! Putting Research to Work in K–8 Science Classrooms and Surrounded by Science.
Prior to joining the NRC, Heidi worked as a senior research associate at the Institute of Education Sciences in the U.S. Department of Education, where she administered the preschool curriculum evaluation program and a grant program in mathematics education. Previously, she was the director of research for the Rice University School Mathematics Project an outreach program in K–12 mathematics education, and taught in the psychology and education departments at Rice University.
Schweingruber holds a Ph.D. in psychology (developmental) and anthropology, and a certificate in culture and cognition from the University of Michigan.
Jill Wertheim is a Research Associate at the Stanford Center for Assessment, Learning, and Equity (SCALE). Dr. Wertheim has ten years of experience in research, development, and evaluation of earth science education curricula, assessments, standards, and programs. Her primary area of research is on how high-quality assessment can drive reform in earth science education. She began her work in this area by developing assessments to diagnose students' ideas about earth science topics at AAAS Project 2061, and expanded her areas of interest into geography while working at National Geographic. At SCALE, Dr. Wertheim works with the Stanford NGSS Assessment Project (SNAP), examining how performance assessments can be used across the K-12 system to help realize the vision of science learning described in the Framework for K-12 Science Education. As part of this project, she developed model multiple-choice and performance assessments for NGSS that are used to guide decision-making in contexts that range from state-level policy to classroom instruction. Dr. Wertheim holds a PhD in the Geological Sciences from University of California, Santa Barbara and a BA in Geology from Middlebury College.