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Get the Facts Out change agent conduct workshops for faculty in physics, chemistry, and math at their institution. Each change agent's workshops will reach 500 faculty members in their region over five years.

Chemistry

Etta Gravely

Etta Gravely

North Carolina A&T State University, gravely@ncat.edu

Dr. Etta Gravely, ACS Fellow, Associate Professor of Chemistry and previous Interim Chair of the Chemistry Department at North Carolina A & T State University (NC A & T), earned the B.S. Degree in Chemistry from Howard University, two M.S. degrees (one in Chemistry and one in Secondary Education) from NC A & T and the Doctor of Education in Curriculum and Instruction from the University of North Carolina at Greensboro. She is the director of the chemistry education program and supervises the clinical intern experience for chemistry students. Etta chairs the Central North Carolina Section ACS Committee on Education. Her research focuses on combining educational technologies for student engagement in the chemistry classroom and studying the persistency of women in the field of chemistry in North Carolina. She is one of the role models featured in the book entitled African American Women Chemist in the Modern Era authored by Jeanette Brown, September, 2018.

William Hunter

William Hunter

Illinois State University, wjhunte@ilstu.edu

Dr. William Hunter is a professor of chemical education and director of the Center for Mathematics, Science, and Technology at Illinois State University. Hunter has extensive experience and expertise in evaluation and chemical education research; the improvement of teaching and learning in P-20 science; and the recruitment and retention of science teachers, particularly pertaining to beginning teachers of chemistry. Hunter works with PIs across the country on NSF- and Department of Education (DOE)-funded projects, including the evaluation of the Robert Noyce Master Teacher Fellows Project at Southern Illinois University, and he serves on several other institutions’ Robert Noyce external advisory boards (e.g., Southern Illinois University Edwardsville, Southern Illinois University Carbondale).

Jennifer Nielson

Jennifer Nielson

Brigham Young University, jnielson@chem.byu.edu

Jenn Nielson is an associate dean in the College of Physical and Mathematical Sciences and a professor of organic chemistry in the Department of Chemistry and Biochemistry at Brigham Young University (BYU). Her dean responsibilities include undergraduate science education and curriculum, alumni relations, and marketing. Jenn is leading an initiative in the college to recruit and retain more women students in STEM fields. Her chemistry research focuses on the importance of hands-on experimentation and best practices for student engagement in learning chemistry. She is the creator and director of Learning Chemistry Through Experimentation workshops in Uganda, Africa, a co-director of BYU Chem Camps which are summer science camps for youth ages 9-14, and a Co-PI for STEM-FI which are faculty teaching development workshops funded by the National Science Foundation. Jenn is currently the chair of the Society Committee on Education (SOCED) which recommends science education strategies and policy to the American Chemical Society. She is an avid fan of good food and her favorite chemistry is in the kitchen.

Ellen Yezierski

Ellen Yezierski

Miami University, yeziere@MiamiOH.edu

Professor of Chemistry & Director of the Center for Teaching Excellence B.S.Ed. University of Arizona, M.Ed. Northern Arizona University, Ph.D. Arizona State University. Ellen networks with faculty and programs across campus to fulfill the Center’s mission and support student learning through faculty development and innovation. Her research group focuses on improving conceptual understanding of chemistry by examining the dynamics of teaching and teacher change. The goal of their work is to markedly reform instruction and improve chemistry learning across a variety of grade levels (high school and college). Projects employ quasi-experimental designs as well as phenomenological methods investigating teacher beliefs and change, formative assessment, evaluating external representation use in inquiry instruction, and characterizing teaching in chemistry outreach. Ellen is an active member of the American Chemical Society (ACS) and Division of Chemical Education (DivCHED). She chairs the DivCHED Board of Publication and is a member of the ACS Society Committee on Education.

Physics

Vince Kuo

Vince Kuo

Colorado School of Mines, hkuo@mines.edu

My area of expertise is physics education research, with a concentration in problem solving in introductory calculus-based physics. I have been involved with reform efforts in implementing effective pedagogical practices and developing curricular material over the past two decades. I’m interested in utilizing various qualitative and quantitative research methodologies in my investigations into student learning to inform both pedagogy and curriculum. Because of the need for highly qualified secondary physics teachers and local student interest, I have recently became involved in our newly established teacher preparation program. As part of the Noyce Capacity Building grant as well as the PhysTEC Comprehensive Site grant, I have collaborated with experts in the teacher preparation community. As I transition into the Assistant Department Head role, I plan on leveraging my position to facilitate dialogs that lead to a change on the perceptions of teaching within the physics department and beyond.

Karen Magee-Sauer

Karen Magee-Sauer

Rowan University, sauer@rowan.edu

Karen Magee-Sauer is a Professor in the Department of Physics & Astronomy at Rowan University in Glassboro, NJ. She received her Ph.D from University of Wisconsin, Madison, and B.S. Physics degree from the University of Virginia. Karen served as the Dean of the College of Science & Mathematics at Rowan for past four years (2014-2018) before returning to the faculty. Prior to assuming the Dean’s position, she was Chair of the Department of Physics & Astronomy. Karen currently is actively involved in helping Rowan create a national model in the recruitment, training, and mentoring of future high school physics teachers with efforts funded by the PhysTEC program. She is dedicated to increasing the participation of women and under-represented minorities in physics and other STEM fields. She currently serves on the Committee on Education and Education Policy Committee of the APS.

