Smithsonian Inst itution

National Science Resources Center

NATIONAL SCIENCE

RESOURCES CENTER

2004

ANNUAL REPORT

Delivering Excellence in Science Education
Introduction

Message from Anders Hedberg, Advisory Board Chair

Message from Sally Goetz Shuler, Executive Director

Looking Back on 2004

Meeting Our Business Goals

Science Education Reform

Teacher Professional Development

Inquiry Science Curriculum

Communications and Publications

International Activities

Development 

Finance and Administration

National Advisory Board

Staff and Consultants

T ABLE OF CONTENTS

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In Dedication u

BRUCE ALBERTS, President, National Academy of Sciences and

Chair, National Research Council

This report is dedicated to Bruce Alberts, whose term as president of the National

Academy of Sciences and chair of the National Research Council expires in June 2005.

Dr. Alberts is a stalwart supporter of the National Science Resources Center and a tireless advocate for science education in the United States and around the world.
The National Science Resources Center was established in 1985 by the Smithsonian

Institution and the National Academies to improve the learning and teaching of science in

the nation’s school districts. The NSRC is committed to establishing effective science programs

for all students. We employ strategies that are informed by research, incorporate best practices,

and leverage change through the development of strategic partnerships.

The Smithsonian Institution

In the early 19th century, Englishman James Smithson bequeathed his fortune to found the

Smithsonian Institution “for the increase and diffusion of knowledge.” The Smithsonian fulfills

that mission in many ways, including promoting innovation, research, and discovery in science.

The Institution is also deeply committed to its outreach to the public. The Institution provides

the NSRC with support for space, operations, and management. The Smithsonian facilitates

access to expertise and resources from the world’s largest museum complex, as well as from its

research, archives, and extensive library system.

The National Academies

The National Academies—the National Academy of Sciences, National Academy of Engineering,

Institute of Medicine, and National Research Council—work outside the framework of government to ensure independent advice on matters of science, technology, and medicine. Because

knowledge of research and application of best practices are critical to the development of effective NSRC programs, the Academies provide the NSRC with access to research and scientific and

engineering expertise to inform its services and products.

©2005, National Science Resources Center

www.nsrconline.org 1

2004

“What is science . . .

. . . if not the investigation and exploration of the wonders of our world and our universe? It’s

also the excitement, the thrill, the sense of marvel that young people experience when they discover something on their own for the first time. The NSRC helps children have those intellectual

and emotional experiences in the classroom, and the children are better prepared for life as a

result.”

—David Evans, Under Secretary for Science, Smithsonian Institution
2004

2 www.nsrconline.org

In the year of its 20th anniversary, the NSRC is stronger now than it has ever been.

While financial pressures have increased, due to a shift in government support of nonprofit grant making, the NSRC has successfully adjusted its strategic and business plan

to maintain a strong positive trend in its profit and loss account. So strong, in fact,

that it is now realistic to begin building an endowment—a long-term sustainability

strategy, as well as a “rainy-day” reserve. While many non-profit organizations face

similar challenges, only a few take the thoughtful approach of adjusting their organizational “behavior” to

become an entrepreneurial alliance partner, as the NSRC has done. The NSRC’s organizational strategic thinking now involves intellectual property protection, international relationships, communications, and marketing—unusual and maybe even intimidating concepts in the non-profit world. However, none of these strategies

and tactics would make a difference for the NSRC unless the core business—quality goods and services to

improve science education for all children—were in excellent order.

So, success lies in the wisdom of bringing together some of the best science educators and curriculum developers in the country, serving on the NSRC staff with creative and experienced advisors, serving on the NSRC

National Advisory Board, and inspiring both with the leadership from within the National Academies and the

Smithsonian Institution.

The NSRC has been fortunate to enjoy the leadership of Dr. Bruce Alberts, who, throughout his tenure as the

President of the National Academy of Sciences, has applied his unparalleled passion for science education to

inspire the organization to greatness. He and his partner-leader, Dr. David Evans, Under Secretary for Science

at the Smithsonian Institution, have together challenged the NSRC Advisory Board to evolve into a fearless,

risk-taking group of counselors and partners. The members of the board have worked side by side with the

NSRC staff and become close friends and passionate advocates, sharing their experience, and pulling hard for

the cause—Quality Science Education for All Children.

It’s all about people! 

The people in the NSRC and their friends are skilled and driven! Their leaders are focused and dedicated! The

mission and vision are clear! No wonder they are successful!

It has been a privilege to serve. Thank you,

Anders Hedberg, Ph.D.

Chair, National Advisory Board

Message from the Advisory Board Chair

S. Anders Hedberg
In May 2005 the National Science Resources Center will mark the beginning of its

20th year. Our organization will celebrate this important milestone throughout 2005

by looking back over two decades of growth and maturity, and by looking ahead to

our role in the continuing challenge that is science education.

Last year, the NSRC expanded its portfolio of products and services by premiering

several new program offerings and classroom materials. A new planning symposium

targeted to middle schools, for example, will expand our emphasis on science education reform in grades 6

through 8. Our publication of a suite of science reading books that complement the NSRC’s curriculum for

grades 4 through 6 signals a new literacy emphasis that integrates science studies with reading, social studies,

and history—and represents the NSRC’s first venture into self-publication of curriculum materials. The

Professional Development Center began planning a new summer academy for science teachers, which will take

place in the facilities of the Smithsonian and the National Academies. In addition, we continued to expand our

electronic presence by improving and expanding our Web site.

On other fronts, we continued to learn from the experiences of other nations as we worked with educators in

Africa, Asia, Europe, and South America in improving science education programs there. We continued to pursue options that will ensure continuous funding for our operations. And by pursuing collaborative working

relationships with other units of the Smithsonian, we more than ever before are a part of—rather than apart

from—the heartbeat of the Institution.

As always, I thank the NSRC staff for their dedication to science education and their hard work toward achieving our goals. I also thank our parent organizations—the Smithsonian and the National Academies—for their

continued support, the members of the NSRC Advisory Board for their sage and practical counsel, and our

partners and sponsors for their sustained commitment to science education.

This annual report provides details on these and other NSRC accomplishments during 2004. But if the past

truly is prologue, we must regard our historical achievements as building blocks to a brighter, but even more

challenging, future. In 2005 and beyond, therefore, we look ahead to the looming science requirements of the

No Child Left Behind Act as well as to myriad workforce pipeline issues as we seek to remain at the cutting

edge of science education thought and action.

