Smithsonian 

Institution

National Science Resources Center

NATIONAL

SCIENCE

RESOURCES

CENTER

2002 Annual Report
Message from the Advisory Board Chair

Message from the Executive Director

A New Era for the NSRC

LASER Center

Professional Development Center

Curriculum Development Center

International Programs

Administration

Financial Summary

Advisory Board

Staff and Consultants

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Established in 1985, the NSRC is an organization of the Smithsonian Institution and the National Academies. Through its parent institutions, the

NSRC has actively engaged the scientific, engineering, and education communities in all of its programs.

In Dedication =

  and   

Former NSRC board members

Each made a profound and lasting contribution to science education.

We will honor their legacy by continuing this important work.
www.nsrconline.org 1

The Leader 

   

THE NATIONAL SCIENCE RESOURCES CENTER

IS COMMITTED TO ESTABLISHING EFFECTIVE

SCIENCE PROGRAMS FOR ALL STUDENTS. THE

NSRC EMPLOYS STRATEGIES THAT ARE INFORMED

BY RESEARCH, BASED ON BEST PRACTICES, AND

LEVERAGE CHANGE THROUGH THE DEVELOPMENT

OF STRATEGIC PARTNERSHIPS.
2002 was a landmark 

year for educators across

America and brought new

challenges to those of us who

care particularly about science education. The past

year also had a significant

impact on the NSRC and

how it will move forward to fulfill its mission of

improving the teaching and learning of science.

The John Glenn Commission’s report Before It’s 

Too Late spoke eloquently for improved instruction

and learning of math and science. This argument

was put into practice through the Math Science

Partnerships request-for-proposal from the National

Science Foundation. Coinciding with this RFP, the

NSF also executed a significant redistribution of

grant funds from the hands of the science education

service providers into the hands of their customers.

Such shifts in economic empowerment resulted in a

significant change in the “business” environment of

education. As is true for biological species evolution,

the survival of organizations is predicated on their

ability to adapt to new challenges and opportunities.

The NSRC responded – with urgency – by reforming

its operation into one sensitive to the changing 

needs of its customers in a global marketplace, and

by adjusting its products and services accordingly.

A strong business plan will guide the fee-for-service

operation, and formation of new strategic alliances

around well-defined centers of excellence in curriculum

development, teacher professional development, and

systemic science reform progression.

Our nation, increasingly faced with challenges to 

its global economic leadership status, its citizens’

trust in corporate practices, and threats to its 

internal security, must implement a reliable 

education system to prepare the next workforce

generation. And, as corporate America defines its

own “reform agenda,” it must include a strategy to

assist in the preparation of talent to feed the 

employee pipeline and build a base of educated 

customers. Science education is at the core of this

agenda, now, more than ever before.

The NSRC recognized from the very beginning 

the need to collaborate with the private sector to

achieve its objectives. All partners have benefited

from this truly symbiotic relationship. The return 

on investment on the part of the end-customer –

the student – has been tremendous. We must 

now use this formula for success to expand the

NSRC-business alliance, and accelerate systemic 

science education reform to reach all children.

Every student has a right to learn – and we will 

all benefit.

2 2002 Annual Report

S. Anders Hedberg

Chair, NSRC Advisory Board

     

S. Anders Hedberg
The year 2002 marked a 

significant transition for the

National Science Resources

Center – a year of analysis,

deliberation, and reinvention.

This year we recognized that

we are in a critical phase as

an organization. As we reflected upon our 17–year

history of contributions to the field of science education

reform, we noted several important challenging goals.

First, we need to develop a strategic approach for

helping school districts in the NSRC network sustain

current research-based science education programs. A

second important task is to scale up reform, with the

goal to increase the number of districts implementing

effective science education programs to 40% by 2010.

Finally, we need to become more business-minded 

as an organization.

This past year we have made significant progress in

positioning ourselves to accomplish these goals. We

initiated a business planning process with our staff,

members of the NSRC National Advisory Board, and

many of our “customers” for building upon our

accomplishments and for moving the organization to

a more strategic position. An outgrowth of the

process was the formation of three NSRC centers of

excellence – Leadership Development, Curriculum

Development, and Professional Development. We

have linked the business planning process to a major

communications initiative designed to establish 

the NSRC brand, including a new visual identity 

and standard messages. The result of this effort will

be the production of a new portfolio of the NSRC

brochures along with an improved Web site for better

serving the needs of our customers.

