NATIONAL SCIENCE

RESOURCES CENTER

2003

ANNUAL REPORT
Introduction

NSRC Accomplishments 

Message from the Advisory Board Chair

Message from the Executive Director

Business Planning to Ensure Long–Term Sustainability

Communications and Publications

Leadership and Assistance for Science Education

Reform (LASER) Center

Professional Development Center

Curriculum Development Center

International Programs

Finance and Administration

National Advisory Board

Staff and Consultants

TABLE OF CONTENTS

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2

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6

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10 

11

12

14

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19

20

In Dedication = JOANN DEMARIA, Science Teacher

Former NSRC National Advisory Board Member

An educator and advocate whose legacy lives on through her remarkable 

contributions to science education.
www.nsrconline.org 1

The mission of the National Science Resources Center (NSRC) is to improve

the learning and teaching of science in the nation’s school districts. The

NSRC is committed to establishing effective science programs for all students 

by employing strategies that are informed by research, based on best practices,

and leverage change through the development of strategic partnerships.

Through the work of its Centers of Excellence — Leadership and Assistance 

for Science Education Reform (LASER) Center, the Professional Development

Center, and the Curriculum Development Center — more than 750 diverse 

school districts representing 20 percent of the U.S. K–8 student population are

now implementing research-based, inquiry science programs in their communities.

These accomplishments are based on the NSRC’s Theory of Action and have 

been made possible through partnerships with academic institutions, museums,

corporations, and foundations.

A National Leader in Science Education

Research–

Based

Curriculum

Competent

Teachers

Materials

Support

School and

Community

Support

SCHOOL DISTRICT INFRASTRUCTURE

Aligned

Assessment

IMPROVED

INSTRUCTION

KNOWLEDGE OF RESEARCH AND BEST PRACTICES

DEVELOPMENT OF VISION 

INCREASED

STUDENT

ACHIEVEMENT

THE NSRC THEORY OF ACTION 

The NSRC developed this theory of action to guide school districts in the process of establishing

research-based science education programs that result in improved instruction and increased

achievement for all students.

© 2004 National Science Resources Center

2003
2003

2 www.nsrconline.org

NSRC Accomplishments

BECAME A BUSINESS-MINDED ORGANIZATION

During the past year, the entire staff began implementing a strategic

business planning process designed to transform the NSRC into a 

business-oriented organization and to ensure its long-term sustainability.

The plan is built upon the NSRC’s well-established foundation of

effective education programs.

The process will result in a plan for the NSRC’s organization as a 

whole and specific business and marketing plans for the three Centers 

of Excellence — the Curriculum Development Center, the Professional

Development Center, and the Leadership and Assistance for Science

Education Reform (LASER) Center. more on page 6

SUSTAINED THE WORK OF SCHOOL DISTRICTS CURRENTLY

IMPLEMENTING RESEARCH-BASED PROGRAMS

The NSRC’s Leadership and Assistance for Science Education Reform

(LASER) Center continued its work with more than 750 school 

districts representing 20 percent of the K–8 student population in 

the United States. This ongoing assistance provided consultation and

leadership training to facilitate the implementation of research-based

science programs in their communities. more on page 10

SCALED UP REFORM BY ENGAGING NEW SCHOOL DISTRICTS 

The Leadership and Assistance for Science Education Reform (LASER)

Center also began work with more than 50 school districts that participated

in strategic planning institutes and initiated a five-year process for

reforming their science education programs. more on page 10

CREATED A NEW WEB SITE

Creating a new Web site was a major project that was initiated in 2003,

including establishing a unique URL for the NSRC. Now visitors can

find us easily at www.nsrconline.org in addition to www.si.edu/nsrc.

more on pages 8 and 9
2003 Annual Report 3

DEVELOPED NEW INQUIRY SCIENCE CURRICULUM RESOURCES

• The Curriculum Development Center completed and brought to market the

final two courses of Science and Technology Concepts for Middle Schools

(STC/MSTM), a comprehensive middle school science curriculum program 

comprised of eight courses. more on page 13

• The Curriculum Development Center also embarked on a major project to

revise and enhance the Science and Technology for Children (STC®) elementary curriculum, scheduled for completion in June 2004, which includes:

• Twenty-four revised Science and Technology for Children (STC) 

Teacher’s Guides. more on page 12

• Twelve STC science reading books for students in grades 4–6.