Message from the Executive Director

Sally Goetz Shuler

Sally Goetz Shuler

Executive Director

2004 Annual Report 3
RECOGNIZING THAT EVEN THE BEST CURRICULUM IS BEST

TAUGHT BY TRAINED INSTRUCTORS, the NSRC’s Professional

Development Center expanded the range of its classes and entered into a

long-term agreement with Oklahoma State University’s Center for Science

Literacy to train middle school teachers and teacher-trainers on the Science

and Technology Concepts for Middle SchoolsTM (STC/MS) courses. The

Center is also working with Northeastern University in Boston to develop

graduate-level courses for science teachers, and planning a week-long summer science academy for science teachers in Washington, D.C. more on

pages 10 and 11

4 2004 Annual Report

Looking Back on 2004

During 2004, the NSRC turned the corner on itsinternal reorganization. We spent much of the

year preparing not only to move to new office space

but also to change and establish programs and services that will better position us to face future challenges

and opportunities in science education.

Highlights from 2004:

ALL NSRC STAFF WILL SHORTLY BE UNDER THE SAME ROOF with the

move of our administrative and financial functions from the Smithsonian’s venerable

Arts & Industries Building on the National Mall. By the spring of 2005, the entire

NSRC staff will be housed in the Aerospace Center Building on D Street, SW, adjacent to L’Enfant Plaza. Although we will miss the visibility and ambience we enjoy at

A&I, we will experience the advantages of proximity to each other and better space in

our new working home.

THE ESTABLISHMENT OF TWO DIVISIONS WITHIN THE LASER

(LEADERSHIP AND ASSISTANCE FOR SCIENCE EDUCATION

REFORM) CENTER is a logical extension of the first phase of the

LASER initiative, in which we concentrated on the early stages of science

education reform. The new LASER Strategic Planning Division is now

responsible for building awareness of NSRC programs and services and

for planning the reform effort. The new literary initiative will build a

program for enhancing literacy skills—reading, writing, and discourse—

through the study of science. more on pages 8 and 9
THE CREATION OF A NEW COMMUNICATIONS AND

PUBLICATIONS DIVISION during 2004 added an exciting new dimension—a communications function—to our existing publications effort. The

assistant director for communications and publications helps ensure the

integrity of the NSRC brand while maintaining communications and marketing bridges between the NSRC and our public—school districts, corporations, foundations, and the trade and mass media. The NSRC has a vital

role in the national agenda, and the new division will help people learn and

remember who we are and what we do. more on pages 14 and 15

2005 

NSRC

INQUIRY-BASED SCIENCE

EDUCATION PROGRAMS

• NSF-supported curriculum

• Professional development for teachers

• Science education outreach programs

• NEW—Teacher’s Guides and STC BOOKSTM Celebrating 20 years!

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THE NSRC CONTINUED WORKING WITH OTHER COUNTRIES that

seek to improve their science education programs using the NSRC model for

reform. The progress made in countries such as Chile and Sweden demonstrates how the implementation of complete systems of science education

can achieve documented improvements in student classroom achievement

and increases in their science content knowledge. more on pages 18 and 19

WITH PUBLICATION OF THE GRADES 4–6 SCIENCE AND

TECHNOLOGY FOR CHILDREN BOOKSTM, we have made available a science reading complement to our Science and Technology for

Children® (STC®) curriculum. These books can also be used as standalone reading resources. The NSRC also announced the availability of

updated STC Teachers’ Guides and of The Guide to Probeware and

Computer Applications for STC/MS. more on pages 12 and 13

2004

www.nsrconline.org 5

WE MOVED TO STRENGTHEN OUR WORKING RELATIONSHIPS

WITH OTHER UNITS OF THE SMITHSONIAN INSTITUTION.

The STC BOOKS, for example, are unique in the education marketplace in

that they feature many stories about Smithsonian research and researchers.

In late summer, the NSRC teamed up with the Smithsonian’s Center for

Education and Museum Studies to sponsor a thought-provoking presentation on “How People Learn” for more than 125 Smithsonian educators by

National Research Council social scientist Suzanne Donovan.

WITH NEARLY TWO DECADES OF SERVICE BEHIND US, we look

forward to future challenges in science education reform. During 2005, we

will conduct a series of events to commemorate 20 years of the NSRC’s commitment to exemplary science education. A 

C hinese proverb says that the

best time to plant a tree was 20 years ago, and that the second-best time is

today. Although we planted the NSRC “tree” nearly two decades ago, we recognize that we’re still a seedling in terms of the job ahead of us—and that

the true record of our growth will be written in tomorrow’s classrooms and

job sites.
“The NSRC’s newly developed business plan is an essential tool for designing and building the next phase

for the NSRC.”

Sally Goetz Shuler, Executive Director

The NSRC’s business plan will help the organization maintain its focus on several internaland external goals in service of organizational sustainability, core products and services,

and exemplary science programs for all students.

6 www.nsrconline.org

Meeting Our Business Goals

INTERNAL GOALS

GOAL 1

Institutional Capacity and Management Excellence

Establish and sustain organizational capacity by continuing to attract, cultivate, and retain highly skilled and

innovative staff that can develop and deliver exceptional programs and services.

Hired a new director of communications and publications and refocused the work of this division to

marketing and communications rather than publishing curriculum materials.

GOAL 2

Capacity Building 

Leverage our intellectual capacity and impact through the continuous development and expansion of strategic

partnerships.

Conferred with the National Academies’ Teachers Advisory Council, which was established to involve

classroom teachers and integrate their “wisdom of practice” into the research of the National Academies

and other education work . . . Entered into a working relationship with Oklahoma State University’s

Center for Science Literacy to train teacher-trainers in the content and pedagogy of the Science and

Technology Concepts for Middle SchoolsTM (STC/MS) modules, and graduated our first 40 teachers.

GOAL 3

Financial Strength

Sustain and expand the work of the NSRC through the increase and diversification of the NSRC’s funding

base from $4.2 million to $6.3 million in five years.

Completed a feasibility study and began planning for an NSRC endowment . . . Established a “quasiendowment” fund set aside from royalties for ongoing operating funds and emergency reserve . . . Began

receiving royalties from a new revenue stream, the Science and Technology for Children BOOKSTM series

of science readers . . . Instituted a program to more aggressively market NSRC products, including development of an NSRC program brochure for distribution to school districts nationwide.

2004
2004 Annual Report 7 

EXTERNAL GOALS

GOAL 1

Public Understanding of Education

Champion public understanding of research-based science education programs with officials in the United States

and abroad.

Conducted a well-received half-day seminar on “How People Learn” for Smithsonian staff both as a professional development opportunity and to build bridges between the NSRC and other Smithsonian units . . .

