Changing the Course of Science Education

2007 Annual Report
Sponsors

The following organizations and individuals 

have contributed financial and in-kind support 

for NSRC programs and services during the past 

three years.

Public Sector Agencies

National Science Foundation

U.S. Department of Defense, Los Alamos 

National Laboratory

Corporations and Foundations

Diane and Norman Bernstein Foundation

Bristol-Myers Squibb 

Burroughs Wellcome Fund

Carolina Biological Supply Company

Constellation Energy/BGE

DC Children and Youth Investment Trust 

Corporation

Delta Education

DuPont

Hewlett-Packard 

IBM

Intel Foundation

Lab-Aids, Inc.

Los Alamos National Bank

The Lucent Technologies Foundation

Merck Institute for Science Education

Shell Exploration & Production Company

Nonprofit Organizations and 

Professional Societies

ASSET Inc.

Education Development Center

Educational Organizations and Institutions

Vanderbilt, Inc.

Individuals

Elwyn Berlekamp

Debra Felix

Mary Langlais

Elizabeth Lodal

Kenneth Miller

Carr Thompson

Partners

The following organizations have worked closely 

with the NSRC in the delivery of programs and 

services over the past three years.

Public Sector Agencies

New York State Education Department

U.S. Department of Energy, Los Alamos 

National Laboratory

Corporations and Foundations

Bristol-Myers Squibb 

Burroughs Wellcome Fund

Carolina Biological Supply Company

DuPont

IBM

Intel Corporation

Shell Exploration & Production Company

Nonprofit Organizations and 

Professional Societies

American Society of Human Genetics

ASSET Inc.

Council of Chief State School Officers

James B. Hunt, Jr. Institute for Educational 

Leadership and Policy

National Association of Biology Teachers

Van Andel Institute

Educational Organizations and Institutions

Houston (Texas) Independent School District

New Orleans Public Schools

North Carolina Science, Mathematics, and 

Technology Education Center

Oklahoma State University

Montclair State University: PRISM

Rider University

International Partners

Chilean Academy of Sciences

InterAcademy Panel

Royal Swedish Academy of Sciences

U.S.-Mexico Foundation for Science

Financial and In-Kind Support

The challenge of redesigning and improving science education programs for all children requires dedicated 

leadership and a long-term commitment to quality science education on the part of our staff, our parent 

institutions, our National Advisory Board, and numerous sponsors and partners who have contributed 

materially and substantially to the NSRC’s efforts.
www.nsrconline.org 1

©2008, National Science Resources Center

The

National

 Academies 

are composed of

three academies—

the National Academy 

of Sciences, the National 

Academy of Engineering, and 

the Institute of Medicine—and their 

operating arm, the National Research

Council. These institutions work outside

the framework of government to ensure

independent advice to the nation on matters 

of science, technology, and medicine.

The

Smithsonian 

Institution

was established in

1846 with a mission

of increasing and diffusing 

knowledge. For more than 160 

years, the Smithsonian has used its 

unique, publicly accessible collections,

research, and staff to inform, educate, and 

inspire a diverse public. In doing this, it has 

become one of the most widely recognized

institutions in the world for both its contributions 

to science and its unparalleled ability to make its 

research and collections accessible to people of all ages.

he was established in 1985 by the and the 

 to improve the learning and teaching of science for all students in the united States and throughout the 

world. the prestige and credibility of these two world-renowned institutions provide the NSRC with access to research,

scientific expertise, and resources to inform our work. they provide the NSRC with the unique opportunity to

catalyze the reform of science education with leaders representing school districts, academic institutions, 

businesses, museums, foundations, government agencies, scientific and engineering societies, publishers 

of education resources, and nonprofit organizations working to improve K–16 science education.

the NSRC advances the missions of its parent institutions by expanding and extending 

their important work in the following ways:

translating their research, resources, and best practices into products and 

services which are disseminated to leaders working to improve K–16 

science education;

building leadership capacity, especially within the science 

and engineering communities, to leverage change 

at the school district and state levels; and

educating a broad constituency of leaders 

about the important work of both

institutions in science education.

National Science Resources Center Smithsonian Institution National

Academies
2 2007 NSRC Annual Report

©2008, National Science Resources Center

2007 National Science Resources 

Center National Advisory Board

Chair

D. Carr Thompson

Senior Program and 

Communications Officer

Burroughs Wellcome Fund

Members

Charles R. Alcock

Director

Harvard-Smithsonian Center 

for Astrophysics

Jorge E. Allende

Professor

Institute for Biomedical 

Research, Faculty of Medicine

University of Chile

Cathleen Aubin Barton

U.S. Education Manager

Intel Corporation

Elwyn Berlekamp

Professor

Department of Mathematics

University of California, 

Berkeley

Barbara A. DeBuono

Senior Medical Director and 

Group Leader

U.S. Public Health and Policy

Pfizer Global Pharmaceuticals

Ben Dillon

Manager 

Regional Government Affairs 

and External Affairs 

Shell Exploration & Production 

Company

Sandra R. Dust

Manager

Pre-College Education

The Dow Chemical Company

Debra Felix

Program Officer

Pre-College Science Education 

Initiatives

Howard Hughes Medical 

Institute

Randolph J. Guschl

Director

The Center for Collaborative 

Research & Education

DuPont

Samuel H. Houston, Jr.

President and Chief Executive 

Officer

North Carolina Science, 

Mathematics, and Technology 

Education Center

Stephen P. Klein

Director 

Research and Development

Council for Aid to Education

Mary Langlais

Former Senior Executive Officer 

for Science

Office of the Under Secretary 

for Science

Smithsonian Institution

Richard Lehrer

Professor of Science Education

Vanderbilt University

Elizabeth Lodal

Virginia Commissioner

Education Commission of the 

States

Kenneth B. Miller

Alumni Co-Chair

Education Committee

Smithsonian Institution 

National Board

C. Ford Morishita

Biology Teacher

Clackamas High School, Oregon

Member of the Teacher 

Advisory Council for the 

National Research Council

Judith A. Ramaley

President and Professor of 

Biology

Winona State University

Kerstin Reimstad

Coordinator of International 

Affairs and Project Manager

City of Linköping, Sweden

Leopoldo Rodriguez

Chairman of the Board

United States–Mexico 

Foundation for Science

Cristián Samper

Acting Secretary

Smithsonian Institution

Dennis Schatz

Vice President, Education

Pacific Science Center 

Richard D. Stephens

Senior Vice President 

Human Resources and 

Administration

The Boeing Company

John D. Tully

President

Michelin Development 

(Canada), Inc.