more on page 12

CREATED A PROFESSIONAL DEVELOPMENT CENTER

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

When coupled with exemplary curriculum, the inquiry process leads to 

better understanding and retention of concepts. For this reason, the NSRC

established a Professional Development Center (PDC) to work with educators

who are changing from the traditional textbook approach to hands-on,

inquiry science teaching. During 2003, the PDC:

• Produced a comprehensive set of courses to prepare middle school 

teachers and teacher leaders to implement the STC/MS courses in the

classroom. more on page 11

• Began work on eight graduate-level content courses for middle school

teachers that are aligned with middle school curriculum programs. Field

testing on these courses will begin during the summer of 2004.

more on page 11

RECEIVED ACCOLADES FOR ITS EXEMPLARY CURRICULUM

The NSRC received a national award —The Mark Trail Award — for its

STC/MS Catastrophic Events course from the National Oceanic and

Atmospheric Administration (NOAA) for featuring NOAA Weather Radio 

in this course.
2003 has brought much change to the NSRC. Good change!

Over the past year, the organization responded to challenges identified in 2002 with

the development of a well-formulated business plan. Guided by this plan, the NSRC

reviewed its organizational structure and adjusted its staff roles and responsibilities

to new business objectives. With a clear focus on teacher professional development,

curriculum development, and systemic reform progression under the evolving

LASER initiative, three Centers of Excellence were formed.

In close alignment with the organizational development of NSRC, the advisory board also restructured its

operation for increased effectiveness during 2003. The advisory board now strategically serves its organization

through three working committees.

First, the Committee on Board Structure and Function will oversee the board’s composition, in terms of

ensuring that members’ expertise closely reflects the needs of the NSRC, and that its bylaws help guide and

govern the relationship among the board, the NSRC, and its parent organizations.

Second, the Committee for Public Understanding of Science Education will ensure that a strong reform 

agenda is established and stewarded by effective working alliances among the NSRC, other leading reform

champions, the National Academies, and the Smithsonian Institution.

Third, the Committee on Business Development has the responsibility to identify and propose strategies for

fundraising and business operations directly aimed at revenue generation. This committee will also champion

and oversee formation of strategic business alliances and licensing of products and services.

More than ever before, the future and the mission of the NSRC will depend on maintaining and strengthening

its working relationship with the private sector. During the coming year, it will be essential for the NSRC and

its advisory board to reach out to the diverse sectors of the business economy to entice corporate leaders to

play an active role in science education reform. Striving for the economic vitality of the nation, several corporations

have already recognized their role as primary stakeholders in science education. However, our goals will be set

higher. By the end of 2004, the NSRC will have broadened its active partnership with the private sector to

include health care, research, aeronautics, transportation, energy, finance, media, and entertainment, with a

stated objective of improving the level of science literacy and deepening the talent pool for the entire nation.

Success will depend on focused priorities, continuous adjustment of strategic objectives, and deliberate 

execution of a sound business plan, all supported by financial stability. The NSRC’s mission on behalf of our

children’s generation is nothing less than grand, and it is appropriate that our goals and objectives for the

coming year will require us to “stretch” and reach high.

Anders Hedberg, Ph.D.

Chair, National Advisory Board

Message from the Advisory Board Chair

S. Anders Hedberg

4 2003 Annual Report
In 1985 two of the nation’s most prestigious institutions, the Smithsonian and the

National Academies, took a bold step to establish the National Science Resources Center

with a mission to improve science education in the nation’s 16,000 school districts.

Leaders of both of these institutions had the extraordinary vision to see how an

organization of both the Smithsonian and the National Academies had the potential

to raise the status of science education and to bring together the education and 

scientific communities for catalyzing and sustaining change in the schools.

2003 represents the 18th year our staff has devoted extensive time and resources to fulfill this vision. During

this period, the NSRC has evolved from an organization primarily doing curriculum development and outreach events for school districts to an organization focused on working throughout the United States and the

world to improve the learning and teaching of science for all students. This evolving perspective has helped us

to reshape our goals and programs into ones that build upon the assets of the National Academies and the

Smithsonian; are informed by research and best practices; and leverage change in school districts and states

through the development of strategic partnerships with academic institutions, museums, corporations, and

foundations.

To reflect this new vision and its translation into the work of the NSRC’s three Centers of Excellence, we redefined the communications and publications division, created a new office of finance and administration, and

reached a milestone this year when we developed our first strategic business plan. This 18-month process of

developing a plan for the overall organization was ambitious as we set stretch goals to become more businessminded and research-oriented in the development and implementation of our programs. The staff is to be

commended for the work that was required to handle this period of transition and for their efforts to develop

the knowledge and skills necessary to prepare and implement the business plan in the coming years.