Conducted workshops and seminars and exhibited at the annual National Science Teacher’s Association

annual convention in Atlanta, an event attended by nearly 20,000 science teachers . . . Began planning, in

collaboration with other organizations, a national forum on science education to be held during 2005 with

follow-up events extending into 2006 . . . Completed Phase I of the NSRC Web site, www.nsrconline.org.

GOAL 2

Supporting Sustainability

Assist school districts in sustaining the implementation of their science programs based on research and best

practices.

Published the 12-volume STC BOOKSTM series of science readers to complement the grade 4–6 units of the

NSRC’s elementary science curriculum . . . Released The Guide to Probeware and Computer Applications for

STC/MS to accompany the NSRC’s middle school curriculum.

GOAL 3

Scaling Up Reform

Engage school districts representing an additional 20 percent of the U.S. K–12 student population in the process

of improving their science programs based on research and best practices.

Increased to more than 750 the number of school districts that have completed NSRC leadership development institutes or strategic planning institutes . . . Worked with a group of Georgia leaders in business and

academia—the Georgia Alliance for Science Education—as they began to explore ways of improving the

state’s students’ achievement in science . . . Conducted a successful planning symposium for middle schools.

GOAL 4

International Capacity

Work with other countries to develop scientific and leadership capacity in the establishment of research-based

science programs.

Continued working with interested partner countries on adapting NSRC-developed products and services

for use abroad . . . Saw significant progress on a broad scale in implementing elementary curriculum in

Sweden and on a pilot basis in Chile . . . Conducted preliminary discussion with Chinese educators about

the establishment of inquiry-based science in the classroom—and came away impressed by the resolve of

Chinese educational leaders to institute immediate, nationwide science education reform . . . Participated in

discussions for major international science education conferences to be held in Mexico and Italy during

2005 . . . Conducted teacher training for science teachers in Namibia
Science Education Reform

When the LASER (Leadership and Assistance for Science Education Reform)

Center was begun in 1998, the first task was to build a regional structure

and acquaint school districts with the inquiry process advocated by the NSRC.

During the year 2004, we restructured the LASER Center to strengthen the existing efforts through creation of a Strategic Planning Division and a new literacy

initiative. The principal responsibilities of the LASER Center are:

• Conducting awareness and strategic planning events

• Working with existing LASER regional sites 

• Identifying and promoting leadership capacity in new LASER 

regional sites

• Developing innovative ways to assist LASER regional sites in 

helping school districts implement and institutionalize innovative 

science education programs

• A new initiative, “Achieving Literacy through Effective Science

Education,” which will use the study of science to enhance students’ literacy skills—reading, writing, and discourse

Another exciting occurrence during 2004 was an overture from the Georgia

Alliance for Science Education, a coalition of concerned businesspeople and academicians who see an alarming decline in the understanding of science among

Georgia’s schoolchildren. The Alliance’s “Call to Action” workshop, held in Atlanta

in March, drew more than 100 leaders from around the state, including the state

secretary of education, to Atlanta’s SciTrek Museum. A national LASER Middle

School Science Education Planning Symposium was held in Atlanta on December

1–5, 2004, in an effort to build capacity in that state. Other states, including

Indiana and Michigan, have expressed interest in working with the NSRC through

the LASER Center.

8 2004 Annual Report

Achieving Literacy

through Effective

Science Education

Programs

The ability to read and understand complex information is

important to success in college

and in the workplace.

Increasingly, the language and

concepts of science and technology are becoming essential

building blocks for productive

careers and effective citizenship.

The NSRC’s literacy initiative

seeks to support a literate

America, whose people have the

ability to read, write, and reason

effectively. Its mission is to promote literacy in America by

informing educators of effective

strategies for integrating the fundamental skills of reading, writing, and discourse with science

instruction. Over time, the initiative will:

• Increase children’s mastery of

science content locally and

throughout the United States

• Help children function as

world citizens in an information-based society by being

able to read, write, and communicate effectively

• Motivate children from all

socio-economic classes to

become part of the scientifically and technologically

trained workforce of the

future.
KEY LASER EVENTS, 2004

2004

www.nsrconline.org 9

INITIATION OF REFORM

NATIONAL

March 2004

National LASER K–8 Science Education Strategic Planning 

Institute

Washington, DC

Math/Science Workshop: “How People Learn” #1

Washington, DC

April 2004

Baker Forum

San Luis Obispo, CA

May 2004

Chemical Heritage Foundation Leadership Initiative

Philadelphia, PA

June 2004

Math/Science Workshop: “How People Learn” #2

Washington, DC

December 2004

National LASER Middle School Science Education Planning 

Symposium

Atlanta, GA

REGIONAL

March 2004

Georgia Alliance for Science Education Organizational Workshop

Atlanta, GA

June 2004

Washington State LASER K–8 Science Education Strategic Planning 

Institute

Tukwila, WA

July 2004

Western Pennsylvania LASER K–8 Science Education Strategic 

Planning Institute

Pittsburgh, PA

INTERNATIONAL

October 2004

InterAmerican Strategic Planning Workshop for Inquiry-Based

Science Education Programs

Santiago, Chile

IMPLEMENTATION OF REFORM AND BUILDING

LEARNING NETWORKS

NATIONAL

October 2003

Association of Science Materials Centers (ASMC)/NSRC LASER 

Center Next Step Institute 

Green Bay, WI

March 2004

“Achieving Literacy through Effective Science Education”

Initiative Kickoff

Atlanta, GA

NSRC/Merck Annual Showcase of New Science Education 

Resources

Atlanta, GA

Association of Science Materials Centers (ASMC)/NSRC 

LASER Center Annual Networking Forum

Atlanta, GA

October 2004

“Achieving Literacy through Effective Science Education”

Initiative Working Symposium #1

Washington, DC

November 2004

“Achieving Literacy through Effective Science Education”

Initiative Working Symposium #2

Washington, DC

REGIONAL

June 2004

Alabama LASER Networking Forum

Montgomery, AL
10 www.nsrconline.org

2004

Teacher Professional Development

Research tells us that students learn science best through an inquiry process. When coupled with an

exemplary curriculum, the inquiry process leads to better understanding and retention of content.

For that reason, many educators are changing from the traditional textbook approach to hands-on,

inquiry science. This substantive change in approach requires an equally substantive change in professional development practices.

To be effective science educators, teachers must also be effective learners, continually building on existing knowledge and skills. The courses offered by the NSRC’s Professional Development Center (PDC)

provide teachers with the opportunity to learn and practice the skills needed to create supportive classroom environments for student inquiry and move teachers through all levels of the proficiency continuum—from novice to expert.

As teachers’ understanding of science and pedagogy increases, they become more able to engage young

minds in the sciences. Professional development is especially valuable when it ties into the curriculum

that teachers are using. The PDC’s courses are tailored to the NSRC’s curricula.

