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ACCT Advisory board

ACCT Admin | Fri, 04/24/2020 - 08:26

Terri Chambers

Terri Chambers (née Taylor) is the Director of Learning and Career Development at the American Chemical Society (ACS). She previously held the position of Assistant Director of K-12 Education at ACS. She continues to direct the activities of the K-12 Education Offices (K-12 STEM education resource development, teacher professional development), has a leadership role in the American Association of Chemistry Teachers, and coordinates support to the relevant governance committees. Terri develops and implements new program ideas in cooperation with staff, governance, and other internal units, and facilitates collaborations between ACS Education Division and external agencies on issues of national importance in K-12 STEM education.

Terri earned a BS in chemistry from Florida Agricultural and Mechanical University, and an MA in cellular and molecular medicine (2000) from the Johns Hopkins School of Medicine.

Jacob Foster

Jacob (“Jake”) Foster is founder of STEM Learning Design, LLC. Prior to this, he was the Director of STEM Curriculum and Instruction at WGBH Education, where he supported the development of media-rich digital resources that use representations, data, and models from various federal science agencies to enhance K-12 science curriculum. Previously, Jake led STEM initiatives for the Massachusetts Department of Elementary and Secondary Education. In this role he oversaw the state’s science, technology/engineering, mathematics, and computer science standards and curriculum frameworks, state-funded professional development opportunities, and support for districts.

Outside of this work, Jake has been a member of the writing team for the National Science Teacher Association’s Anchors project and the design team for the National Research Council’s Conceptual Framework for K–12 Science Education. Previously, Jake worked with the Coalition of Essential Schools on school reform and first started at the Department conducting school reviews as part of the state accountability system. He has taught high school physical and earth sciences and served as a middle school science coach and science teacher educator.

Jake earned a BA with a focus in earth science from Hampshire College, and an MA and PhD in science education (2004) from the University of Michigan.

Scott McDonald

Scott McDonald is an Associate Professor of Science Education at The Pennsylvania State University and Director of the Krause Innovation Studio in the PSU College of Education. Scott’s research focuses on the intersection of teaching and learning of science and science teaching with technology. His work in the Krause Innovation Studio investigates how technology, particularly in the form of learning spaces, can support higher education teaching and learning. In science education, he researches teacher learning, framed as professional pedagogical vision, of ambitious and equitable science teaching practices. He also is engaged in research in learning progressions in Plate Tectonics and Astronomy as part of his NSF funded Earth and Space Science Partnership and The Geological Models for Explorations of Dynamic Earth (GEODE) project. His work has also been funded by the Knowles Science Teaching Foundation, the Howard Hughes Medical Institute, and the Mellon Foundation.

Scott received his undergraduate degree in Physics with a focus on Astronomy and Astrophysics. He was a high school Physics teacher for six years before returning to earn a Ph.D. in Learning Technologies and Science Education at the University of Michigan.

Ellen Yezierski

Ellen Yezierski is a Professor of Chemistry at Miami University. Her research focuses on the promotion of scientific inquiry in high school chemistry. Along these lines, she has co-designed and implemented a professional development model (Target Inquiry) that improves instruction and student outcomes. With the support of the National Science Foundation (Award DRL-1118749), Ellen continues to investigate new research questions related to inquiry instruction, teacher change, and the effects of high school teacher professional development on teachers and their students.Prior to arriving at Miami University, Ellen spent 7 years as a faculty member in the Department of Chemistry at Grand Valley State University (GVSU) where her implementation of active learning strategies in her own courses along with workshops encouraged and influenced GVSU colleagues across departments to reform their instructional strategies. She received a 2008 Pew Teaching Excellence Award for these efforts. She is also a Fellow of the American Chemical Society.

Ellen received a B.S.Ed. in chemistry (minor in physics) from the University of Arizona, an M.Ed. in secondary education with an emphasis on educational psychology from Northern Arizona University, and a Ph.D. in Curriculum & Instruction-Science/Chemistry Education (2003) from Arizona State University. Prior to earning her Ph.D., she also taught high school chemistry for 7 years in Arizona.