Ex-Officio Members

Ira Rubinoff

Acting Under Secretary for 

Science 

Smithsonian Institution

E. William Colglazier

Executive Officer and Chief 

Operating Officer

National Research Council

National Academy of Sciences

Sally Goetz Shuler

Executive Director

National Science Resources 

Center

Smithsonian Institution/The 

National Academies

Committees of 

the Board

Public Understanding 

of Science Education 

Committee

Research and Evaluation 

Committee

Strategic Partnerships 

Committee

Business Development 

Committee

Nominations Committee
www.nsrconline.org 3

©2008, National Science Resources Center

Contents

Sponsors and Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside front cover

About the National Science Resources Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2007 National Science Resources Center National Advisory Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Message from the NSRC Advisory Board Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Message from the NSRC Executive Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

National Science Resources Center Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

2007 Highlights of NSRC Activities to Transform K–12 Science Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Scaling Up and Sustaining Effective Science Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Catalyzing New Research to Advance the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Improving Public Understanding of Research and Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Transforming Programs in States, Regions, and Districts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

The NSRC Blueprint for K–12 Science Education Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Improving the Quality of Science Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Developing and Disseminating New Research-Based Teaching Resources . . . . . . . . . . . . . . . . . . . . . . . . 16

Administration and Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

2007 National Science Resources Center Staff and Consultants . . . . . . . . . . . . . . . . . . . . . . . inside back cover
4 2007 NSRC Annual Report

©2008, National Science Resources Center

Message from the NSRC 

Advisory Board Chair

I

n listening to the announcement of the most recent Nobel laureates in physics, I pondered an 

age-old question: Who will be the future scientists of America? This important question 

extends beyond race, culture, or geography. Across Europe and in other developed Pacific Rim 

countries like Japan, South Korea, and China, high schools have a clear focus on the quality of 

science and mathematics that is taught in their classrooms. In India, the educational focus is on 

growing engineers and medical doctors. 

In America, there is concern that the general public is satisfied with the depth and quality of 

scientific and technological education that our children are receiving. Children are natural-born 

scientists, but somehow, their instinct to ask questions, touch objects, take things apart, and put 

them back together is suppressed in many of our schools. Although America doesn’t have a 

strategic plan to determine how to produce the next generation of young scientists, a number of 

scientists and organizations stand ready to help address this issue. 

The National Science Resources Center (NSRC) is one such organization. The NSRC has spent the 

past 20 years serving as a champion for hands-on inquiry-based science learning for all students. 

The NSRC is committed to establishing effective science programs by employing strategies that are 

informed by research and based on best practices, and that leverage change through the development of strategic partnerships. These reforms support high-quality science instruction and must be 

systemic and sustained to be effective. The following NSRC school reform initiatives are taking hold 

in several states, including Delaware, Florida, Louisiana, North Carolina, and Washington, as well as 

in a number of countries like Chile, China, and Sweden. 

Vision—The NSRC works with education leaders and practitioners to help implement a vision for 

effective science education by broadening awareness of the need for a more scientifically literate 

workforce. 

Research-Based Instruction—The NSRC develops comprehensive and challenging research-based 

programs of instruction for pre-K–12 students to benchmark with other exemplary school districts 

that are achieving extraordinary success with students.

Technical Assistance—The NSRC offers technical assistance to schools and districts by working in 

partnership with government, industry, the education community, and parents to establish, sustain, 

and continuously improve the infrastructure needed to support high-quality science instruction for 

all students.

Evidence—The NSRC is collecting and documenting evidence of student achievement, attitudes, 

and skills in science. Preliminary data show how inquiry-based science learning produces a net 

positive effect on a student’s ability to read and write. 

It is a privilege to work with the NSRC Advisory Board and staff. If you want to help America’s 

children, join the efforts of the NSRC as we work to ensure that all students will have the best 

science education to better prepare them for the global workforce.

D. Carr Thompson 

NSRC Advisory Board Chair
www.nsrconline.org 5

©2008, National Science Resources Center

Message from the NSRC 

Executive Director 

The year 2007 marks the 22nd year since the Smithsonian and the National Academies took a 

bold step to establish the National Science Resources Center (NSRC). We continue to 

recognize how the leaders of these prestigious institutions had the extraordinary vision to 

provide us with the platform to leverage their expertise and resources, and the critical role to 

improve K–12 science education programs for all students in the United States and throughout the 

world. 

During the past year, we improved our comprehensive and long-term leadership development 

services for states, districts, and other countries. These leadership activities are informed by 

research, based on the implementation of best practices, and result in the establishment of science 

education programs that are strategic, systemic, and sustainable. We began to see the results of this 

long-term leadership development work in states, such as Delaware, Pennsylvania, Alabama, and 

Washington, as well as in other industrialized and developing countries. Gains in student achievement, the development of leadership capacity for reform, and the establishment of robust infrastructures in these states and other districts attracted the attention of key leaders representing urban 

communities and states interested in scaling these programs. They recognized that our niche in the 

landscape of science education activities was both unique and important in transforming science 

education. This is an important milestone for the NSRC as we evolve into an organization that is 

more adaptable and sophisticated in an increasingly complex world. 

For these reasons, this year marked a new phase for the NSRC. Our work expanded in several areas, 

including our need to build awareness with new leaders representing business, government, and 

education about research and exemplary programs that could be scaled in districts and states. As a 

result, we established a new center of excellence—the NSRC Center for Building Awareness of 

Science Education. We also initiated a new, long-term reform effort with North Carolina; created 

new programs with urban communities in New York, Louisiana, and Texas; and expanded our 

program of science academies for teachers, which incorporates the scientific expertise and resources 

of the Smithsonian and the National Academies. 

During 2007, we also increased and improved our resources for students and teachers. We added 

new literacy books to our portfolio for elementary students, launched a comprehensive project to 

revise our curriculum of eight semester-long courses for middle school students, initiated the 

development of a new high school research curriculum, and identified additional exemplary 

resources produced by other organizations that we will disseminate to states and districts. 

In all of this work, the staff has done an outstanding job in accomplishing ambitious goals and 

embracing change and new priorities. They are exceptional individuals, committed to excellence 

and dedicated to our mission. We are indebted to our parent institutions—the National Academies 

and the Smithsonian—for their continued support. We are also grateful to the members of the 

NSRC National Advisory Board for their advice and efforts in advancing our goals, and our partners 

and sponsors for their sustained commitment to this important work. We look forward to another 

productive and challenging year!

Sally Goetz Shuler

Executive Director
6 2007 NSRC Annual Report

©2008, National Science Resources Center

National Science Resources Center 

Guiding Principles

Mission—Our Primary Purpose

To improve the learning and teaching of science for all students in the United States and 

throughout the world

Core Values—Our Aspirations

Quality

• Our work is of the highest quality and a standard for excellence.

• We bring discipline, cutting edge knowledge and critical thinking to our work. 

• We ensure that our products and services are based on research on how people learn.

• We constantly look for ways to raise the bar and increase our impact.