Teacher-Trainer Courses

With generous support from the Lucent Technologies Foundation and through a cooperative working

agreement with the Oklahoma State University Center for Science Literacy, the PDC has trained the

initial cadre of teachers who can train other teachers in the conceptual framework and classroom

management of the eight Science and Technology Concepts for Middle SchoolsTM (STC/MSTM ) curriculum modules. The first phase of this project, introduction to the courses, was completed during

2003. Forty consultants have now completed the three-day immersion courses and have begun conducting intensive workshops for teachers who are using the STC/MS curriculum in their classrooms.

The next phase of this activity will be a series of courses for teachers who have one or two years’ experience with inquiry science in the classroom. These courses will focus on the “big ideas” of the science

and the conceptual sequence of the lessons.
2004 Annual Report 11 

Cooperative Training Opportunities

The PDC also developed and piloted a course called “The Nature of Inquiry” at the Bristol-Myers Squibb

Teaching and Learning Center at Rider University, Lawrenceville, New Jersey. The course will be offered during

the summer to provide professional development to teachers in New Jersey school districts where the BristolMyers Squibb Corporation has facilities. The PDC has entered into planning events for teachers in 2005.

Events introducing STC and STC/MS to schools have been scheduled at Montclair University in the spring of

2005, and advanced courses for STC/MS users are scheduled for August 2005 at Ryder University. The PDC has

consolidated its relationship with the Center for Science Literacy at Oklahoma State University and conducted

seven workshops during 2004. Further workshops and additional areas of cooperation are planned in 2005.

Graduate-Level Content Courses for Science Teachers

With support from a W.K. Kellogg Foundation grant, the PDC is developing two-week-long graduate-level science content courses based on the STC/MS curriculum. Christos Zahopoulos of Northeastern University is

leading the development team. So far, planning meetings have been held with course developers, and the syllabi for three of the projected eight courses are being written and tested.

Electronic Literacy Supplement

The PDC is planning to post Internet-enhanced STC/MS teaching materials in a secure, password-protected

location on the Internet and to include links to other Smithsonian science resources. This activity will not only

make the STC/MS materials more accessible and useful in the classroom but also make them more attractive

through the Smithsonian connection. Planning for the Electronic Literacy Supplement is being supported by a

Smithsonian Institution Transformation Grant, awarded to the PDC from a field of 28 applicants. The first

phase will involve creating the supplement for the most popular STC/MS course, Properties of Matter. The

PDC will pilot this prototype in late 2005.

Smithsonian Science Education Academy for Teachers

During summer 2005, the PDC will host the inaugural Smithsonian Science Education Academy for Teachers.

Sixty to 75 middle school science teachers from around the nation are expected to attend. Morning sessions of

the five-day academy will be devoted to classroom work related to the content and pedagogy of STC/MS physical science courses. The afternoons will be given over to behind-the-scenes experiences in local Smithsonian

research facilities as well as in non-Smithsonian science laboratories and museums. The 2005 academy will

focus on the topic “Motion and Energy.” In subsequent years, the academies will expand to include elementary

as well as middle school teachers and to encompass the life and earth sciences. Planning and implementation

of the 2005 academy is made possible by a generous grant from the Lucent Technologies Foundation.
4–5 Animal Studies Land and Water Electric Circuits Motion and Design

4–5 Microworlds Ecosystems Food Chemistry Floating and Sinking

5–6 Experiments Measuring Time Magnets and Technology 

with Plants Motors of Paper 

During 2004, the NSRC added several new products to its family of

curriculum products:

• Twelve Science and Technology for Children BOOKSTM for students

in grades 4 through 6, with accompanying Teacher’s Guides

• Second-edition Science and Technology for Children® Teachers’ Guides

in an easier-to-use binder format, including the a new tab to 

accompany the STC BOOKSTM series

• The Guide to Probeware and Computer Applications for STC/MS,

a supplement to the NSRC’s middle school curriculum

The staples of the NSRC’s curriculum offerings remain the 24-course STC® curriculum for elementary students (K–6) and the eight-course Science and

Technology Concepts for Middle SchoolsTM (STC/MSTM) curriculum for children in

grades 6 through 8. These research-based, inquiry-centered products are available

for purchase through our publisher, Carolina Biological Supply Company

(www.carolina.com).

STC BOOKS

The STC BOOKS series adds a literacy component to our popular curriculum

program for elementary students. Each book was designed to be used in science

lessons or as a stand-alone reader that conveys topics in a way that makes science

fun. The books are colorfully illustrated with drawings and photographs and have

undergone rigorous review to ensure that all information is current and accurate

and that the reading level for all stories is appropriate for students in grades 4 and

5 or grades 5 and 6. Each book is part of a Life and Earth Science or Physical

Science and Technology library.

The NSRC is now planning 12 additional books for students in kindergarten

through grade 3 for release during the next two years, as well as books to accompany the STC/MS curriculum.

Inquiry Science Curriculum

12 2004 Annual Report

SCIENCE AND TECHNOLOGY FOR CHILDREN BOOKS TM

Grades Life and Earth Sciences Physical Sciences and Technology

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STC Teachers’ Guides

The STC Teacher’s Guides for the grades 1-5 courses have been reviewed and

revised to give teachers an easier-to-use format. The second-edition guides have

been published in sturdy three-ring binders to replace the old perfect-bound

books, and they include a tab that accompanies the new STC BOOKS series.

Guide to Probeware and Computer Applications for STC/MS

The Guide to Probeware and Computer Applications for STC/MS, released during

2004, is designed to facilitate the integration of probeware and computer-related

technologies into the middle school classroom. The developers of the eight

STC/MS modules have identified lessons in each module that adapt well to the use

of probes and sensors for collecting and analyzing data. Developers have also

included some inquiries that are extensions of lessons in the STC/MS curriculum.

To use this supplement effectively, teachers should become familiar with the corresponding lessons in the relevant STC/MS modules; become familiar with the

objectives, goals, and background of the lesson as described in the Teacher’s Guide;

review the procedures for the regular lesson; study the suggested modifications in

this probeware supplement, and if necessary make minor procedural changes to

an inquiry once the students have set up the probe or sensor.

2004

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14 www.nsrconline.org

I

n addition to supporting the publication of curriculum and related materials, the NSRC’s newly formed

Communications and Publications Division has begun a strong marketing effort aimed at improving the visibility and sales of NSRC products and services. The division seeks to improve the targeting of NSRC communications so that our messages reach the audiences who most need to know who we are, what we do, and what we

have to offer. The division has developed a number of communications products that will support this effort

and increase public understanding of science education in the United States. All of these activities are part of an

umbrella campaign to build awareness of and name recognition for the NSRC as an organization of the

Smithsonian and the National Academies.