This important work is focused on preparing the NSRC with its parent institutions to accomplish goals in 

science education that will lead to sustainable reform for all students, will inspire other individuals and institutions

to join us in working toward those goals, and will leave a lasting legacy about the importance of science and

science learning and teaching for our children, youth, and the next generation of leaders.

We would like to thank the Smithsonian and the National Academies for their continued support, the members

of the NSRC National Advisory Board for their recommendations and assistance, and our partners and sponsors

for their sustained commitment to improving science education programs for our nation’s youth.

Message from the Executive Director

Sally Goetz Shuler

Sally Goetz Shuler

Executive Director

2003

www.nsrconline.org 5
Business Planning to Ensure 

the NSRC’s Long-Term Sustainability

Throughout the past year, the NSRC staff devoted 

significant time to a business-planning process

designed to transform the NSRC into a business-minded

organization. The plan represents a change in operations

and mindset to position the NSRC for future success.

The planning teams worked assiduously to identify the

organization’s strengths, highlight its core competencies,

reposition the organization’s value proposition, determine

goals and install systems to respond to opportunities and

customers’ needs.

DYNAMIC AND FLEXIBLE

Working with business planning consultant Chris Chopyak,

the staff drafted the plan in order to be both dynamic and

flexible as the organization grows. As a result, the NSRC is

better positioned to ensure sustainability, continue core

services, and scale up to serve more students with researchbased, inquiry-centered science programs. The plan will

be completed by the end of the second quarter of 2004

and will be presented to the National Advisory Board for

approval in June of 2004.

LEVERAGING OUR PARTNERSHIPS

The business plan includes strategies to take advantage of

the unique differentiators the NSRC has over its competitors

in the marketplace. These advantages include the NSRC’s

extensive networks and partnerships; its broad support

among – and partnership with – business, industry, and

private foundations; and its links to its distinguished 

parent organizations, the Smithsonian Institution and 

the National Academies.

Since 1985, the NSRC has enjoyed a high level of visibility

and success in part because of its partnerships. These

partnerships engage businesses as well as ever-evolving

networks of education leaders and other stakeholders 

in communities across the United States. The NSRC’s

partners know that their work is making a difference to

the educators and students they serve and will help to

establish a scientifically literate public that can make

informed decisions about their communities.

The loyalty, vision, and dedication of these partners and

stakeholders are invaluable to the NSRC in this fast-paced,

highly competitive economy. The NSRC has built the 

necessary and durable foundation for sustainable, effective

education programs. As the business plan is implemented

the NSRC will provide access to research, new products,

and new partnering ideas as a way to maintain and grow

the networks.

A SHIFT IN REVENUE STREAMS

The plan also details goals and strategies to diversify and

increase sources of revenues tied to projects and programs

such as professional development courses and specific

academies and trainings to meet individual customers’

needs. This shift in revenue streams is planned to produce

the financing required to sustain the NSRC, and modestly

grow the annual budget of approximately $4.2 million per

year to more than $6.3 million by fiscal year 2009.

REORGANIZATION

In 2003 the NSRC staff, as well as the national advisory

board, were reorganized to align with the business plan.

This reorganization included the development of the

three Centers of Excellence, the realignment of existing

staff, and hiring for key positions including an assistant

director for finance and administration.

The National Advisory Board has also reorganized to align

with Smithsonian and National Academies’ recommendations and policies. Anders Hedberg, board chair, addresses

this reorganization on page four of this report.

6 www.nsrconline.org

2003

“The NSRC’s mission on behalf of our children’s 

generation is nothing less than grand, and it is

appropriate that our goals and objectives for

the coming year will require us to ‘stretch’ and

reach high.” 

ANDERS HEDBERG 

CHAIR, NATIONAL ADVISORY BOARD
2003 Annual Report 7

INTERNAL GOALS

GOAL 1

Institutional Capacity and Management Excellence

Establish and sustain organizational capacity by continuing to

attract, cultivate, and retain highly skilled and innovative staff

who can develop and deliver exceptional programs and services.

A creative, talented, inspired, and highly committed 

workforce is critical for success in the education business.

The NSRC will focus initially on retaining, developing, and

enhancing the current staff.