The NSRC staff also remained focused on achieving

our mission to improve science education for all

K–12 students through leadership programs and the

development and dissemination of research-based

curriculum programs. The NSRC’s Leadership and

Assistance for Science Education Reform (LASER)

Center has continued to deliver dozens of programs

for both sustaining and scaling up the number of

districts establishing effective science education 

programs. In the area of curriculum development, the

NSRC reached a major milestone this past year when

the final four modules of the Science and Technology

Concepts for Middle SchoolsTM (STC/MS) were completed. The NSRC communicated these accomplishments

along with other science education reform issues in

an improved edition of the NSRC’s ScienceLink, the

NSRC newsletter disseminated to the more than

20,000 members of its network and the nation’s

16,000 superintendents of schools.

None of these accomplishments could have happened

without a talented staff. I would like to take this

opportunity to thank the staff for all that we have

been able to accomplish this year and to commend

them for their attention to quality, flexibility in this

year of change, and commitment to children.

www.nsrconline.org 3

    

Sally Goetz Shuler

Sally Goetz Shuler

Executive Director
A New Era for the NSRC 

Smithsonian 

Institution

National Science Resources Center The National Science Resources Center Identifier Mark

The National Science Resources Center is an organization of

the Smithsonian Institution and the National Academies.

To communicate this relationship, a “lockup” was

designed, incorporating the full NSRC name and the visual

identities of the two parent organizations. This relationship

was carefully designed to ensure that the parent 

organizations are given equal weight and that the NSRC 

is associated with both.

The National Science Resources Center Ligature Mark

Because the National Science Resources Center is most

often referred to by its initials, the identifying mark for

the organization is a typographic ligature comprised of

these initials.

Examples of Collateral Material Utilizing the 

National Science Resources Center New Identity

As the NSRC enters a new, more business-oriented era, it became necessary to look at how the NSRC

presents itself to various audiences. During the past year, the NSRC created an updated brand identity,

formalized its core messages, and began applying the new identifier and messages to marketing and

informational materials. Below are visuals that are a result of that work.

OVERVIEW BROCHURE POCKET FOLDER

4 2002 Annual Report
2002 – ANALYSIS, DELIBERATION, REINVENTION

2002 was a year of analysis, deliberation, and reinvention for the National Science

Resources Center. Although the NSRC recognizes that it is faced with significant

challenges in the coming years, the NSRC is determined to meet these new demands

as it continues its work to establish effective science programs for all students.

Through work with Advisory Board members, Corporate Coalition participants,

business consultants, representatives of our customer base, and our staff, the

NSRC addressed the following initiatives during FY 2002:

■ To accelerate the NSRC’s leadership role in science education reform

■ To scale up the number of school districts involved in implementing science 

education reform

■ To improve the effectiveness of the NSRC products and services for the 

hundreds of school districts in the NSRC network

■ To explore business opportunities to broaden the NSRC’s funding base

During the past year the NSRC staff began the process of writing a strategic plan

to address each of these goals. The comprehensive plan will focus on programs

and strategies to strengthen and expand the NSRC’s position as a national and

international leader in science education. In order to facilitate this process, an

external facilitator worked with the staff, the NSRC Advisory Board, many 

“customers,” and other advisors to conduct an internal and external analysis of

the NSRC’s strengths, weaknesses, opportunities, and threats.

As part of the planning process, the Center examined its established relationships

with hundreds of school districts, corporations, academic institutions, and museums.

This analysis was important because it provided critical information about the

NSRC’s customers. The NSRC will use this data to develop new or improve current

programs, products, and services.

THE NSRC CENTERS OF EXCELLENCE

One significant outgrowth of the planning process was the creation of three Centers of

Excellence: the Professional Development Center, the Curriculum Development Center,

and the Leadership and Assistance for Science Education Reform (LASER) Center.

Each center will independently and jointly explore new business opportunities, use a

strategic approach to broadening its client base, and form new strategic alliances. Each

center will review its existing product and service line and will consider revisions,

extensions, or additions in order to maintain and expand its base. All products and

services will be marketed under the revitalized NSRC brand.

BRANDING, COMMUNICATIONS, AND A NEW WEB SITE

Reinvention also engendered a program to improve the way that the NSRC presents

itself to various audiences through its brand identity, messaging, collateral materials,

and Web site.

