Next Generation Science Standards
NSTA Virtual Conference: NGSS Practices in Action


Mary Colson
Mary Colson Mary Colson is an eighth-grade Earth science teacher at Horizon Middle School in Moorhead, Minnesota. During her 22 years of classroom teaching, Ms. Colson has worked to engage students with the big ideas of Earth science through authentic explorations in the lab and outdoors in northwestern Minnesota. She has given numerous presentations on Earth science curriculum and on teaching literacy in the science classroom at state and national conferences for teachers of science. In 2008, Ms. Colson received the Medtronic Foundation's Science Teaching Award for Middle Level Science in Minnesota. Ms. Colson currently serves on NSTA's Council of District Directors, representing Minnesota, North Dakota and South Dakota. She served as board member for, and then president of, the Minnesota Science Teachers Association, 2005-2012. Ms. Colson served on Minnesota's Science Standards Revision committee, 2008-2009. She was a member of the writing team for the Next Generation Science Standards, 2011-2012.

David L. Evans, Ph.D
Dr. David L. Evans Dr. David L. Evans is the executive director of the National Science Teachers Association (NSTA), the world's largest professional organization representing science educators of all grade levels. Before joining the association staff in February 2013, Dr. Evans served as the Director of the Center for Sustainability: Earth, Energy, and Climate at Noblis, Inc., a Virginia-based not-for-profit provider of science-related, strategic, and technology consulting services to government and commercial entities. Prior to joining Noblis in 2007, Dr. Evans served as the Under Secretary for Science at the Smithsonian Institution in Washington, D.C. From 1993 to 2002, Dr. Evans worked at the National Oceanic & Atmospheric Administration (NOAA), serving the organization in several different capacities, including as the Assistant Administrator for Oceanic & Atmospheric Research (OAR). Before coming to Washington, D.C., in the mid-1980s, Dr. Evans was a tenured professor of oceanography at the University of Rhode Island and was a classroom teacher in Media, Pennsylvania. Dr. Evans holds a Ph.D. in oceanography from the University of Rhode Island and a bachelor's degree in mathematics from the University of Pennsylvania. He studied for his teaching certification at Villanova University.

Ravit Golan Duncan, Ph.D
Ravit Golan Duncan Ravit Golan Duncan is an associate professor of science education with a joint appointment in the Graduate School of Education and the School of Environmental and Biological Sciences at Rutgers University. She received her Ph.D. in Learning Sciences from Northwestern University. Duncan's research involves the design of inquiry-based learning environments in life sciences that engage students with modeling and argumentation. In particular, she studies how middle and high school students learn genetics by developing, evaluating, and revising evidence-based models of genetic phenomena. Duncan also coordinates and teaches in the certification program in biological sciences at Rutgers University, and has studied the development of pre-service teachers' knowledge and beliefs as they progressed through the program. Duncan is the recipient of several federal grants and has published in science education and teacher education journals including the Journal of Research in Science Education, Science Education, and Journal of Science Teacher Education.

Joe Krajcik, Ph.D
Joe Krajcik Joseph Krajcik is director of the CREATE for STEM Institute, a joint institute between the Michigan State University College of Natural Science and the College of Education to improve the teaching and learning of science and mathematics through innovation and research. He is also a faculty member in science education at the CREATE for STEM Institute. During his career, Dr. Krajcik has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He is currently the principal investigator and co-principal investigator for two National Science Foundation grants to design assessments and curriculum materials aligned with the Next Generation of Science Standards. He served as lead writer for developing Physical Science Standards for the Next Generation Science Standards and lead writer for the Physical Science Design team for the Framework for K – 12 Science Education.

Okhee Lee, Ph.D
Okhee Lee, Ph.D Okhee Lee is a professor in the Steinhardt School of Culture, Education, and Human Development at New York University. Her research areas include science education, language and culture, and teacher education. Her current research involves the scale-up of a model of a curricular and teacher professional development intervention to promote science learning and language development of English language learners. She was a member of the writing team to develop the Next Generation Science Standards (NGSS) and leader for the NGSS Diversity and Equity Team through Achieve Inc. She is also a member of the Steering Committee for the Understanding Language Initiative at Stanford University. She was a 2009 Fellow of the American Educational Research Association (AERA), received the Distinguished Career Award from the AERA Scholars of Color in Education in 2003, and was awarded a 1993-95 National Academy of Education Spencer Postdoctoral Fellowship.

Mariel Milano
Mariel Milano Mariel Milano is currently the Director of Digital Curriculum and Instructional Design for Orange County Public Schools (OCPS) in Orlando, Florida. In this role she oversees the execution of the district conversion to digital curriculum and implementation of 1:1 programs. Previously she served as STEM Coordinator and was responsible for the development and implementation of the district-wide STEM integration initiative. As a part of this initiative, Ms. Milano has begun the implementation of a pre-physics STEM kindergarten program, including STEM curricula and professional development which is utilized within the district as well as the state. Ms. Milano represents OCPS on several regional and state STEM organizations, including the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) Florida STEM Strategic Planning Committee. She was a member of the writing team for the Next Generation Science Standards (NGSS).