GOAL 2

Capacity Building

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

The NSRC will enhance its relationships with its current

partners and collaborate with them to deliver products and

services to new customers and partners. The NSRC also aims

to involve and utilize its financial partners to bring new and

diverse resources to the table.

GOAL 3

Financial Strength

Sustain and expand the work of the NSRC through the increase

and diversification of the NSRC’s funding base from $4.2 million

to $6.3 million in five years.

In order to achieve this goal, the NSRC is planning to decrease

its overall reliance on royalty revenue and significantly diversify

its revenue streams to include fee-for-service, increased 

foundation support, and broadened support from business

and industry.

EXTERNAL GOALS

GOAL 1

Public Understanding of Education

Champion public understanding of research-based science education

programs with officials in the United States and abroad.

The NSRC will develop specific outreach programs to increase

the number of scientists and researchers who partner or

work with the NSRC’s and other research-based, inquiry 

science programs.

GOAL 2

Supporting Sustainability

Assist school districts in sustaining the implementation of their 

science programs based on research and best practices.

The NSRC will focus on better meeting the needs of its current

partners and regional networks to sustain the education reform

process in these key geographic and demographic regions.

GOAL 3

Scaling Up Reform

Engage school districts representing an additional 20 percent of

the U.S. K–12 student population in the process of improving

their science programs based on research and best practices.

The NSRC will increase the number of school districts served

to represent 40 percent of the students in the United States.

This number will represent the percentage of school districts

that have participated as a district in one or more NSRC 

programs, those that stay “connected” to the organization

(through regular attendance at national forums, or repeat

attendance) over the course of two to three years, and those

that refer others to the NSRC and grow their participation

through increasing exposure in their areas for the NSRC.

GOAL 4

International Capacity

Work with other countries to develop scientific and leadership

capacity in the establishment of research-based science programs.

The NSRC will expand the number of international 

programs to include five to ten new partner countries.

BUSINESS GOALS 2004 THROUGH 2009

In the next five years, the NSRC will focus on meeting the following internal and external business goals:

“This important work will leave a lasting legacy about the importance of science and science

learning and teaching for our children, youth, and the next generation of leaders.”

SALLY GOETZ SHULER

EXECUTIVE DIRECTOR
8 2003 Annual Report

A NEW WEB SITE FOR IMPROVING THE PUBLIC

UNDERSTANDING OF SCIENCE EDUCATION

Creating a new Web site for the NSRC was a major

accomplishment in 2003. The Web team worked to

achieve several goals: to provide comprehensive and easily

accessible information about the NSRC to its diverse

audiences, to serve as a resource about effective science

education programs, and to use the site to market products

and services. The Web team also worked to make the site

more customer friendly and improve site usability while

adding functionality and ease of maintenance.

INCREASED ACCESSIBILITY

One simple but significant change is that we now have

our own Web URL. Now visitors can find us easily at

www.nsrconline.org in addition to www.si.edu/nsrc.

SUPPORTS THE NSRC THEORY OF ACTION

The newly constructed site now supports the NSRC’s core

principle that in order to increase student achievement, a

science education program must be based on:

■ Knowledge of research and best practices

■ A vision for improved science education

■ Integration of curriculum, teachers, material support,

assessments, and community support

■ Improved instruction

The NSRC Web site underscores the NSRC’s Theory 

of Action (see also page one) by providing specific pages

on research and best practices throughout the site,

information about improving school district infrastructure,

and professional development that fosters increased

knowledge and skills. These resources include the 

information available to educators and scientists through

the Smithsonian and the National Academies.

CUSTOMER ORIENTED

During the past year the NSRC has worked to become

more business oriented. As part of that effort the NSRC

re-oriented the Web site to reflect the customer’s point of

view and is now organized by the following sections:

■ About the NSRC

■ School District Resources (includes LASER)

■ Professional Development

■ Curriculum Resources 

■ Student and Parent Resources

■ Partnerships and Networks

■ News

Other major changes were also made to improve ease of use.

■ The site now provides easy-to-access information 

on the NSRC, such as staff lists, directions to the

NSRC offices, and electronic files (PDFs) of NSRC

informational brochures

■ Attendees at workshops, seminars, and professional

development courses will be able to register on-line

■ Interactive bulletin boards for users of NSRC 

curricula and LASER services are also available

IMPROVED FUNCTIONALITY AND EASIER

CONTENT MANAGEMENT

With assistance from the Smithsonian Institution’s Office

of the Chief Information Officer, the Web team leveraged

the Smithsonian’s toolkit of software and hardware resulting

in improved functionality. Development of the site in a

content management environment will enable the NSRC’s

Web master to manage the content more efficiently and

effectively. For example, the Web site allows content contribution by any staff person without special equipment

or training and uses workflows for ease of content approval

and deployment. The NSRC Web master will manage 

this process.