The NSRC retained the services of two external consulting firms to guide it through

the process of refreshing and standardizing the NSRC image, defining the NSRC’s

audiences and related core messages, and creating new collateral materials. Patricia

Kennedy Communications is managing this process and working with the staff to 

create the collateral materials. Fassino/Design is working with Patricia Kennedy

Communications to design and produce materials. Both firms are located in Boston.

www.nsrconline.org 5
LASER Center



The NSRC has played a critical role in science education reform since 1989.

One of its most important functions is to provide services and products to plan,

implement, and sustain science education reform in individual school districts.

Much of this work is conducted through the NSRC’s Leadership and Assistance

for Science Education Reform (LASER) Center.

The LASER Center, one of the National Science Foundation’s Science Education

Dissemination and Implementation Centers, is recognized as one of the nation’s

most strategic and systemic reform programs focusing on systems thinking,

incorporating research and best practices, and leveraging change through the

development of strategic partnerships with corporations, museums, and 

academic institutions.

FY 2002 ACTIVITIES

LEADERSHIP PROGRAMS

National

January 2002

National Lead Scientist 

Institute for K–8 Science

Education

Conducted in partnership

with the American 

Physical Society

Washington, DC

July 2002

National K–8 Science Education

Strategic Planning Institute

Washington, DC

October 2002

National Middle School Science 

Education Implementation

Conference

Keystone, CO

Regional

February 2002

Washington State K–8 

Science Education

Strategic Planning Institute

Vancouver, WA

June 2002

South Carolina K–8 

Science Education 

Strategic Planning Institute

Florence, SC

IMPLEMENTATION OF

REFORM AND BUILDING

LEARNING NETWORKS

National

March 2002

Association of Science

Materials Centers

(ASMC)/NSRC LASER Center

Annual Networking Forum

San Diego, CA

March 2002

NSRC/Merck Institute for

Science Education 

Program for National Leaders

San Diego, CA

Regional

November 2001

K–12 Science Education

Curriculum Showcase

Yakima, WA

December 2001

K–8 Science Education

Curriculum Showcase

Birmingham, AL

May 2002

Middle School 

Curriculum Showcase

Providence, RI

ADVANCED 

IMPLEMENTATION

October 2001

Association of Science 

Materials Centers

(ASMC)/NSRC LASER Center

Next Step Institute

Greenville, SC

Winter 2002

Lucent Initiative 

School District Site Visits –

Irvine, CA; Allentown, PA;

Plainfield, NJ; Warren, NJ;

Oklahoma City, OK; Fulton

County, GA; Napierville, IL

April 2002

K–8 Science 

Education Symposium

Irvine, CA

May 2002

Lucent Initiative 

Community Leaders’ Meeting

Murray Hill, NJ

6 2002 Annual Report
Professional Development Center



This year the NSRC moved forward with the formation of the Professional

Development Center. Through the work of the Center, teachers gain a 

conceptual understanding of the science content and pedagogical knowledge

needed to teach effectively. Teachers learn how to assess what students know,

how to engage them actively in scientific investigations, and how to apply their

knowledge and skills to new situations.

The Center will independently and jointly explore new business opportunities

and broaden the NSRC’s client base through effective marketing, branding, the

development of new services and products, and the formation of new strategic

partnerships with academic institutions, corporations, and museums.

The NSRC Professional Development Center’s mission is to create and support

a network of talented, inspired, and highly professional education consultants

by connecting research-based science curriculum materials and educational

practices with classroom instruction and student achievement. The Center will

accomplish this by:

■ Creating professional development products and services to support and

promote high quality science curricula

■ Forging partnerships to provide mutual support for training and materials

■ Recruiting, training, and organizing a network of consultants to provide

exemplary professional development for teachers

■ Using fee-for-service professional development services and products to

generate revenue to become self-sustaining

During the coming year the Professional Development Center will establish 

an advisory board and seek support from major corporations and foundations

for its work.

www.nsrconline.org 7
The NSRC science curriculum programs align with the National Science Education

Standards of the National Research Council. Instructional materials are developed

using a rigorous research and development process including field testing with

diverse student populations and external evaluations to determine impact on 

student achievement.

During this past year the NSRC Curriculum Development Center reached a major

milestone as it completed the Science and Technology Concepts for Middle SchoolsTM

curriculum program. The NSRC also launched an initiative to revise its elementary

science program, Science and Technology for Children®.

SCIENCE AND TECHNOLOGY CONCEPTS FOR MIDDLE SCHOOLS 

(STC/MS) FINAL FOUR MODULES

In FY 2002, the STC/MS project staff brought the following four modules to final publication.