Duane Merrell

Duane Merrell

Brigham Young University, duane_merrell@byu.edu

Husband and Father of 4 children, 8 grandchildren

High School Physics and Math teacher 19 years

Physics Teaching Professor Brigham Young University 14 years and counting

Love my job and thinking about how to get physics to all secondary students

Gay Stewart

Gay Stewart

West Virginia University, gbstewart@mail.wvu.edu

Gay Stewart, Physics PhD, UIUC, 1994. At University of Arkansas 1994-2014, she focused on three interrelated issues: improving introductory courses, improving physics majors’ preparation for many careers options, and preparing future faculty, both high school and professoriate. NSF supported her work since 1995. UA saw a 10-fold increase in physics graduates and was one of six initial Physics Teacher Education Coalition institutions. Her GTA program grew into one of four NSF/AAPT “Shaping the Preparation of Future Science Faculty” sites. She was co-PI of an NSF-GK-12 placing fellows in middle school mathematics and science classrooms. Helping math and science teachers work together was central to her $7.3M NSF-MSP. Noyce grants supported pre-service, and master physics, teachers. She chaired the College Board’s Science Academic Advisory Committee, co-chaired the AP Physics Redesign commission, and Development Committee. In 2014, Gay transitioned to WVU, where she directs the WVU Center for Excellence in STEM Education.

Math

Judith Covington

Judith Covington

Northwestern State University of Louisiana, covingtonj@nsula.edu

Dr. Judith Covington is a Professor of Mathematics at Northwestern State University in Natchitoches, Louisiana. Previously she spent 25 years as a mathematics faculty member at Louisiana State University Shreveport. Judith teaches a variety of courses, but her main interest is teaching courses for future teachers. In 2010 she founded the North Louisiana Math Teachers’ Circle, and through working with this group of dedicated teachers she is easily able to see some of the struggles that today’s classroom teachers face. Judith is also an active member of the Mathematical Association of America. Her three main roles with that organization have been 17 years as a member of the leadership team of Project NExT, serving as the representative of the Louisiana/Mississippi section of the MAA and membership on a variety of committees. I am very excited to work with this group to hopefully increase the number of talented STEM teachers.

Ben Ford

Ben Ford

Sonoma State University, ben.ford@sonoma.edu

I’m Ben Ford, a math professor at Sonoma State University in Northern California (since 1998). I help run our pre-service content courses for both elementary and secondary students, advise most of our intending secondary math teachers, oversee (with a teacher partner) a site of the California Math Project (a statewide professional development network), and currently am trying to incorporate “making” in K-8 math classes. I was previously on the MAA’s Committee on the Mathematical Education of Teachers for 6 years. I take great pride in the large proportion of secondary math teacher leaders in our region who are graduates of our department. Outside of K-12/teacher work, I am engaged in an exciting project with my department to dramatically reimagine and redesign first-year courses for students who historically were placed in non-college-credit classes, as part of a broader effort at “radical inclusion in postsecondary STEM.

Christina Eubanks-Turner

Christina Eubanks-Turner

Loyola Marymount University, christina.eubanks-turner@lmu.edu

Christina Eubanks-Turner is an Associate Professor and Director of Secondary Teacher Preparation Programs in Mathematics in the Department of Mathematics at LMU. Her primary research areas include mathematics, mathematics education and broadening participation in mathematics. She has extensive experience working with pre-and in-service teachers from both small districts and large urban districts across the US. She teaches math content courses for K-12 pre-service teachers. She has also taught various graduate level math courses for in-service middle and secondary teachers and has led several Professional Development workshops for teachers in collaboration with Education faculty and School District leaders. Her mathematics education research focuses on best practices of supporting development of mathematical knowledge for teaching. She has extensive experience with education related grants and has served as Principal Investigator of several grants including three NSF-funded projects focused on professional development for secondary master teachers and underrepresented students in STEM.

Timothy Hendrix

Timothy Hendrix

Meredith College, hendrixt@meredith.edu

Dr. Timothy M. Hendrix is an Associate Professor of Mathematics in the Department of Mathematics and Computer Science at Meredith College in Raleigh, NC. A member of AMTE since 2002, Tim was the first Project NExT Fellow supported by AMTE. Since that time, Tim has served two terms as Chair of the Membership Committee, and then from 2009 - 2013 as AMTE's first Website Director. Involved in teaching mathematics and working with both pre-service and in-service mathematics teachers, he has a long history of providing Professional Development for teachers in North Carolina, Illinois and throughout the southeast and midwest.

Rose Mary Zbiek

Rose Mary Zbiek

Penn State University, rmz101@psu.edu

I am a professor of mathematics education and Department Head for Curriculum and Instruction at Penn State. Previously, I was a tenured associate professor in mathematics and mathematics education at the University of Iowa and a high school mathematics and computer science teacher. Mathematics was central in my teacher- preparation program. In fact, my first publication was my undergraduate research paper in mathematics. Subsequent scholarship has been driven by how teachers of mathematics leverage their mathematical understandings. My work long involved integration of mathematics technology into school mathematics teaching and curriculum. More recently, my work is about preparing teachers to help their students develop capacity as mathematical modelers, especially within the expectations of school mathematics curricula. Relevant professional engagement includes service on the MAA’s COMET committee and editing a series of 16 books on teacher understanding of mathematics published by the National Council of Teachers of Mathematics.

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