A MARKETING TOOL

The new Web site will also serve as an important marketing

tool for the NSRC. Several sections were added to the site

to market specific programs and services, especially LASER

activities and the Professional Development Center’s courses.

The site will also play an important role in marketing the

NSRC’s new STC Books as they are completed in 2004.

Communications and Publications 

HIGHLIGHTS
2003

Global navigation 

is designed from our 

customers’ point of view.

www.nsrconline.org 9

Photos represent

a breadth of 

science students

and educators.
Leadership and Assistance 

for Science Education 

Reform (LASER) Center 

HIGHLIGHTS

The LASER Center helps school districts nationwide implement standardsbased, inquiry-centered science programs for K–8 students. The LASER

Center conducts this work through a “systems” approach using each leverage

point in a school system as a means of creating and sustaining change. All

LASER programs involve teams of administrators, teachers, scientists, and

engineers.

More than 750 school districts have participated in NSRC leadership institutes

(1989–97) or LASER strategic planning institutes (since 1998). These school

districts enroll about one out of every five K–8 students in the United States.

An estimated 90 percent of school districts that have participated in these

institutes are implementing their strategic plans and making significant

progress in establishing effective K–8 science education programs for all 

students in their communities.

Recognized as one of the nation’s most strategic and systemic science education

initiatives, the LASER Center is one of four National Science Foundation

(NSF) Science Education Dissemination and Implementation Centers. The

LASER Center is the NSRC’s principal vehicle for developing local leadership

capacity and initiating and sustaining change at the local and state level.

2003

10 www.nsrconline.org

FY 2003 ACTIVITIES

INSTITUTION OF REFORM

NATIONAL

June 2003

National K–8

Science Education Strategic Planning Institute

Washington, DC

REGIONAL

February 2003

Washington State K–8 

Science Education Strategic Planning Institute

Vancouver, WA

April-May 2003

Alabama K–8 

Science Education Strategic Planning Institute

Mobile, AL

IMPLEMENTATION OF REFORM AND

BUILDING LEARNING NETWORKS

NATIONAL

October 2002

National Middle School Science Education 

Implementation Conference

Keystone, CO

March 2003

Association of Science

Materials Centers (ASMC)/NSRC LASER Center 

Annual Networking Forum

Philadelphia, PA

October 2003

Association of Science 

Materials Centers (ASMC)/NSRC LASER Center 

Next Step Institute 

Green Bay, WI

REGIONAL

September 2003

Lucent Initiative 

Community Leaders’ Meeting

New Providence, NJ

This LASER Center brochure was 

published during 2003.
Professional Development Center 

HIGHLIGHTS

This Professional Development Center

brochure was published during 2003.

2003 Annual Report 11

NSRC PROFESSIONAL

DEVELOPMENT COURSES

MODEL THE INQUIRY APPROACH

AND ARE:

– Endorsed by the NSRC, an 

organization of the Smithsonian

Institution and the National

Academies 

– Designed by the developers of STC

and STC/MS 

– Presented by NSRC PDC–certified

trainers 

– Designed to integrate educational

technology and technological

design in the classroom

– Supported by Carolina Biological

Supply Company, publisher of STC

and STC/MS

High-quality professional development is essential for effective science 

education. As teachers’ understanding of science and pedagogy increases,

they become more able to engage young minds in the sciences. Professional

development is especially valuable when it relates to the curriculum that

teachers are using. Courses offered through the Center, therefore, are tailored to

the NSRC’s curricula: Science and Technology for Children (STC) for K–6 students

and Science and Technology Concepts for Middle Schools (STC/MS) for students

in grades 6–8.

During 2003, the PDC focused on developing and piloting courses for STC/MS

curriculum. The PDC will offer courses for the NSRC elementary curriculum,

STC, in 2004. The PDC is also working with a group of university professors on

syllabi for content courses to be used at the college level.