■ Organisms – From Macro to Micro stimulates student interest in observing and

investigating the structure and behavior of living things 

■ Light introduces students to the behavior and properties of light

■ Earth in Space taps students’ natural curiosity about space and space travel

■ Electrical Energy and Circuit Design demonstrates to students the transfer of

electrical energy in circuits and the design of circuits to control a variety of devices 

STC/MS Guide to Probeware and Computer Applications 

The Guide contains dozens of lessons that are adaptations or extensions of existing

STC/MS lessons in the eight modules for which probeware and the computer provide

versatile, portable, and more efficient methods for the collection, display, and analysis

of experimental data.

STC/MS Science Equipment 

In 2002 the STC/MS curriculum developers designed simple, inexpensive, and unique

equipment to engage students in activities associated with specific concepts. All of

this equipment can be used in a standard course on physical, life, or earth science,

independent of STC/MS.

■ Earth science – A model that shows the moving plates of the earth, a convection

tube apparatus for studying convection currents, a seismograph, a fault laboratory,

an ash tube, a model magma kit, a Sun-Earth-Moon board for studying the relative positions of those celestial bodies, a planetary motion model, and a moon

orbiter device

■ Life science – Equipment for modeling the heart’s action, an arm model kit, the

liter ruler measuring for lung capacity, the human spine model, a butterfly house,

and the plant growing system

■ Physical science – A unique apparatus for determining the density of air, a simple

electrolysis apparatus, a basic, but effective, ripple tank, and a kit of basic electrical

components to be used for investigating electrical circuits, a water analogy model

Curriculum Development Center



SCIENCE AND TECHNOLOGY 

FOR CHILDREN

In FY 2002 the NSRC staff developed 

a strategic plan for revising the STC 

program of 24 units for students in 

K–6. The NSRC will move forward with 

implementing this plan in FY 2003.

8 2002 Annual Report
“Consistent, statistically significant differences provided

evidence to support the contention that the four 

curriculum units were more effective in teaching the

scientific concepts assessed than were the more 

traditional instructional approaches employed with 

the control groups. Students exposed to the STC/MS

curriculum also outperformed the national and 

international groups. Together, this pattern of results

suggests that all four of the curriculum units were very

effective in teaching science and technology concepts

to middle school students.”

The Center for the Study of Testing, Evaluation, 

and Education Policy (CSTEEP)

Joseph Pedulla, PhD

Boston College,

Boston, MA 

STC/MS IMPROVES STUDENT ACHIEVEMENT

www.nsrconline.org 9
The NSRC extends its work internationally through the

National Academies and the InterAcademy Panel (IAP). The

IAP is a global network of 90 science academies designed to

help its members develop the tools they need to participate 

in science policy discussions taking place beyond university

classrooms and research laboratories. The IAP is a significant

force in the global effort to reform science education. 

The National Academies released a statement last August 

reaffirming the importance of international collaboration 

in science and emphasizing the need to maintain close 

collaboration among the world’s national science academies.

International Programs

 

10 2002 Annual Report
IN FY 2002 THE NSRC WORKED WITH THE FOLLOWING 

INTERNATIONAL GROUPS

Chile

The NSRC’s Science and Technology for Children curriculum and instructional

materials were featured at a workshop held in Santiago, Chile, in January. Sally Goetz

Shuler presented the NSRC’s programs at the workshop, which was organized by the

Chilean Academy of Sciences with the sponsorship of the Ministry of Education and

Fundacion Andes. The primary goal for the meeting – “The Generation of

Experimental Materials and Learning Modules for Science Education” – was to share

experiences in improving the level of science education through the use of experimental materials and inquiry-based learning modules. In addition, the workshop

explored ways to stimulate the generation of a large project in Chile to introduce 

this type of approach and materials to the public schools of the country, and to

encourage support from international groups of science academies for this endeavor.

India

Sally Goetz Shuler, executive director of the NSRC, and Bruce Alberts, president

of the National Academy of Sciences, worked in partnership with the Indian

National Science Academy (INSA) to organize the Asian Regional Seminar on

Science Education. The seminar, part of the IAP Science Education Program,

focused on issues related to science teaching and learning at schools. The purpose

of the seminar, held in October, 2002, in New Delhi, was to share experiences 

in science teaching and learning, methodological and experimental models,

curriculum development, testing and evaluation, science talent search, and 

popularization of science.