Communicating Through the Internet

After 18 months of research and development, the NSRC launched its new Web site in April 2004. The site now

highlights research and science education resources for school districts, teachers, parents, corporations, and

foundations. It provides links to the sites of our parent organizations, the Smithsonian Institution and the

National Academies, as well as to other museums and quality resources. The site had nearly 140,000 visits

between April 1 and December 31, 2004.

Leveraging the Smithsonian Connection

The division is helping the NSRC more aggressively take advantage of the name recognition and vast scientific

capability of the Smithsonian Institution by linking the NSRC and other units of the Smithsonian more closely

than ever before. Each of the STC BOOKS, for example, contains several stories about Smithsonian scientists

working in the Institution’s museums, research facilities, or the National Zoo. This unique resource will be part

of the next generation of books for elementary and middle school students as well.

The NSRC also cooperated with the Smithsonian Center for Education and Museum Studies to sponsor a presentation, “How People Learn,” by Suzanne Donovan of the National Research Council. The presentation provided important information to Smithsonian professionals in publications, education, and museum positions.

Publicizing Professional Development Opportunities 

As the NSRC’s Professional Development Center (PDC) prepares for the Smithsonian Science Education

Academy for Teachers (see page 11) in the summer of 2005, the Communications and Publications Division is

advising the PDC on the publicity needed to reach and attract 60–75 teachers from across the country.

Communications and Publications
The NSRC Web site is updated frequently to reflect current news

and to revise information as it

changes. The site received almost

140,000 visits between April 1,

2004, and the end of the year.

Eighty-five percent of the visitors

to the site were from the United

States; the rest were from countries on every continent.

Marketing the STC BOOKS

Publication of the Science and Technology for Children BOOKSTM series afforded an opportunity to explore different ways of marketing these unique resources. The Communications and Publications Division prepared and

distributed a brochure describing each of the 12 books in this series and sent it to schools and school districts

known to be using one or more of the Science and Technology for Children® (STC) units. Advertisements in

journals and magazines are also expected to generate interest in and sales of the books.

To facilitate distribution, the division contracted with the National Academies Press for fulfillment of orders for

books singly, or in sets of one title, in a Life and Earth Sciences library of six books, or in a Physical Science and

Technology library of six books. Carolina Biological Supply Company will also fill orders for the books.

2004 Annual Report 15

Announces twelve new Science and Technology for Children BOOKSTM.

With the new series you can:

Add a literacy component to your science curriculum

Read unique stories about inventors and scientists,including those working at the 

mithsonian Institution

Meet national and state science standards

Link science activities to other curricula such as history,language arts,and social studies

This brochure featuring the STC

BOOKS series was published in

2004.
The NSRC remained active in international science education efforts during 2004, through participation in international conferences and support for individual countries’ reform efforts. The

NSRC’s investments in other countries’ science education programs are far more than philanthropic

gestures; every penny that we have invested in science education reform efforts in Chile, Mexico,

Namibia, Sweden, and other countries has been returned many times over in insights gained.

Sweden Uses NSRC Model to Improve Elementary Science Education

Sweden’s Naturvetenskap och Teknik för Alla (NTA)—Science and Technology for All—program,

based on curriculum and dissemination models developed by the NSRC, has moved beyond its modest beginnings to gain a strong foothold in that Scandinavian country in less than a decade. The

Swedish program began on a pilot basis in the municipality of Linköping in 1997.

An early task was translation of the NSRC’s Science and Technology for Children® (STC) units into

Swedish. So far, 14 of the 24 units have been translated and are now in classroom use. The 15th unit,

The Technology of Paper, is in translation.

Forty-one of Sweden’s 200-plus municipalities now participate in the program, with a goal of 100

participating municipalities by 2008. More than 40,000 K–6 students and more than 2,000 teachers

use the program. Few of the participating municipalities, however, have fully implemented the program. Full implementation means that every science teacher is using the new curriculum in every science classroom. The rest are still making the transition to NTA.

Students exposed to the NTA curriculum show increased eagerness to learn physics, chemistry, biology, and technology. Teachers develop increased competence and self-confidence. As one teacher

reported, “The general level of competence has gone up and a certain amount of fear has disappeared.

It’s a case of daring to let go and letting the imagination and the creativity of the students take over.”

Parents and local corporations, particularly Ericsson and Saab, have been especially supportive.

Adoption of the STC Curriculum Aids Chilean Science Education Efforts

The Chilean Academy of Sciences, the Ministry of Education, and the Faculty of Medicine of the

University of Chile have inaugurated a program that they call “Inquiry Based Science Education for

Children of Elementary Schools.” The program was begun in 2003 in six schools and expanded in

2004 to 24 schools, all in the Santiago area. It covers 5,000 students and 120 teachers.

International Activities

16 2004 Annual Report
The program uses seven STC units, training of teachers in inquiry instructional methodologies, school-based

science materials refurbishment centers, support from both school administration and the community, and

continuous assessment. Teachers participating in the program report:

• Positive changes in classroom atmosphere—better collaboration and stronger teamwork

• Progress in the autonomy of learning

• Higher levels of student motivation

• Better participation among children with learning disabilities

• Gradual adaptation among teachers to the inquiry-centered methodology

• Increase in the teachers’ science knowledge

• More willingness of teachers to innovate in their pedagogic practices

• Improved collaboration between administration and teachers

The Chilean leaders of the project have presented the results of their work at various conferences in Latin

America and throughout the world. In October 2004, the Chilean Academy of Sciences hosted a strategic planning institute attended by representatives of five South American countries: Argentina, Brazil, Chile, Colombia,

and Venezuela. Special guests from Bolivia, Canada, and Mexico also attended. NSRC executive director Sally

Goetz Shuler led an NSRC delegation to help build awareness among attendees of inquiry science education.

Namibia Considers Adopting STC/MS for Its Science Education Program

Professional Development Center co-director David Marsland spent two weeks in the southwestern African

nation of Namibia helping that country’s science teachers evaluate the state of science education there.

Marsland visited eight schools in this mostly rural country and conducted seven workshops at which teachers

assessed the Science and Technology Concepts for Middle SchoolsTM (STC/MS) curriculum. The visit followed

up participation by a planning team from Namibia in the National LASER Science Education Strategic

Planning Institute in Washington, D.C., during June 2003.

Chinese Leaders Receptive to Science Education Reform

In a visit to China in spring 2004, NSRC executive director Sally Goetz Shuler and Oklahoma State University

Center for Science Literacy director Smith Holt (now retired) briefed Chinese education leaders on the NSRC

reform model. They found not only a receptive effort for their presentation but also a nation committed to

bridging the economic gap between their country and the richest nations of the West, using education—and

especially science education—as the fulcrum for that effort.