COURSE

STC/MS Overview

and Awareness

Sessions

STC/MS 3-Day

Curriculum

Implementation

Courses

STC/MS 3-Day

Curriculum

Implementation

Courses 

STC/MS Short

Courses for

Enhancing the

Curriculum

STC Courses

STC/MS Content

Courses

AUDIENCE

Administrators,

science content

specialists, and

teachers 

Teachers

Teachers and

teacher leaders

(Potential 

trainers)

Teachers

Teachers

Teachers

CONTENT

– An overview of the philosophy and goals 

of the STC/MS program

– A hands-on experience with typical investigations used in

STC/MS modules

– A general description of the content of the 

STC/MS modules 

Prepare teachers to use an STC/MS module 

in their classrooms 

Prepare other education professionals to 

deliver the courses described above

One-day courses that focus on specific aspects 

of science instruction, such as:

– Understanding inquiry science 

– Identifying the conceptual strands in the 

STC and STC/MS curricula

– Reading, writing, and notebooking in the 

inquiry science classroom

– Integrating assessment strategies

– Incorporating probeware and computer use in STC/MS

A range of professional development courses supporting 

the revised STC elementary curriculum to be offered late 2004

Provide teachers with hands-on, inquiry experiences 

that help them gain a deeper understanding of the 

concepts in the modules. NSRC works in partnership 

with academic institutions to develop and offer content 

courses contextualized to the eight STC/MS modules.

They are applicable to any standards-based content course.

PROFESSIONAL DEVELOPMENT COURSES
During this past year the NSRC Curriculum Development Center embarked 

on a major project to revise and enhance the Science and Technology

for Children (STC) elementary curriculum. This project will be completed

in June 2004.

STC TEACHER’S GUIDES

The 24 STC Teacher’s Guides are in the process of being reviewed and

revised. The improved guides will provide information in an easier-to-use

format, and each STC unit will include a new research-based literacy 

component to help teachers integrate reading and writing with science. Even

the format of the guides is undergoing a metamorphosis as it changes from a

soft cover book to a sturdy, three-ring binder divided into eight sections.

The revisions team is working to align the new texts to national standards as

well as the standards of several states that are in the process of adopting new 

science curricula. These states are Illinois, Indiana, Florida, and Idaho.

STC BOOKS

An exciting addition to STC is the Science and Technology for Children Books

program. These books are being created to address a growing concern in the

education community — improving student reading comprehension. For each

STC unit, the NSRC will publish a soft cover book filled with high-interest 

stories, dynamic informational articles, stories of famous scientists and their

discoveries, and colorful photographs and illustrations to capture students’

attention. Currently the series includes 12 books for the fourth- to sixth-grade

STC units; books for the units from kindergarten to third grade will be 

developed in the near future.

These books will be contextualized to the science in STC units and will

enhance children’s literacy and comprehension skills. To ensure that the literacy

component has been addressed, all books in the series are reviewed by a

nationally recognized reading specialist. Also working on the team are a 

science expert and professional writers and editors. In addition, stories in the

books will include several vignettes on Smithsonian research and researchers.

Material is being provided by Smithsonian staff and researchers.

Curriculum Development Center 

HIGHLIGHTS

12 2003 Annual Report

Twelve STC science reading books

for students in grades 4–6 were

begun in 2003 to add a literacy

component to the STC curriculum.

This Curriculum Development

Center brochure was published

during 2003.
www.nsrconline.org 13

2003

Science and Technology Concepts

for Middle Schools (STC/MS)

Student’s Guides.

STC K–1 Organisms Weather Solids and Liquids Comparing 

and Measuring

2 The Life Cycle of Soils Changes Balancing and

Butterflies Weighing

3 Plant Growth and Rocks and Chemical Tests Sound

Development Minerals

4 Animal Studies Land and Water Electric Circuits Motion and Design

5 Microworlds Ecosystems Food Chemistry Floating and Sinking

6 Experiments Measuring Time Magnets and The Technology 

with Plants Motors of Paper 

STC/MS 6–8 Human Body Catastrophic Properties of Energy, Machines,

Systems Events Matter and Motion

6–8 Organisms – From Earth in Space Light Electrical Energy 

Macro to Micro and Circuit Design

© 2004 National Science Resources Center

Note: All STC units can be used at one grade level above or below the level indicated on the chart.

STC/MS units can also be used at grade 9.

For more information about the NSRC’s curricula please visit www.nsrconline.org.