Mexico

In December, a delegation of senior education officials from Mexico visited the

National Science Resources Center to learn about improving science education in

Mexico, and to explore opportunities for collaboration between Mexico and the

NSRC. Members of that delegation included Daniel Gonzalez Spencer, Mexico’s

director of international relations; Reyes Tamex, Mexico’s secretary of education;

Silvia Ortega, Mexico’s under secretary for education; Pablo Rudomin, science

advisor to the president of Mexico; and, Guillermo Fernandez de la Garza,

executive director of the U.S.– Mexico Foundation of Science.

The NSRC staff also organized a field trip to Montgomery County, Maryland,

school for the delegation where they observed students and teachers engaged in

inquiry-based science lessons and visited the materials center.

Sweden

Much progress has been made by the Royal Swedish Academy of Sciences (RSAS)

in translating and adapting the NSRC’s STC curriculum materials for use in 

elementary schools in Sweden. The NSRC and the National Academies have been

working with the RSAS since 1997 to bring this project to fruition. In the spring

of 2002, members of the RSAS and the Royal Swedish Academy of Engineering

Sciences met with the NSRC staff at the National Science Teachers Association

(NSTA) national convention in San Diego, California, to review the status of

the STC translation project. They also provided a report on their progress

implementing the STC program into their elementary schools.

www.nsrconline.org 11
OPERATING FUNDS

To support NSRC administrative and financial operations, the NSRC received a total of $1,111,000 in 

support from both the Smithsonian Institution and the National Academies. The Smithsonian Institution

provided $914,000 of support from three sources: the Smithsonian’s federal appropriations budget

($161,000), the Smithsonian’s general trust fund ($287,000) and an indirect budget of $466,000 that was

derived from general and administrative rates charged against two National Science Foundation (NSF)

grants (the STC/MS project and the LASER Center) the NSRC received. The National Academies supported

the NSRC with a total of $77,000 in an indirect budget for NSRC operating and administrative costs. A

total of $120,000 in royalty funds from the elementary STC curriculum was transferred from the National

Academies to the Smithsonian and was used for operational and administrative services during fiscal year

2002 (FY 2002).

PROGRAM SUPPORT

During FY 02, the NSRC received a total $3,126,000 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

The STC/MS project received a total of $680,000 of support during FY 02. Of that amount, a supplement

of $320,000 was received in support from the National Science Foundation. A total of $295,000 was

received from the following corporations and foundations: Carolina Biological Supply Company ($120,000);

DuPont ($75,000); and The Dow Chemical Company Foundation ($100,000). In addition, $65,000 of

royalties were allocated to the STC/MS project.

The NSRC LASER Center received a total of $2,403,000 of financial support during FY 02. Of that

amount, the NSF provided a grant for $1,318,000. A total of $615,000 was received from the following private foundations and corporations: Bristol-Myers Squibb Foundation, Inc. ($150,000); Carolina Biological

Supply Company ($75,000); DuPont ($25,000); Delta Education ($75,000); Lucent Technologies

Foundation ($160,000); the Merck Institute for Science Education ($25,000); The Robert Wood Johnson

Foundation ($75,000); and the Shell Oil Company Foundation ($20,000). A total of $293,000 of support

was collected in the form of registration fees from school districts, which was applied to the costs of

LASER events held in eight regional sites and in Washington, D.C. In addition, $177,000 of royalties 

were allocated to the LASER Center. In addition to these gifts and grants, the Hewlett-Packard Company

presented the NSRC with an in-kind gift of extended life batteries for the MobiLAN computer lab worth

an estimated $10,000.

The NSRC Communications and Publications department received $43,000 from royalty allocations.

Administration

12 2002 Annual Report
       

NSRC Operating Funds

FY99 FY00 FY01 FY02 FY03

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

Smithsonian Institution

Federal 221 230 153 161 168

General Trust* 261 274 290* 287 300

Indirect Cost Budget ** 419 449 466 466 466

Subtotal $ 901 $ 953 $ 909 $ 914 $ 934

National Academies

Indirect 101 93 103 77 81

Royalties Allocations*** 0 0 36 120 218

Subtotal $ 101 $ 93 $ 139 $ 197 $ 299

TOTAL CORE SUPPORT $1,002 $1,046 $1,048 $1,111 $1,233

*Of this amount, $36,500 in lapsed salary was assessed by Smithsonian Institution.