International Educational Conferences

NSRC executive director Sally Goetz Shuler is helping plan two major international science education conferences to be held during 2005:

• In March, the Third Monterrey International Conference in Science Education, in Monterrey,

Mexico

• In September, the InterAcademy Panel International Workshop on Evaluation on Inquiry-Based

Science Education Projects, in Stockholm, Sweden

2004www.nsrconline.org 17
The NSRC’s work would not be possible without the generous support of corporations, foundations, and government agencies that are committed to supporting

science education. They know that today’s child is tomorrow’s employee and citizen.

Whether the student grows up to be a biochemist or an auto mechanic, he or she will

benefit from a firm grounding in science and mathematics.

Because support from government sources for inquiry education programs has been

declining, the NSRC’s business plan calls for increasing reliance on funding from

non-governmental sources such as corporations and foundations that have an interest

in education. Although we will continue to pursue grants from the National Science

Foundation and other government funders, we can no longer rely on them for a

majority of our annual operating capital. Additionally, we are investigating the merits

of establishing an endowment that eventually would fund our core operations on an

ongoing basis.

Current Projects

Projects for which grants are being sought include the following:

• Improving Public Understanding of Science Education—Informing

national, regional, and state officials about the state of science education

in the United States, familiarizing them with research about how people

learn, and highlighting districts and states that have implemented exemplary science education programs.

• Building Leadership Capacity for Science Education Reform—Providing

scientists, engineers, school administrators, and K–12 teachers with experiences that help them become well-informed leaders who will provide

technical assistance and advocate for effective science education programs

in their states and communities.

• Sustaining the Work of Districts Implementing Research-Based Science

Programs—Conducting professional development institutes focused on

helping teachers develop the conceptual understanding of science content

needed to effectively use National Science Foundation-supported curriculum materials, including the NSRC’s Science and Technology Concepts for

Middle SchoolsTM (STC/MS) curriculum program for students in grades 6

through 8.

Development

2004

18 www.nsrconline.org
• Establishing the NSRC’s National Literacy Initiative—Providing

resources and strategies for improving reading and writing skills within

the context of learning science. The program will include the sponsorship of two national symposia and several literacy academies for school

district leaders and teachers.

Developing a set of children’s books for children in kindergarten

through grade 3 to complement the NSRC’s Science and Technology

for Children® (STC) K–3 revised instructional units.

• Scaling Up the Number of Districts Implementing Research-Based

Science Programs—Expanding the existing national and regional program to conduct five to six NSRC science education strategic planning

institutes annually.

• Working with Other Countries to Develop Leadership Capacity for

Establishing Research-Based Science Programs—Continuing the international science education program to assist other countries in using

the NSRC’s K–8 science education curriculum programs and implementing the NSRC’s science education reform model.

Project-related grants and gifts were received during 2004 from the Bristol-Myers

Squibb Foundation, the Dow Chemical Company, DuPont, Hewlett-Packard

Foundation, the Lucent Technologies Foundation, the Merck Institute for Science

Education, National Academies Kellogg Endowment Fund, the National Science

Foundation, and the Smithsonian Institution Innovation Grant Initiative.

Endowment

The NSRC is now setting aside royalties from the sale of curriculum and associated

materials in a “quasi-endowment” account at the National Academies. (Funds

derived from earned income are not considered endowed funds. Such funds,

although invested in exactly the same way as the funds in an endowment, are

therefore referred to as a “quasi-endowment.”) It is anticipated that this endowment fund will eventually support the core operations of the NSRC.

In addition, the NSRC has initiated the planning stage of a formal endowment

campaign. With encouragement from its Executive Committee and National

Advisory Board, the NSRC conducted a feasibility study with assistance from an

independent fundraising consultant. Based on the recommendations of the feasibility study, the NSRC has drafted an endowment case statement and conducted

research into the resources necessary to establish several NSRC endowment funds

within the Smithsonian Institution.

2004 Annual Report 19
NSRC Quasi-Endowment

In October 2004, the NSRC established a quasi-endowment at the National Academies. The initial deposit consisted of funds from royalties received from sales of the STC and STC/MS curricula, which totaled $3,326,628.78.

The NSRC established this account to eventually achieve sustainability to support core operations.

Operating Funds

In FY 2004, the NSRC received a total of $1,629,000 to support NSRC core operations from the Smithsonian

Institution and the National Academies.

The Smithsonian Institution provided $929,000 of support from three sources: the Smithsonian’s Federal

Appropriations Budget ($171,000), the Smithsonian’s General Trust Fund ($292,000), and an indirect budget of

$466,000 that resulted from general and administrative rates charged against two National Science Foundation

(NSF) grants.

The National Academies supported the NSRC with a total of $80,000 in an indirect budget for NSRC operating

and administrative costs. A total of $620,000 in royalty funds from the STC curriculum was transferred from the

National Academies to the Smithsonian and was used for operational and administrative services, communications, and general publications during FY 2004.

NSRC Three Centers of Excellence

During FY 2004, the NSRC received a total $2,052,000 in support of program activities. Support was obtained

from three sources:

■ Grants awarded by the NSF and nongovernmental foundations

■ Gifts from corporations and foundations

■ Registration fees the NSRC collected for services provided to school districts and other institutions in conjunction with NSRC project activities

NSRC Curriculum Development Center

The STC Revisions project received $309,000 from the STC curriculum royalties during FY 2004, plus a gift of

$30,000 from the Dow Chemical Company, for a total of $339,000.

NSRC LASER Center

The NSRC LASER Center received a total of $1,268,000 of financial support during FY 2004. This included an

NSF grant for $774,000. A total of $330,000 was received from the following private foundations and corporations: Bristol-Myers Squibb Foundation, Inc. ($175,000); the Hewlett-Packard Company ($100,000); the Merck

Institute for Science Education ($30,000); and DuPont ($25,000). A total of $163,000 of support was collected in

registration fees from school districts, which was applied to the costs of LASER events held in one regional site

and in Washington, D.C.

NSRC Professional Development Center

The NSRC Professional Development Center received a total of $445,000 of financial support during FY 2004.

This included $200,000 in royalty funds from the STC curriculum, which was transferred from the National

Academies to the Smithsonian Institution. The Professional Development Center also received $45,000 from registration fees, $100,000 in gifts and non-federal grants and $100,000 from the National Academies W.K. Kellogg

Foundation.