• Our products and services undergo a rigorous research and development process.

Innovation

• We are self-reliant and provide visionary leadership to achieve results. 

• We are forward-looking, resourceful and creative problem-solvers.

• We encourage risk-taking that leads to new ideas and innovative solutions.

Impact 

• We deliver relevant, valuable products and services to our customers.

• We are passionate about our mission. 

• We commit to delivering tangible, measurable results that matter to the world. 

Vision—Our Picture of the Ideal Future

Our schools are preparing today’s students to be effective citizens tomorrow.

• Students everywhere are engaged in exciting, relevant experiences that are advancing their 

understanding of science and helping them to become life-long learners and informed citizens.

• The United States is recognized as a world leader in developing and using effective, researchbased science education—we have the best teachers using the best materials delivering the best 

science education to students at all levels. 

• The public, the education community, and local and national policy makers recognize and take 

action to address the ongoing need for exemplary science education reform.

The NSRC is a high-performing organization.

• Our Leadership and Assistance for Science Education Reform (LASER) Center is working with 

all states to support science education reform. 

• Our Professional Development Center is recognized as a valuable national resource. 

• We are delivering innovative, relevant products and services to our customers.

• Our curricula are interactive and readily available to people worldwide.

• We are a vital contributor in science education to the worldwide learning community. 

The NSRC has and/or leverages the resources it needs to be effective.

• We are fully staffed with a team of dedicated experts and have the right resources to get 

the job done.

• We have successful partnerships with federal, state and international public and private 

organizations.

• We have streamlined, effective processes and have a state-of-the-art infrastructure.

• We have strong, stable funding from diverse sources to sustain the work of the organization. 

• We have extensive data to prove that what we do works. 
www.nsrconline.org 7

©2008, National Science Resources Center

2007 Highlights of NSRC Activities to 

Transform K–12 Science Education

n Catalyzing New Research to Advance the Field . . . . . . . . . . . . . . . . . 8

n Identifying and Disseminating Evidence of 

Impact of this Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

n Improving Public Understanding of Research 

and Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

n Transforming Programs in States, Regions, and Districts . . . . . . . . 10

n Improving the Quality of Science Teaching . . . . . . . . . . . . . . . . . . . 15

n Developing and Disseminating New Research-Based 

Teaching Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

n Advancing Our Financial and Administrative 

Operations and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
8 2007 NSRC Annual Report

©2008, National Science Resources Center

Scaling Up and Sustaining Effective 

Science Education Programs

The NSRC is an intermediary organization that bridges research and practice 

to help school districts, states, and regions build and maintain effective 

science programs. By working to strengthen local capacity, the NSRC is 

instrumental in laying the foundation for sustainable progress in science education. 

Accomplishments from NSRC 2007 activities follow.

Catalyzing New Research to Advance the Field

The NSRC bases its work on rigorous research about how children learn and on theories of 

organizational change. The NSRC applies research and best practices to the development and 

continuous improvement of all of its programs and services, from its theory of action for systemic 

science education reform (displayed on pages 12–13 of this report), to its award-winning professional development offerings, to its exemplary science curriculum. 

Identified and Disseminated Evidence of Impact of This Work 

Recent research has confirmed the need for sound experimental studies to establish the effectiveness of inquiry-based instruction on students’ learning of science. For example, research by 

Vanosdall et al.1 indicates that science achievement can improve by using contextualized guided 

inquiry in conjunction with kit-based materials (as compared to using textbook instruction or kits 

alone). The NSRC is dedicated to contributing to further investigation of the efficacy of the NSRC’s 

Science and Technology for Children® (STC) program and other inquiry-based materials.

The NSRC has embraced the strategy of continually increasing its partnerships and collaborations 

with organizations with similar educational goals in both the public and the private sectors. 

Through partnerships, grants and gifts, the NSRC expects to begin developing several large 

proposals in 2008. One of the important proposals would fund a randomized control study of the 

efficacy of the NSRC’s STC program materials. The expertise of the faculty will also contribute to 

the design of more in-depth studies of the role of epistemic factors (such as argumentation in the 

classroom) in the learning of science.

Collaborated on Model-Based 

Reasoning Study

In 2007, the NSRC collaborated with education 

leaders at Vanderbilt University in the first 

phase of the project “Development of ModelBased Reasoning,” which is funded by the 

National Science Foundation. Three STC 

elementary life science units were selected as 

pilot material for revision to better incorporate 

modeling progressions. Upon completion of 

the revisions, the modified curriculum units 

will serve as the experimental material for 

testing how students build a conceptual 

understanding of biology. 

1

 Vanosdall, Rick; Klentschy, Michael; Hedges, Larry; and Weisbaum, Kathryn Sloane. 2007. “A Randomized Study of the 

Effects of Scaffolded Guided-Inquiry Instruction on Student Achievement in Science.” Paper presented at the annual 

meeting of the American Educational Research Association. Available at: www.nsrconline.org/pdf/Klentschy_07.pdf.
www.nsrconline.org 9

©2008, National Science Resources Center

In addition, one unit was selected for a more extensive revision toward creating the first STC 

open-inquiry unit. The goal is to provide a follow-on supplement for highly competent teachers 

who welcome the additional challenge of facilitating student development of experiments, including hypotheses, metrics, and data analysis. Field tests are expected to begin in 2009 at school sites in 

Walla Walla, Washington, and Nashville, Tennessee. The NSRC will continue to support this effort 

by providing staff expertise, instructional materials, professional development of teachers, and 

dissemination of results.

Improving Public Understanding of Research and Best Practices

The NSRC seeks to increase public understanding of science education by engaging wide-ranging 

communities of stakeholders about the importance of science education, and involving them in 

active reform movements that will change the course of science education.

Engaged Key Stakeholders in Science Education Reform

During 2007, the NSRC expanded its capacity to improve public understanding of science education by establishing a new center of excellence—the Center for Building Awareness of Science 

Education (BASE). Through the programs of this new center, the NSRC increased its impact on the 

values of leaders in key stakeholder groups.

The NSRC conducted national symposia under the theme “Changing 

the Course of Science Education,” and played a leadership role in 

regional conferences aimed at building awareness with specific 

leadership groups. These conferences engaged leaders from business, 

foundations, government, higher education, and K–12 education.

Approximately 700 state, regional, and community leaders attended 

these meetings.

One of the national symposia in 2007 was hosted in partnership with 

the Council of Chief State School Officers (CCSSO) and the James B. 