Jonathan Osborne, Ph.D
Jonathan Osborne, Ph.D Jonathan Osborne is the Shriram Family Professor of Science in the Graduate School of Education, Stanford University. He began his career teaching physics in London secondary schools before moving to become a lecturer at King's College London where he worked for 23 years teaching prospective teachers. He became a full professor in 2000 and Head of Department in 2005. He then joined Stanford ion in 2009. During his career, he was an advisor to the UK House of Commons Science and Technology Committee for their report on Science Education in 2002, President of the US National Association for Research in Science Teaching (2006-7) and has won the association's award for the best research publication in 2003 and 2004 in the Journal of Research in Science Teaching. He was a member of the National Academies Panel that produced the Framework for K - 12 Science Education that is the basis for the Next Generation Science Standards (NGSS).

Cynthia Passmore, Ph.D
Cynthia Passmore, Ph.D Cynthia Passmore (Ph.D. 2002, Curriculum & Instruction, University of Wisconsin, Madison) is currently an Associate Professor specializing in science education in the University of California, Davis School of Education. She did her doctoral work at the University of Wisconsin, Madison and prior to that she was a high school science teacher. Her research focuses on the role of models and modeling in student learning, curriculum design and teacher professional development. She investigates model-based reasoning in a range of contexts and is particularly interested in understanding how the design of learning environments interacts with students' reasoning practices. She has been the principal investigator of several large grants and has co-authored several papers on modeling in science education that have been published in journals such as Science & Education, The International Journal of Science Education and School Science and Mathematics.

Brian J. Reiser, Ph.D
Dr. Brian J. Reiser Brian J. Reiser is Professor of Learning Sciences in the School of Education and Social Policy at Northwestern University. Reiser was a member of the National Research Council committees authoring the reports Taking Science to School (2007); A Framework for K-12 Science Education (2012), which guided the design of The Next Generation Science Standards; and Developing Assessments for the Next Generation Science Standards (2014). Reiser's research examines how to make the scientific practices of argumentation, explanation, and modeling meaningful and effective for classroom teachers and students. Reiser leads the Scientific Practices project studying how students learn to construct, apply, and refine scientific knowledge with increasing sophistication from elementary to middle school. Reiser co-led the development of IQWST (Investigating and Questioning our World through Science and Technology), a three-year middle school curriculum that supports students in science practices to develop disciplinary core ideas.

Ann Rivet, Ph.D
Dr. Ann Rivet Dr. Ann Rivet is an associate professor of science education at Teachers College Columbia University. Her research examines the role of teachers and innovative curriculum in inquiry-base learning environments, and how students develop rich understandings of science content in urban middle school settings. Dr. Rivet also serves as the Earth Science content-area specialist in the science education program, with specific expertise in students’ interpretation and use of models and other representations for developing understandings of the Earth. Her work has been published in several leading journals including the Journal of Research in Science Teaching and she has presented her work at multiple national and international settings, including the American Educational Research Association and the International Conference of the Learning Sciences. She has a bachelors degree in physics from Brown University, and a doctoral degree in science education from the University of Michigan.

Christina Schwarz, Ph.D
Christina Schwarz, Ph.D Christina Schwarz is an associate professor of science education in the Teacher Education department at Michigan State University (MSU). She teaches undergraduate and graduate courses in science education and has been the elementary science subject area leader for MSU's teacher preparation program for over eight years. She is currently a principal investigator or co-principal investigator for several National Science Foundation grants including Studying How Beginning Elementary Teachers Notice and Respond to Scientific Sense-making, Supporting Scientific Practices in Elementary and Middle School Classrooms and the Head Start on Science preschool science project. Christina holds degrees in science, math, and technology education from the University of California at Berkeley (PhD and MA) and in earth, atmospheric and planetary science from MIT (BS). Her background includes conducting research in astronomy, designing curriculum materials for science learners and teachers, and working with teachers and students in classrooms for over twenty years. Her work focuses on enabling students and teachers to understand and engage in scientific practices.

Jacqueline R. Smalls
Jacqueline R. Smalls Jacqueline R. Smalls manages SCALE, the Science Curriculum Advancement through Literacy Enhancement program at Center for Inspired Teaching. After serving eight years in The United States Army as an Environmental Science Officer, Jacqueline became an elementary teacher in the Prince George's County Public School System. Throughout her career in education, she has served in a variety of capacities including science coordinator, an instructor for a teacher induction program, district science curriculum writer, and reviewer for the Maryland School Assessment for Science. Most recently, Jacqueline was a STEM Coordinator for Langley Educational Campus in the District of Columbia Public Schools. As a consultant she has facilitated professional development on science curriculum development, digital media integration, and teacher leadership for various school districts across the United States. She is a graduate of South Carolina State with a degree in Biology and a Master's Degree in Curriculum and Instruction with a concentration in Science and Technology from Loyola University of Maryland. Jacqueline was a member of the writing team for the Next Generation Science Standards (NGSS).

Juliana Texley
Dr. Juliana Texley Texley is NSTA’s current president. She is also an instructor at Lesley University, Palm Beach State College, and Central Michigan University. Most recently, Texley worked with a number of stakeholder groups to review the Next Generation Science Standards and developed curriculum for JASON/National Geographic. Texley has been a dedicated NSTA member for 30 years. She has served in a variety of capacities for the association, including chairing the committee that crafted NSTA's response to the National Science Education Standards; as editor of the NSTA journal The Science Teacher; and as lead reviewer for NSTA Recommends. She holds a Ph.D. in science education and a master's in biology from Wayne State University. She earned a bachelor's degree in biology, chemistry/physics from Oakland University.

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