Finance & Administration

20 2004 Annual Report
NSRC Core Operations

QUASI–ENDOWMENT—NATIONAL ACADEMIES(1)

FY00 FY01 FY02 FY03 FY04 FY05

All amounts in $000s (Actual) (Actual) (Actual) (Actual) (Actual) (Projected)

N/A N/A N/A N/A N/A 4,000

Subtotal N/A N/A N/A N/A N/A $4,000

EXECUTIVE OFFICE, FINANCE, AND ADMINISTRATION 

FY00 FY01 FY02 FY03 FY04 FY05

All amounts in $000s (Actual) (Actual) (Actual) (Actual) (Actual) (Projected)

Smithsonian Institution

Federal(2) 230 153 161 167 171 283

General Trust(3) 274 290 287 278 292 305

Indirect Cost Budget(4) 449 466 466 469 466 110

Subtotal $953 $909 $914 $914 $929 $698

National Academies

Indirect 93 103 77 81 80 80

Royalty Fund 0 36 120 218 278 325

Subtotal $93 $139 $197 $299 $358 $405

(1) In October 2004, the NSRC established a quasi-endowment with the National Academies. (2) The increase in the NSRC’s Federal Allocation is due to the reassignment of one FTE who was temporarily assigned to another

Smithsonian Institution unit during period FY 2000 through FY 2004. (3) The NSRC was assessed a permanent reduction of $26,000 from the General Trust Fund for FY 2003. (4) These amounts were derived from general & administrative rates charged against two National Science Foundation Grants

obtained in support of NSRC projects from FY2000 and one grant from FY2003–FY2005. Additionally, the Smithsonian

Institution provided the NSRC with in-kind support for administrative services, office and library facilities, building management services, rental of office and storage space, communication services, and information technology services.

COMMUNICATIONS & GENERAL PUBLICATIONS 

FY00 FY01 FY02 FY03 FY04 FY05

All amounts in $000s (Actual) (Actual) (Actual) (Actual) (Actual) (Projected)

Smithsonian Institution

Gifts & Non-Federal Grants N/A N/A N/A N/A N/A N/A

National Academies

Royalty Fund N/A N/A 43 162 342 136

Subtotal N/A N/A $43 $162 $342 $136

TOTAL CORE SUPPORT $1,046 $1,048 $1,154 $1,375 $1,629 $1,239

2004

www.nsrconline.org 21
FY00 FY01 FY02 FY03 FY04 FY05

All amounts in $000s (Actual) (Actual) (Actual) (Actual) (Actual) (Projected)

NSRC CURRICULUM 

DEVELOPMENT CENTER

STC/MS PROJECT

Smithsonian Institution

Federal Grant 912 956 320 N/A N/A N/A

Gifts & Non-Federal Grants 375 501 295 N/A N/A N/A

National Academies

Royalty Fund 500 360 65 N/A N/A 150

Subtotal $1,787 $1,817 $680 $0 $0 $150

STC REVISIONS PROJECT

Smithsonian Institution

Federal Grant N/A N/A N/A N/A N/A N/A

Gifts & Non-Federal Grants N/A N/A N/A N/A 30 N/A

National Academies 

Royalty Fund N/A N/A N/A 569 309 175

Subtotal N/A N/A N/A $569 $339 $175

NSRC LASER CENTER 

Smithsonian Institution

Federal Grant 1,213 1,267 1,318 1,304 774 474

Gifts & Non-Federal Grants 636 748 615 647 330 700

Event Fees(1) 513 369 293 145 163 230

National Academies

National Research Council Grant N/A 35 N/A N/A N/A N/A

Royalty Fund 105 221 177 0 0 0

Subtotal $2,467 $2,640 $2,403 $2,096 $1,267 $1,404

NSRC PROFESSIONAL 

DEVELOPMENT CENTER

Smithsonian Institution 

Gifts & Non-Federal Grants N/A N/A N/A 25 100 144

Event Fees N/A N/A N/A 5 45 230

National Academies

Kellogg Endowment Fund N/A N/A N/A 149 100 N/A

Royalty Fund N/A N/A N/A 300 200 100

Subtotal N/A N/A N/A $479 $445 $474

NSRC INTERNATIONAL DIVISION 

Smithsonian Institution N/A N/A N/A N/A N/A N/A

National Academies N/A N/A N/A N/A N/A 225

Subtotal N/A N/A N/A N/A N/A $225

TOTAL PROGRAM SUPPORT $4,254 $4,457 $3,083 $3,144 $2,052 $2,428

(1) Reduction in events fees is not an accurate reflection of activities. In FY 2003 corporations and foundations provided $104,000 of

support for registration fees that are reflected in the Gifts and Grants category. In addition, several LASER regions collected fees of

$100,000 in support of LASER activities which reflected cost-sharing. In FY 2004 $42,000 was reflected as a gift which was used

to support LASER regions.

NSRC Three Centers of Excellence

2004

22 www.nsrconline.org
NATIONAL SCIENCE RESOURCES CENTER

2004 National Advisory Board

2004 Annual Report 23

CHAIR

S. Anders Hedberg

Director

Bristol-Myers Squibb Foundation, Inc.,

Science Education Initiatives

Princeton, New Jersey

MEMBERS

Jorge E. Allende

ICBM–Programa de Biologia Celular y

Molecular

Facultad de Medicina–Universidad de Chile

Santiago, Chile

Gaurdie E. Banister, Jr.

Vice President, Development and Drilling

EP Americas

Shell Exploration & Production Company

Houston, Texas

Cathleen Aubin Barton

U.S. Education Manager

Intel Corporation

Chandler, Arizona

Goéry Delacôte*

Executive Director

The Exploratorium

San Francisco, California

Sandra R. Dust

Manager of Education Initiatives

Pre-College Education

The Dow Chemical Company

Midland, Michigan

Hubert M. Dyasi*

Director

Workshop Center for Open Education

City University of New York

New York, New York

Guillermo Fernandez de la Garza

Executive Director 

US–Mexico Foundation for Science

Col. Del Valle, Mexico

Bernard S. Finn*

Curator

Division of Electrical Collections

National Museum of American History

Smithsonian Institution

Washington, D.C.

Richard M. Gross*

Vice President and Director

Research and Development

The Dow Chemical Company

Midland, Michigan

Randolph J. Guschl

Director

Center for Collaborative Research & Education

DuPont

Wilmington, Delaware

John W. Layman*

Professor Emeritus of Education and Physics 

University of Maryland

College Park, Maryland

Leon Lederman (Nobel Laureate)*

Resident Scholar

Illinois Mathematics and Science Academy

Director Emeritus

Fermi National Accelerator Laboratory

Aurora, Illinois

Mara Mayor

Director

The Smithsonian Associates

Smithsonian Institution

Washington, D.C.