Hunt, Jr., Institute for Educational Policy and Leadership. This 

“Changing the Course of Science Education” Meetings

Date Event Number of 

Attendees

National Meetings

October 2006 Symposium for Key Stakeholders in America’s Future: Changing the 

Course of Science Education, Washington, DC

90

April 2007 2007 National Symposium for Scientists and Engineers, Santa Fe, NM 120

July 2007 Presentation to the Council of Engineering and Scientific Society 

Executives annual meeting, Halifax, Nova Scotia

20

September 2007 2007 National Leadership Development and Strategic Planning Symposium on K–16 Science Education for State Teams, Washington, DC90

October 2007 2007 National Leadership Development Symposium, Washington, DC 90

Regional Meetings

May 2007 Building Awareness Symposium for Key Leaders in the Gulf Coast Region, 

New Orleans, LA

50

May 2007 North Carolina Science Summit, Raleigh, NC 150

September 2007 Van Andel Institute Science Education Forum, Grand Rapids, MI 70
10 2007 NSRC Annual Report

©2008, National Science Resources Center

symposium represented the first step of the leadership development component of the Smithsonian’s strategic partnership with the CCSSO, and attracted 18 state leadership teams to 

Washington, D.C., in September 2007.

Highlighted Resources on the Web

The NSRC www.nsrconline.org home page and 

events page continue to evolve. The new 

presentation of these pages more closely aligns 

with the NSRC’s Theory of Action—allowing 

users to match NSRC services to their specific 

needs by showing where NSRC leadership 

development, teacher training, and other 

service events fall in the reform continuum 

(see pages 12–13). The Web site incorporated 

Google search, allowing full site indexing and 

improving content access, and began offering 

online registration with its fall events schedule.

Work continued on testing the Electronic 

Literacy Supplement to the NSRC’s Properties of 

Matter module. The middle-school-focused 

Web site was supplemented with quizzes that 

allow students to independently test their 

concept knowledge and receive feedback as they work through the material online. This experience 

will help inform our major site overhaul planned in 2009.

Engaged Educators by Exhibiting at Conferences

The NSRC’s Communications and Publications Division exhibited at the March 2007 National 

Science Teachers Association National Conference on Science Education in St. Louis, Missouri, and 

at the November 2007 Smithsonian Teacher’s Night at the National Air and Space Museum on the 

National Mall. The exhibits engaged more than 1,000 teachers and school administrators.

Looking Ahead

During 2008, the NSRC plans to build leadership awareness and capacity in regions 

and states that are beginning to implement strategic plans for reform. The NSRC 

BASE Center will host targeted conferences to deepen state and regional leaders’ 

understanding of research-based science education practices. In addition, the NSRC 

will continue to build leadership capacity nationwide with national “Changing the 

Course of Science Education” conferences during 2008, including one targeted to 

leaders from scientific and engineering fields. 

Transforming Programs in States, Regions, 

and Districts

The NSRC helps school district leaders develop the expertise and support structures 

they will need to establish comprehensive and challenging K–12 science programs 

for all students. The NSRC assists in initiation of science education reform through 

strategic planning with district leadership teams. The next step in the process 

includes providing follow-up technical assistance in partnership with government, 

industry, the education community, and parents to help those districts establish, 

sustain, and continuously improve the infrastructure needed to support highquality instruction for all students.
www.nsrconline.org 11

©2008, National Science Resources Center

Continued NSRC LASER Center Initiatives 

In 2007, the Leadership and Assistance for Science Education Reform (LASER) Center continued 

working on several national, state, and urban initiatives. It continued initiatives in the five largest 

urban school districts in New York, in New Orleans, in Houston, and throughout North Carolina 

to provide research-based products and services 

to assist their school districts in initiating, 

implementing, and sustaining effective science 

programs for all students and to build leadership 

capacity and sustainability. The LASER Center 

also continued its national programs aimed at 

school districts from across the United States and 

in some foreign countries to guide school district 

leadership teams through the process of developing tailored strategic plans for initiating 

research-based science programs.

Produced New York ECLIPSE

and BOCES Events 

On March 21, 2007, the LASER Center organized 

and produced a day-long New York Enhancing 

Collaborative Leadership for Improved Performance in Science Education 

(ECLIPSE) Science Curriculum Showcase 2007 in Albany, for school districts’ 

leadership teams representing Buffalo, Rochester, Syracuse, Yonkers, and New York 

City. The event also included the Capital Region Board of Cooperative Educational 

Services (BOCES), the Onondaga-Cortland-Madison BOCES, the WashingtonSaratoga-Warren-Hamilton-Essex BOCES, and the Western Suffolk BOCES. Leadership teams learned about research, the nature of inquiry, and the characteristics of 

effective research-based instructional materials that can be used to develop a 

comprehensive K–12 science education program in their communities. The LASER 

Center also developed and delivered a New York ECLIPSE Science Curriculum 

Toolkit for assisting district leaders in selecting and effectively pilot testing researchbased curriculum materials.

The LASER Center also organized and delivered an institute and a conference in 

Albany during 2007 for leadership teams representing the same school districts and 

BOCES as the March 21 event. At the New York ECLIPSE Strategic Planning 

Institute: Developing a Tailored Science Education Strategic Plan, held from June 25 

to 29, leadership teams learned about research and best practices for establishing a 

systemic approach needed to effectively implement and sustain research-based 

science programs for all K–12 students. The LASER Center provided assistance and expertise that 

resulted in each New York leadership team developing a five-year strategic plan for reforming their 

districts’ K–12 science education program.

And on October 24–25, at the New York ECLIPSE Leadership Conference: Building Capacity with 

Key Leaders and Stakeholders, leadership teams examined the progress they were making in 

implementing their strategic plans; exchanged effective resources and expertise for advancing their 

work; and discussed strategies for building partnerships with organizations representing education, 

government, and business. The LASER Center also provided products and services for building the 

leadership capacity to sustain the effective implementation of research-based science education 

programs.


14 2007 NSRC Annual Report

©2008, National Science Resources Center

Launched Statewide Science and Mathematics Education Initiative

In 2007, the LASER Center launched a statewide initiative to assist North Carolina 

school districts in initiating, implementing, and sustaining effective K–12 science 

programs for all students. During the first year of this initiative, the NSRC 

accomplished several major goals outlined in its plan. Working with the North 

Carolina Science, Mathematics, and Technology Education Center (NCSMT), the 

NSRC planned and produced the first of five strategic planning institutes for 18 

North Carolina school district leadership teams. This process included statewide 

and school district needs assessments, which assisted the partners in determining 

strategies and short- and long-term action plans. In addition, the NSRC supported 

efforts to build awareness of this initiative, to pursue deeper relationships with 

stakeholders in North Carolina, such as the James B. Hunt, Jr., Institute for 

Educational Leadership and Policy, and to identify ways in which it could provide 

technical assistance to NCSMT in the future.