**These amounts were derived from general and administrative rates charged against two National Science Foundation grants

(STC/MS and LASER) obtained in support of NSRC projects. In addition, 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.

***A portion of the royalties was allocated for operating costs for FY 01 and for FY 02 and will be for FY 03. Smithsonian’s fiscal year

budget amounts represent the period October 1, 2002 – September 30, 2003. The financial report above for the National

Academies has been aligned with the Smithsonian fiscal year. The Academies’ fiscal year period is January 1 – December 31.

www.nsrconline.org 13
FY99 FY00 FY01 FY02 FY03

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

K–12 SCIENCE CURRICULUM DEVELOPMENT CENTER

STC/MS PROJECT

Smithsonian Institution

Federal Grant 869 912 956 320 N/A

Gifts and Non-Federal Grants 551 375 501 295 N/A

National Academies

Royalty Allocations 335 500 360 65 N/A

Subtotal $1,755 $1,787 $1,817 $ 680 N/A

STC REVISION

Smithsonian Institution

Federal Grant N/A N/A N/A N/A 100

Gifts and Non-Federal Grants N/A N/A N/A N/A 200

National Academies

Royalty Allocations 569

Subtotal N/A N/A N/A N/A $ 869

LASER CENTER

Smithsonian Institution

Federal Grant 1,197 1,246 1,257 1,318 1,167

Gifts and Non-Federal Grants 603 636 748 615 750

Event Fees 509 513 369 293 350

National Academies

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

Royalties Allocation 105 105 221 177 0

Subtotal $2,414 $2,500 $2,630 $2,403 $2,267

PROFESSIONAL DEVELOPMENT CENTER 

Smithsonian Institution

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

Gifts and Non-Federal Grants N/A N/A N/A N/A 150

School District Fees N/A N/A N/A N/A 150

National Academies

Royalty Allocations N/A N/A N/A N/A 300

Subtotal N/A N/A N/A N/A $ 600

COMMUNICATIONS & GENERAL NSRC PUBLICATIONS

Smithsonian Institution

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

Gifts and Non-Federal Grants N/A N/A N/A N/A 50

National Academies

Royalty Allocations N/A N/A N/A 43 112

Subtotal $ 43 $ 162

TOTAL PROJECT SUPPORT $4,169 $4,287 $4,447 $3,126 $3,898

       

NSRC Program Support

14 2002 Annual Report
   

National Advisory Board Members 

CHAIR

S. ANDERS HEDBERG

Director

Bristol-Myers Squibb 

Foundation, Inc.,Science 

Education Initiatives

Princeton, New Jersey

MEMBERS

GAURDIE E. BANISTER, JR.

Vice President for Business

Development and Technology

Shell Exploration and 

Production Company

Houston, Texas

ANN BAY 

Associate Director 

for Education

George Washington’s Mount

Vernon Estate and Gardens

Mt. Vernon, Virginia

GOÉRY DELACÔTE

Executive Director 

The Exploratorium

San Francisco, California

PETER DOW

President

First Hand Learning, Inc.

Buffalo, New York

JOYCE DUTCHER

Adjunct Professor

University of Houston 

Sugarland, Texas

HUBERT M. DYASI

Director

Workshop Center

for Open Education

City College of New York

New York, New York

SYLVIA A. EARLE

Director, Chairman and Founder

DOER Marine Operation

Oakland, California

GUILLERMO FERNANDEZ DE

LA GARZA

Executive Director

US-Mexico Foundation 

for Science

Col. Del Valle, Mexico

BERNARD S. FINN

Curator

Division of Electricity 

and Modern Physics

National Museum of 

American History 

Smithsonian Institution

Washington, D.C.

ELSA GARMIRE

Professor

Thayer School 

of Engineering

Dartmouth College

Hanover, New Hampshire

RICHARD (RICK) M. GROSS

Vice President and Director,

Research and Development

The Dow Chemical Company

Midland, Michigan

RICHARD HINMAN

Senior Vice President for Research

and Development (retired)

Pfizer Central Research

Groton, Connecticut

DAVID JENKINS

Associate Director for 

Interpretive Programs

National Zoological Park

Smithsonian Institution

Washington, D.C.

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

THOMAS T. LIAO

Professor and Chair

Department of Technology 

and Society

Director

Professional Education Program 

University of New York 

at Stony Brook

Stony Brook, New York

THEODORE MAXWELL

Associate Director, Collections

and Research

National Air and Space Museum

Smithsonian Institution

Washington, D.C.