Kathleen E. Metz

Associate Professor

Cognition and Development

Graduate School of Education

University of California, Berkeley

Joseph A. Miller, Jr.

Executive Vice President and 

Chief Technology Officer 

Corning, Inc.

Corning, New York

C. Ford Morishita

Biology Teacher 

Clackamas High School

Clackamas, Oregon

J. Dennis O’Connor*

Vice President for Research

Dean of Graduate School

University of Maryland

College Park, Maryland

Carlo Parravano

Executive Director

Merck Institute for Science Education

Rahway, New Jersey

Kerstin Reimstad

Assistant Program Manager

Science and Technology for All Program

Royal Swedish Academy of Sciences and 

Royal Swedish Academy of Engineering 

and Sciences

Linköping, Sweden

*Board member term ended during the period 

October 2003 through December 2004.

Dennis Schatz

Vice President, Education and Exhibits

Pacific Science Center

Seattle, Washington

Richard D. Stephens

President

Shared Services Group

The Boeing Company

Seal Beach, California

Robert D. Sullivan

Associate Director for Public Programs

National Museum of Natural History

Smithsonian Institution

Washington, D.C.

D. Carr Thompson

Senior Program and Communications Officer

Burroughs Wellcome Fund

Research Triangle Park, North Carolina

John D. Tully

Director, Community Relations

Michelin North America, Inc.

Greenville, South Carolina

Meredith (Peggy) Harris Willcuts

Science Coordinator/Science Specialist

Walla Walla School District

Walla Walla, Washington

Billy M. Williams*

Director

External Science and Technology Programs

Dow Chemical Company

Washington, D.C.

Paul H. Williams*

Emeritus Professor

University of Wisconsin-Madison

Madison, Wisconsin

EX-OFFICIO MEMBERS

David L. Evans

Under Secretary for Science

Smithsonian Institution

Washington, D.C.

E. William Colglazier

Executive Officer and Chief Operating Officer 

National Research Council

Washington, D.C.

Michael Feuer

Executive Director

Division of Behavioral and 

Social Sciences and Education (DBASSE)

The National Academies

Washington, D.C.
NATIONAL SCIENCE RESOURCES CENTER

Staff and Consultants

EXECUTIVE OFFICE

Staff

Sally Goetz Shuler

Executive Director

Brian Lapseritis

Executive Assistant 

Patricia McDougall

Executive Assistant 

Bernadette Pryde Hackley

Administrative Assistant 

Consultant 

Chris Chopyak

Program Consultant for Strategic Business 

Planning (Contractor)

DEVELOPMENT

Staff

Stacy Armstrong

Development Associate

Consultant 

Smith Holt

Senior Scientist

FINANCE AND ADMINISTRATION

Staff

Mary Ann Foley

Assistant Director, Finance and Administration

Thomas Flynn

Budget Analyst

Kimberly Wayman

Financial and Administrative Specialist

COMMUNICATIONS AND GENERAL

PUBLICATIONS

Staff

Nina Tristani

Assistant Director, Communications and

Publications

Jim Benson

Editor/Writer

Heidi Kupke

Publications Technology Specialist

Susan Tannahill

Web Master and Database Specialist

Barbara Thomas

Manager, Communications and Publications

Consultant

Patricia Kennedy

Communications and Publications (Contractor)

NSRC CENTERS OF EXCELLENCE

NSRC CURRICULUM

DEVELOPMENT CENTER

Science and Technology for

Children (STC) Revisions Project

Staff

Vacant

Director

Christine Hauser

Photo Editor 

Max-Karl Winkler

Scientific Illustrator

Consultants

Marilyn Fenichel

Managing Editor

Linda Harteker

Senior Writer and Editor

Ian MacGregor

Senior Scientist

Annemarie S. Palincsar

Managing Editor and Reading 

Specialist

Gail Peck 

Peck Studios, Inc.

Graphic Designer (Contractor) 

NSRC LEADERSHIP &

ASSISTANCE FOR SCIENCE

EDUCATION REFORM

(LASER) CENTER

Staff–Strategic Planning

Division

Judi Backman

Co-Director

Vacant

Co-Director

Leslie J. Benton

Chief of Resources

Samantha (Mandy) Monk

Program Assistant 

Andres de la Roche

Program Assistant

Ian Roach

Management Support Specialist

Consultant

Arlene Elrod

Senior Associate

Staff–Implementation

 Division/Literacy Initiative 

Vacant

Co-Directors

NSRC PROFESSIONAL

DEVELOPMENT CENTER

Staff

David Marsland

Co-Director

Henry Milne

Co-Director

Patrice Payne

Management Support Specialist 

Consultant

Caroline Kiehle 

Program Consultant, Middle School

Science Systemic Change

Partnership

Carol O’Donnell

Program Consultant, Earth and

Space Sciences

Dane Toler

Program Consultant, Physical

Sciences

Karen Hollweg

Program Consultant, Assessment

and Inquiry

Angie Ruzicka

Program Consultant, Physical

Sciences

NSRC PROFESSIONAL

DEVELOPMENT CENTER

Middle School Science

Professional Development Project

Kellogg Endowment Fund Project of

the National Academy of Sciences

Christos Zahopoulos

Project Manager and Consultant for 

Physical Sciences

Ian MacGregor

Program Consultant, Earth and

Space Sciences

Smith Holt

Program Consultant, Physical

Sciences

Interns

Ericka del Rocio Burgos

Joe Milone

Kenna Shaw

24 2004 Annual Report

NSRC CORE OPERATIONS
© 2005 National Science Resources Center

No sector of the U.S. economy better understands the need for a science-literate citizenry than

does industry. For self-evident reasons—businesses are increasingly science- and technologybased enterprises, and the cost of teaching workers what they should have learned in school is

becoming prohibitive—as well as for good corporate citizenship, industry has become the

NSRC’s primary supportive resource.

Over the nearly 20 years of our existence, the following corporations and private foundations

have provided support for the NSRC’s science education reform efforts. We thank them for their

contributions.

Bayer Foundation

Bristol-Myers Squibb Foundation, Inc.

Carolina Biological Supply Company

Delta Education

Dow Chemical Company Foundation

DuPont

Hewlett-Packard Company

Lab-Aids, Inc.

The Lucent Technologies Foundation

Merck Institute for Science Education

The Pfizer Foundation

The Robert Wood Johnson Foundation

Shell Exploration and Production Company

The Shell Oil Company Foundation
Smithsonian 

Institution

PRSRT STD

U.S. POSTAGE & FEES

PAID

Smithsonian

Institution

National Science Resources Center Permit No. G–94

901 D Street, SW

Suite 704–B

Washington, DC 20024

Official Business Penalty for Private Use $300

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