Supported Greater New Orleans Science Education Initiatives

To strengthen the New Orleans Regional K–12 Science, Technology, Engineering, 

and Mathematics (STEM) Education Initiative, the LASER Center began working 

on the development of a New Orleans Regional STEM Advisory Board. In January 

2007, the first Advisory Board Meeting was held in New Orleans, and two more 

meetings were held in May and September. As further support, the Center held 

Building Awareness for Science Education events in the Gulf Coast Region in January and May 

2007, which approximately 80 community leaders, business leaders, educators, and school administrators attended. 

The NSRC and New Orleans Public Schools (NOPS) joined forces to produce a Curriculum 

Showcase in New Orleans for teachers and administrators in February 2007 and a Summer Science 

Institute for teachers and principals in June. Also in 2007 the NSRC distributed approximately 

$60,000 of science instructional units to NOPS teachers and principals, and hosted 18 NOPS 

teachers at the July 2007 Smithsonian/NSRC Professional Development Academies held in 

Washington, D.C.

Held Houston Science Education Leadership Meetings

In November 2007, the NSRC and Houston Independent School District 

(HISD) held a Principals Networking Meeting: Building Awareness for Science 

Education Symposium for Key Stakeholders. The meeting was attended by 77 

principals, school administrators, and community leaders, 70 percent of whom 

were principals. The NSRC and HISD also held a Leadership Planning Meeting 

in October 2007 to inform 33 community members, educators, and school 

administrators of the HISD’s strategic plan for science education reform.

Conducted National Strategic Planning Institute

On July 15–20, 2007, the NSRC conducted a National K–8 LASER Science 

Education Leadership Development and Strategic Planning Institute, where 

nine district leadership teams from seven states and two teams from Argentina 

and Germany developed strategic plans to reform their science education 

programs. 
www.nsrconline.org 15

©2008, National Science Resources Center

Improving the Quality of Science Teaching

Principally through its Professional Development Center (PDC), the NSRC continues to provide 

opportunities for the professional growth of science teachers and teacher-leaders.

Expanded the Smithsonian Science Education Academies for Teachers 

During 2007, two new academies were added to the Smithsonian Science Education Academies for Teachers (SSEATs). The PDC added the Electricity and Magnetism and Ecological Field Studies academies to the original Energy and Motion and 

Biodiversity academies. Support from Baltimore Gas and Electric (BGE), Shell 

Exploration & Production Company, and Dow Chemical enabled 94 teachers from 

23 states, Canada, Mexico, and Korea to attend these award-winning events, which 

leverage the resources of the Smithsonian in the support of science teacher 

professional development. Eighteen of the participants were from New Orleans. 

The SSEAT academies demonstrate important cooperation among Smithsonian 

units. The PDC’s Smithsonian partners in 2007 were the National Museum of 

American History; the National Museum of Natural History; the National Air and 

Space Museum on the National Mall; the National Air and Space Museum’s Steven 

F. Udvar-Hazy Center in Chantilly, Virginia; the Smithsonian Environmental 

Research Center in Edgewater, Maryland; the National Zoological Park in Washington, D.C.; and the Zoo’s Conservation and Research Center in Front Royal, 

Virginia. As the academies grew in size and scope, the PDC also developed 

cooperative relationships with organizations outside of the Smithsonian, including 

the National Institute of Standards and Technology, BGE, the National Aeronautics 

and Space Administration (NASA) Goddard Space Flight Center, BP Solar, and the 

Historical Electronics Museum. 

Worked with Instructors in the District of Columbia

The NSRC’s work with the DC Children and Youth Investment Trust Corporation’s 

summer science program entered its third year in 2007. The PDC provided its 

instructors with training in the use of the Science and Technology for Children® 

curriculum materials, which form the core of this program. 

Continued Support of University-Based In-Service Teacher Programs

The PDC’s support of teachers adopting the inquiry-based approach to teaching 

science entered its third year through its cooperation with Bristol-Myers Squibb 

Centers for Science Teaching and Learning at Rider and Montclair State universities in New Jersey. In 2007, the PDC provided in-depth professional development 

workshops to more than 70 elementary and middle school science teachers at no 

cost to the teachers. Support for the PDC’s program of workshops for middle 

school science teachers using the Science and Technology Concepts for Middle 

SchoolsTM curriculum and additional events promoting inquiry-based science was 

provided by Bristol-Myers Squibb. 

Hosted Workshops for Pre-Service Science Teachers

For the third consecutive year, the PDC partnered with the NASA Langley Research Center’s Office 

of Education and Norfolk State University’s School of Science and Technology to provide practical 

hands-on workshops using lessons from the NSRC’s curriculum for pre-service science and 

technology teachers. The audience at this conference was composed of approximately 750 undergraduate students and faculty members from historically black colleges and universities, Hispanicserving institutions, and tribal colleges and universities.
16 2007 NSRC Annual Report

©2008, National Science Resources Center

Held First Geneticist-Educator Network of Alliances (GENA) Workshop

The GENA network is a National Science Foundation (NSF)-funded partnership among the 

American Society of Human Genetics, the Genetics Society of America, the National Association of 

Biology Teachers, and the NSRC. The partnership uses the broad theme of genetics to form 

long-term collaborations between educators and scientists and a sustainable infrastructure to 

support meaningful outreach by scientists in the high school science classroom. 

The GENA project provides the partnering scientific societies involved with tools to instruct, 

facilitate, and measure the meaningful engagement of STEM faculty members in secondary science 

education. In August 2007, the project conducted its first workshop, which brought together 13 

pairs of teachers and university faculty from eight states, and exposed them to three days of 

pedagogical training contextualized to teaching genetics in the high school environment. 

Developing and Disseminating New Research-Based 

Teaching Resources

Research-based science instructional materials are the foundation of effective science programs. 

The NSRC has spent nearly two decades developing and updating a comprehensive science 

program for K–9 schoolchildren (the STC program). Additionally, the NSRC disseminates other 

exemplary science curricula that meet the highest standards of research and development.

Released New Children’s Books

The NSRC has reprinted 11 of the 12 children’s books for fourth through sixth graders originally 

published in 2004. These books provide a strong nonfiction literacy complement to the NSRC’s 

upper elementary curriculum units. All were developed in close consultation with a nationally 

respected reading specialist. All are unique in that many of the articles in each book feature 

Smithsonian scientists, research, and collections. Use of these books in the classroom links science 

reading selections with other areas of the curriculum, especially history, social studies, and 

language arts.
www.nsrconline.org 17

©2008, National Science Resources Center

NSRC Criteria for Showcasing Science Curriculum Materials

Does the material address the important goals of elementary and middle school 

science teaching and learning?

Does the material focus on inquiry and activity as the basis of learning experiences?

Are the modes of instruction developmentally appropriate?

Is the science content accurate and current, and does it lead to an understanding 

of basic principles?

Is the material interestingly presented, and does it facilitate understanding?

Is the material well organized, and is it easy and safe for both teacher and 

students to use?