MARA MAYOR

Director

The Smithsonian Associates

Smithsonian Institution

Washington, D.C.

JOSEPH A. MILLER, JR.

Senior Vice President and 

Chief Technology Officer 

Corning, Inc.

Corning, New York

CHERRY A. MURRAY

Director of Physical Sciences,

Bell Labs

Lucent Technologies

Murray Hill, New Jersey

CARLO PARRAVANO

Director

Merck Institute for 

Science Education

Rahway, New Jersey

ROBERT W. RIDKY

National Coordinator 

of Education

US Geological Survey

Reston, Virginia

ROBERT D. SULLIVAN

Associate Director for 

Public Programs

National Museum of 

Natural History

Smithsonian Institution

Washington, D.C.

GERALD F. WHEELER

Executive Director

National Science Teachers

Association

Arlington, Virginia

MEREDITH (PEGGY) 

HARRIS WILLCUTS

Science Coordinator/Science 

Specialist

Walla Walla School District

Walla Walla, Washington

PAUL H. WILLIAMS

Emeritus Professor

University of Wisconsin-Madison

Madison, Wisconsin

KAREN L. WORTH

Senior Associate

Urban Elementary Science Project

Education Development Center

Newton, Massachusetts

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.

www.nsrconline.org 15
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Staff and Consultants

© 2003 National Science Resources Center

Design: Fassino/Design Waltham, MA

Project Management and Copy: Patricia Kennedy Communications Boston, MA

EXECUTIVE OFFICE

SALLY GOETZ SHULER

Executive Director

GAIL GREENBERG

Executive Assistant 

BERNADETTE PRYDE HACKLEY

Administrative Assistant (Acting) 

STACY ARMSTRONG

Program Planning Specialist

FINANCE AND

ADMINISTRATION

CAROLYN FOXX

Administrative Officer

RICARDO DELEON

Budget Analyst

CORA McCASKILL

Financial Assistant

LEONARD WEST

Computer Systems Analyst 

PUBLICATIONS AND

COMMUNICATIONS

PUBLICATIONS

Core Staff

HEATHER DITTBRENNER

Director

KIMBERLY WAYMAN

Editorial Assistant

HEIDI KUPKE

Publications Technology Specialist 

STC/MS Project

LINDA KEAN 

Managing Editor (Contractor)

LINDA HARTEKER

Senior Editor/Writer (Contractor)

LINDA LONG

Editor (Contractor)

MAX-KARL WINKLER

Scientific Illustrator

CHRISTINE HAUSER

Photo Editor

SUSAN TANNAHILL

Database and Administrative Specialist

Leadership and Assistance for Science

Education Reform (LASER) Center

JIM BENSON

Editor/Writer

COMMUNICATIONS

FH/GPC

PATRICIA KENNEDY

Senior Vice President

HEATHER MCDONALD

Senior Account Executive

PROGRAM PLANNING 

AND MANAGEMENT

INFORMATION AND DISSEMINATION

EVELYN ERNST

Director (Contractor)

SUSAN HARLEY

Database and Administrative Specialist 

RITA WARPEHA

Resources/Database Coordinator

LEADERSHIP AND ASSISTANCE FOR

SCIENCE EDUCATION REFORM 

(LASER) CENTER

EVELYN ERNST

Director (Contractor)

WENDY BINDER

Senior Program Associate

LESLIE J. BENTON, JR.

Chief of Resources

ARLENE ELROD

Program Associate (Contractor)

KAREN FALKENBERG

Program Associate (Contractor)

RENEE GEORGE

Events Coordinator

NINA ANZURES

Financial Assistant

LENORE SMITH

Management Support Specialist

MANDY MONK

Management Support Specialist 

IAN ROACH

Resource Assistant

STC/MS PROJECT

KITTY LOU SMITH

Director (Contractor)

DANE TOLER

Curriculum Developer — Physical Sciences

(Contractor)

DAVID MARSLAND

Curriculum Developer — Physical Sciences

HENRY MILNE

Curriculum Developer — Biological Sciences

CAROL O’DONNELL

Curriculum Developer— Earth & Space Sciences

CAROLYN HANSON

Management Support Specialist

16 2002 Annual Report

National Science Resources Center

Arts and Industries Building, Room 1201

900 Jefferson Dr., SW

Washington, DC 20560-0403

www.nsrconline.org

Smithsonian 

Institution