Is the material free of cultural, racial, ethnic, gender, and age bias?

The STC PROGRAM 

Research and Development 

Process

Research and Development

Preparation of 

Trial Teaching Materials

Trial Teaching

Analysis of Results

Revisions and Preparation of 

Field-Testing Materials

National 

Field Testing

Revision of Field-Test Materials

Final Technical Review and 

Summative Evaluation

Publication

Ongoing 

Evaluation

Two of the four titles for third-graders, Rocks and Minerals and Plant Growth 

and Development, were released during 2007 with two others, Sound and 

Chemical Tests, in final stages of preparation at the end of the year. Plans are 

moving ahead for production of books for K–2 students, as well as four 

middle-grade books during the next three to five years.

Showcased Research-Based Science Instructional Materials

Under its original grant from NSF, the NSRC’s LASER Center partnered with 

other NSF-funded projects and curriculum developers to disseminate curricula that exemplified best practices of learning and teaching. Although the 

LASER Center is no longer supported by NSF, the NSRC ensures that all 

materials it showcases meet exacting criteria, as outlined in the table below

Using these criteria, the NSRC held a curriculum showcase in Albany, New 

York, to help leadership teams from the five largest school districts in New 

York State (New York City, Buffalo, Rochester, Syracuse, and Yonkers) review 

and evaluate research-based science instructional materials. Administrators, 

teachers, and community leaders from all around the state attended the 

showcase. 

The NSRC also hosted—with generous support from the Merck Institute for 

Science Education—the Ninth Annual Showcase of New Science Education 

Resources at the March 2007 National Science Teachers Association national 

conference in St. Louis, Missouri. The showcase introduced some 200 leaders 

from around the country to new publications produced by leading educational 

organizations.

NSRC Criteria for Showcasing Science Curriculum Materials
18 2007 NSRC Annual Report

©2008, National Science Resources Center

NSF-Supported Curriculum 

Programs That Meet the 

NSRC’s Criteria

Biological Sciences Curriculum Study of Colorado 

Springs, Colorado, publishes the K–16 BSCS science 

curricula.

Lawrence Hall of Science at the University of California, 

Berkeley, publishes the K–12 Full Option Science System 

(FOSS) and the K–6 Science Education for Public 

Understanding Project (SEPUP).

Carolina Biological Supply Company, Burlington, North 

Carolina, publishes the K–6 Science and Technology for 

Children (STC®) and the 6–8 Science and Technology 

Concepts for Middle Schools (STC/MSTM) curricula.
www.nsrconline.org 19

©2008, National Science Resources Center

Administration and Finance

Transparent management and a stable funding base for NSRC programs 

and operations continue to be the primary goals of the Finance and 

Administration Division. These values help the organization maintain and 

expand its portfolio of products and services for science education. Gifts, grants, 

fee-for-service revenues, curriculum royalties, publication sales, and contributions 

from the National Academies and the Smithsonian Institution provide the NSRC’s 

funding. This base and the NSRC’s commitment to careful stewardship of all its 

resources will allow the organization to grow during the years to come.

Management Initiatives

Invited to Join Smithsonian Science Executive Committee

Recognizing the important and growing role of science education within the mission of the 

Smithsonian Institution, the heads of the Smithsonian science unit museums and research facilities 

asked the NSRC Executive Director, Sally Goetz Shuler, to join the Institution’s Science Executive 

Committee. The invitation gives the NSRC an opportunity to share experiences and provide input 

during pan-institutional science discussions.

Expanded Internship Program

During fiscal year (FY) 2007, the NSRC provided challenging internships for eight high school and 

college students. The students received mentoring from the NSRC’s professional staff and contributed significantly to the achievement of NSRC goals.

NSRC Quasi-Endowments

The NSRC feels strongly that it must ensure its stability and longevity. In 2004, the NSRC established a quasi-endowment at the National Academies to generate funding for core operations 

and development activities. With a goal of reaching $10 million by 2010, the NSRC deposits 

$500,000 each year. The growth of this quasi-endowment is shown in Table. 1. FY 2007 brought 

an additional $726,000 in interest, bringing the year-end value to $6.47 million. Projections at 

8% interest show the NSRC reaching its goal early in 2011.

Calendar

Year

Beginning 

Balance

Deposits Interest

Earned

Withdrawals Ending

Balance

Actual

2004 $0 $3,395,238 $383,843 $0 $3,779,081 

2005 3,779,081 584,106 444,294 0 4,807,481 

2006 4,807,481 500,000 929,762 0 6,237,243 

2007 6,237,243 507,130 726,904 (1,000,000) 6,471,276 

Projected

2008 6,471,276 500,000 557,702 0 7,528,979 

2009 7,528,979 500,000 642,318 0 8,671,297 

2010 8,671,297 500,000 733,704 0 9,905,001 

2011 9,905,001 500,000 792,780 (495,250) 10,702,531 

2012 10,702,531 500,000 853,392 (535,127) 11,520,796 

Table 1. Quasi-Endowment at the National Academies
20 2007 NSRC Annual Report

©2008, National Science Resources Center

The Smithsonian quasi-endowment continues to grow. It is projected to reach $3.7 million at 

8% interest by 2012, as shown in Table 2. 

FY 2007 saw the opening of a third quasi-endowment at the Smithsonian Institution with a 

total of $2 million. The Burroughs Wellcome Fund generously provided a gift of $1 million to 

be matched with NSRC funds from the quasi-endowment at the National Academies. Interest 

is expected to exceed $100,000 annually and will support an NSRC Science Education Strategic 

Planning Institute to be held annually in North Carolina. A shortfall in interest less than the 

required $100,000 will be provided by other NSRC revenues. Earnings from this new account will 

not only support K–12 program activities in North Carolina public schools over a 10-year span, 

but will also build a program reserve fund. Table 3 shows projections at 8% interest to $2.7 million 

in the quasi-endowment’s 10th year. 

Table 2. Quasi-Endowment at the Smithsonian Institution

Table 3. North Carolina Public Schools K–12 Science Education Initiative 

Quasi-Endowment at the Smithsonian Institution

Fiscal Year Beginning 

Balance

Deposits Interest 

Earned

Ending

Balance

Actual

2006 $0 $56,500 $1,899 $58,399 

2007 58,399 11,300 2,904 72,604 

Projected

2008 72,604 150,000 17,808 240,412 

2009 240,412 300,000 43,233 583,645 

2010 583,645 600,000 94,692 1,278,336 

2011 1,278,336 1,000,000 182,267 2,460,603 

2012 2,460,603 1,000,000 276,848 3,737,452

Fiscal Year Beginning 

Balance

Deposits Withdrawal Interest 

Earned

End-of-Year 

Balance

Actual

1/2007–9/2007* $0 $2,000,000 $100,000 $41,598 $2,041,598

Projected

10/2007–9/2008 2,041,598 $100,000 155,328 2,096,926 

10/2008–9/2009 2,096,926 100,000 159,754 2,156,680 

10/2009–9/2010 2,156,680 100,000 164,534 2,221,214 

10/2010–9/2011 2,221,214 100,000 169,697 2,290,911 

10/2011–9/2012 2,290,911 100,000 175,273 2,366,184 

10/2012–9/2013 2,366,184 100,000 181,295 2,447,479 

10/2013–9/2014 2,447,479 100,000 187,798 2,535,277 

10/2014–9/2015 2,535,277 100,000 194,822 2,630,100 

10/2015–9/2016 2,630,100 100,000 202,408 2,732,508

*Account was established midway through the fiscal year. Therefore, earnings are less than the 8% projection.
www.nsrconline.org 21

©2008, National Science Resources Center

Fiscal Year 2007 Operations

The NSRC received $5.6 million for FY 2007 operations from several sources, as shown in 

Table 4: the Smithsonian Institution, the National Academies, corporations, private foundations, 

individuals; fees from school districts; royalties from the sale of its curriculum materials; and 

revenues from the sale of its children’s books.

Operations

The NSRC’s 2007 revenue increased by 40%, growing from $3.97 million to $5.56 million to support 

operations. Figure 1 shows the sources of funding and allocation of resources. This increase in 

revenue allowed us to place $1.56 million into our quasi-endowments. Administrative oversight and 

financial operations were supported by $784,000. The Communications and Publications Division 

was supported with $81,000 from Smithsonian Trust funds and $494,000 from publications 

revenues. Federal funds no longer support this effort. The Development Division used $75,000 from 

the royalty fund at the National Academies to support staff salaries and related expenses.

NSRC Centers of Excellence

The NSRC created a new Center of Excellence in 2007 to inform and engage a broad network of 

leaders in the first steps of establishing exemplary K–16 science education programs throughout 

the United States. The NSRC’s Center for Building Awareness of Science Education was supported by 

$56,000 in gifts and nongovernment grants and $24,000 from the royalty fund at the National 

Academies. 

The LASER Center received a total of $1,707,000 in gifts, grants, and registration fees in FY 2007. 

Gifts from corporations and foundations included $500,000 from the Shell Exploration & Production Company for use in FY 2006 and FY 2007, $75,000 from Bristol-Myers Squibb, and $30,000 

from the Merck Institute for Science Education. The LASER Center continues work on a $70,000 

grant from ASSET, Inc., for strategic planning services received in 2006. Finally, the LASER Center 

started an 18-month, $606,000 contract with the New York State Education Department. The 

Burroughs Wellcome Fund invested in the LASER Center with a $1 million gift to support program 

activities in the North Carolina public schools. The gift was placed in a quasi-endowment at the 

Smithsonian Institution and was matched by funds from the NSRC’s quasi-endowment at the 

National Academies for a total of $2 million. Interest is expected to exceed $100,000 annually and is 

supporting an annual NSRC Science Education Strategic Planning Institute in North Carolina. 

Should the interest earned be less than the required $100,000, the NSRC will provide the balance 

from other NSRC revenues. (Section continues on page 24.) 

 Actual FY 2007

A. Smithsonian General Trust $413,793 7%

B. Smithsonian Indirect 65,422 1%

C. Gifts and Grants 2,811,006 51%

D. Event Fees 387,456 7%

E. Sale of Curricula 1,392,327 25%

F. Sale of Publications 494,294 9%

Total $5,564,298 100%

Figure 1. Sources of Funding

Projected FY 2008

 $570,400 10%

66,000 1%

1,954,610 34%

661,871 11%

1,824,120 31%

755,598 13%

$5,832,599 100%

A A

B B

C C

D D

E E

F F
22 2007 NSRC Annual Report

©2008, National Science Resources Center

NSRC Core Operations FY03 ActualFY04 ActualFY05 ActualFY06 ActualFY07 ActualFY08 Projected

NSRC Savings: Endowment Deposits

Smithsonian Institution

Deposits for Smithsonian Institution Endowment N/A N/A N/A 57 14 7 

Deposits for Burroughs Wellcome Fund 

Endowment

N/A N/A N/A N/A 1,042 169 

National Academies

Royalty Fund Deposit for NAS Endowment N/A 3,395 584 500 507 500 

Subtotal $ – $3,395 $584 $557 $1,563 $676

Administrative Oversight and Financial Operations 

Smithsonian Institution

Federal N/A N/A 146 N/A N/A N/A 

General Trust 279 292 305 469 333 477 

Indirect Cost Budget 410 466 66 87 65 66 

National Academies

Indirect 81 80 80 80 N/A N/A 

Royalty Fund 20 68 330 431 385 438 

Subtotal $790 $906 $927 $1,067 $783 $981

Communications and Publications Division 

Smithsonian Institution

Federal 167 171 141 78 N/A N/A 

General Trust N/A N/A N/A 83 81 93 

Indirect 59 N/A N/A N/A N/A N/A 

National Academies

Royalty Fund 162 342 296 N/A N/A N/A 

Sale of Publications N/A N/A N/A 575 494 756 

Science and Technology for Children® Curriculum Revisions

National Academies 

Royalty Fund 193 110 N/A N/A N/A N/A 

Science and Technology for Children BOOKSTM Development Project

National Academies

Royalty Fund 500 N/A N/A N/A N/A N/A 

Subtotal $1,081 $623 $437 $736 $575 $849 

Development Division

National Academies

Royalty Fund 99 105 110 146 75 164 

Subtotal $99 $105 $110 $146 $75 $164 

Total Support $1,970 $5,029 $2,058 $2,506 $2,996 $2,670

Table 4. NSRC Operations and Programs (in thousands)
www.nsrconline.org 23

©2008, National Science Resources Center

NSRC Centers of Excellence FY03 ActualFY04 ActualFY05 ActualFY06 ActualFY07 ActualFY08 Projected

NSRC Building Awareness for Science Education (BASE) Center

Smithsonian Institution

Gifts and Non-Government Grants N/A N/A N/A N/A 56 100

Event Fees N/A N/A N/A N/A N/A 30 

National Academies

Royalty Fund N/A N/A N/A N/A 24 164

Subtotal $ – $ – $ – $ – $80 $294

NSRC Leadership and Assistance for Science Education Reform (LASER) Center 

Smithsonian Institution

Federal and State Grants 628 774 526 568 465 124 

Gifts and Non-Government Grants 647 331 270 144 874 1,109 

Event Fees 145 61 85 102 290 340

National Academies

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

Royalty Fund N/A N/A N/A N/A 78 55 

Subtotal $1,420 $1,166 $881 $814 $1,707 $1,628 

NSRC Curriculum Development Center

Science and Technology for Children® Curriculum Revisions

National Academies

Royalty Fund 376 199 N/A N/A N/A N/A 

Science and Technology for Children BOOKSTM Development Project

Smithsonian Institution

Gifts and Non-Government Grants N/A 30 N/A N/A N/A N/A 

National Academies

Kellogg Grant N/A N/A 50 N/A 32 18 

Royalty Fund N/A 360 65 111 117 205 

Science and Technology Concepts for Middle SchoolsTM Curriculum Revisions Project

National Academies

Royalty Fund N/A N/A N/A 100 99 193 

Subtotal $376 $589 $115 $211 $248 $416 

NSRC Professional Development Center

Smithsonian Institution

Federal and State Grants N/A N/A N/A 14 77 197 

Gifts and Non-Government Grants 25 80 224 169 247 231 

Event Fees 5 45 78 92 98 292 

National Academies

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

Royalty Fund 300 200 100 N/A 107 55 

Subtotal $479 $325 $402 $275 $529 $775 

Table 4. NSRC Operations and Programs (in thousands) continued
24 2007 NSRC Annual Report

©2008, National Science Resources Center

NSRC Centers of Excellence FY03 ActualFY04 ActualFY05 ActualFY06 ActualFY07 ActualFY08 Projected

NSRC International Division 

Smithsonian Institution N/A N/A N/A N/A 5 N/A 

National Academies Gift N/A N/A 20 64 N/A N/A 

Subtotal $ – $ – $20 $64 $5 $ –

NSRC Center for Research and Evaluation

National Academies

Royalty Fund N/A N/A N/A 100 N/A 50 

Subtotal $ – $ – $ – $100 $ – $50 

Total Program Support $2,275 $2,080 $1,418 $1,464 $2,569 $3,163

Overall Total $4,245 $7,109 $3,476 $3,970 $5,565 $5,833

Table 4. NSRC Operations and Programs (in thousands) continued

 Actual FY 2007

A. Administrative Oversight and Financial 

 Operations

 $783,854 14%

B. Savings Deposit 1,562,802 28%

C. Communications and Publications 574,846 10%

D. Development 75,440 1%

E. Programs 2,567,356 46%

Total $5,564,298 100%

Figure 2. Allocation of Resources

Projected FY 2008

$981,206 17%

675,951 12%

848,603 15%

163,908 3%

3,162,931 54%

$5,832,599 100%

A A

B B

C

C

D

E

D

E

The Professional Development Center received $422,000 in gifts, grants, and registration fees. Gifts 

from corporations and foundations included $100,000 from Bristol-Myers Squibb; $55,000 from 

the Dow Chemical Company Foundation; $19,100 from Baltimore Gas and Electric (BGE), a 

Constellation Energy Company; and $5,000 from the DC Children and Youth Investment Trust. 

The Center began the Geneticist-Educator Network of Alliances (GENA) grant, which is a 

$222,593, three-year collaborative project with the American Society of Human Geneticists and the 

National Association of Biology Teachers.

The Curriculum Development Center withdrew $117,000 from the NSRC royalty fund at the 

National Academies to support the Science and Technology for Children BOOKSTM development 

project and revisions to the Science and Technology Concepts for Middle SchoolsTM curriculum. 

Looking Forward

In 2008, the NSRC projects revenues of $5.8 million for operations, a 4.5% increase over 2007 

amounts (see Table 4). This information is presented in Figure 2, along with the projected resource 

allocation. The NSRC continues toward its long-term financial goals to provide sustainable 

resources for future support of core operations. 
2007 National Science Resources Center 

Staff and Consultants

NSRC Core 

Operations

Development 

Division

Staff 

Stacy Armstrong

Director

Consultant

Michael Worth

Development 

Specialist

Finance and

Administration

Division 

Staff

Sally Goetz Shuler

Acting Director

Kimberly Wayman

Procurement and 

Administrative 

Specialist

Consultant

Timothy M. Alt, Jr.

Acting Financial 

and Administrative 

Specialist 

Executive Office

Staff 

Sally Goetz Shuler

Executive Director

Thomas Starke

Deputy Director

Yordanka Stefanova

Executive Assistant

Bernadette Pryde 

Hackley

Administrative 

Assistant

Communications

and Publications

Division

Staff 

Barbara Thomas

Director

Jim Benson

Senior Editor/Writer

Heidi Kupke

Graphic Designer

Steven Madewell

Program Assistant

Susan Tannahill

Web Master and 

Database Specialist

Consultant

Jane Martin

Photo Editor

Research and

Evaluation

Division

Consultant

Devin Reese, PhD

Senior Program 

Officer

Fred A. Volk

Adjunct Professor

Georgetown 

University

NSRC Centers of 

Excellence 

Building 

Awareness of

Science Education

(BASE) Center 

Staff

Jennifer Childress

Director

Leadership and

Assistance for

Science Education

Reform (LASER) 

Center 

Staff

Judi Backman

Director

Andres de la Roche

Program Coordinator

Mary Raucci

Program Associate

Consultants

Arlene Elrod

Senior Program 

Officer

Sue Neuen

Senior Program 

Officer

Brenda H. Terry

Senior Program 

Officer

Professional 

Development 

Center 

Staff

David Marsland

Co-Director

Henry Milne

Co-Director

Steven Madewell

Program Assistant

Consultants 

Ron DeFronzo

Program Consultant, 

Science and 

Technology for 

Children® Elementary 

Curriculum

Linda Harteker

Editor

Bob Matthews

Program Consultant, 

Smithsonian Science 

Education Academies 

for Teachers (SSEATs)

Mary Cahill

Program Consultant, 

SSEATs

Kenna Mills Shaw

Program Consultant, 

Geneticist-Educator 

Network of Alliances 

Project

Kitty Lou Smith

Program Consultant, 

SSEATs

Sandra Sparkman

Program Consultant, 

SSEATs

Dane Toler

Program Consultant, 

SSEATs

Jane Martin

Photo Editor, 

Bristol-Myers 

Squibb Foundation 

Curriculum

Curriculum 

Development 

Center

Staff

Claudia Campbell

Senior Research 

Associate

Consultants

Ian MacGregor

Senior Scientist

Annemarie S. 

Palincsar

Science Literacy 

Specialist

Susanna Hapgood

Science Literacy 

Specialist

Lynda DeWitt

Children’s Science 

Writer

Toni Eugene

Children’s Science 

Writer

Linda Harteker

Children’s Science 

Writer

Audrey Huang

Children’s Science 

Writer

Terry Jennings

Children’s Science 

Writer

Devin Reese

STC® Revisions 

Project Director

Kitty Lou Smith

Curriculum 

Developer

Dane Toler

Curriculum 

Developer
www.nsrconline.org

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