Grade Level Life and Earth Sciences Physical Sciences and Technology

SCIENCE AND TECHNOLOGY CONCEPTS FOR MIDDLE SCHOOLS

(STC/MS) IS COMPLETED

The NSRC published and released the final two inquiry-based science 

courses entitled Earth in Space and Organisms — from Macro to Micro in

2003. They represent the final two modules of a comprehensive eight-module

curriculum, Science and Technology Concepts for Middle Schools (STC/MS),

designed by the NSRC to provide opportunities for middle school students to

experience research-based science phenomena firsthand.

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.

STC AND STC/MS SCIENCE CURRICULA
2003

14 www.nsrconline.org

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.

During 2003, the NSRC worked collaboratively with many countries to improve

their science programs. A brief description of these activities follows.

CHILE

The Chilean Academy of Sciences, Ministry of Education, and University of Chile

Faculty of Medicine launched an innovative program, “Inquiry Based Science

Education for Children of Elementary Schools,” to improve the quality of science

education in the country. The program has been implemented in six schools and

will be expanded to 24 schools in 2004.

The program includes two NSRC curriculum units—Properties of Matter and

Food Chemistry for grades 6–7—with five new units to be introduced in grades 1

through 4 and in grade 8 during 2004. Materials supporting these units have been

assembled in Chile from prototypes donated by the NSRC. Each school maintains

its own small materials center.

Early indications of the success of the program are positive: improved classroom

atmosphere with better collaborative relations and teamwork, progress in 

learning autonomy, and increased motivation and class participation. Likewise,

as teachers gradually adapt the methodology they increase their own content

knowledge and develop improved self-evaluation methods, leading to a greater

likelihood of classroom innovation on their part. The project has also fostered

improved collaboration between school administrators and classroom teachers.

EGYPT

In June 2003, the Bibliotheca Alexandrina (BA) in Alexandria, in cooperation 

with the NSRC, organized the conference “Science and Mathematics Education in

the 21st Century.” The conference discussed the experiences of science education

development programs worldwide. Bruce Alberts, president of the National Academy

of Sciences, and Sally Goetz Shuler, executive director of the NSRC, participated

in the conference along with 30 other speakers from around the world and several

hundred participants.

The Center of Special Studies and Programs, a research center affiliated with 

the BA, plays a vital role in the promotion of science education in Egypt. Its 

activities include the organization of international scientific conferences, for

which invitations are sent to educators and teachers as well as students, with no

registration fees required. All conferences organized by the BA are open to the

public without restriction.

International Programs
MEXICO

In May 2003, the Science Academy of Latin America, in collaboration with the

U.S.–Mexico Foundation for Science, the NSRC, and other organizations, held the

Second International Conference on K–12 Science Education. The conference was

held in Monterrey, N.L., the same site of its predecessor event in September 2001.

The conference presented social and economic impacts of hands-on, inquirycentered science education programs to hundreds of decision-makers in education,

government, business, academia, and the society at large to expand support for

these programs. NSRC executive director Sally Goetz Shuler participated in the

conference.

Mexico continues to make significant advancements in improving science education.

To date, well over 2,000 Mexican schools are using student guides from the

NSRC’s STC curriculum, some 20 representatives from Mexico have attended

LASER strategic planning institutes, and four education leaders from Mexico have

served as faculty members at those events.

NAMIBIA

A southwest African nation the size of Texas but with one-tenth the population,

Namibia is investigating, with assistance from the NSRC and U.S. government 

agencies, a pilot project for the implementation of inquiry science education in 

elementary schools.

To initiate the project, a team of six education leaders from Namibia and 

three Peace Corps staffers attended the National LASER K–8 Science Education

Strategic Planning Institute in Washington in June 2003. Working with their 

Peace Corps colleagues, the Namibia team developed a strategic plan that calls 

for training teacher leaders in selected science units and using science kits in some

classrooms around the country. The NSRC will share its expertise in implementing

systemic science curriculum reform, assist in training on inquiry-based teaching,

and provide science kits in a proposed pilot project and advise and support how

they should be adapted for use in Namibia. After two years, the Namibia Ministry

of Basic Education, Sport and Culture will evaluate the success of the pilot and

consider its expansion into more schools. The pilot is funded by the U.S. Agency

for International Development (USAID). The Peace Corps is considering using

the concept in other developing nations.

SWEDEN

The Royal Swedish Academy of Sciences (RSAS) has been working with the NSRC

since 1997 through the NTA project, a school development program in science

and technology for teachers and students in grades K–6. Thirty-four municipalities

and four independent schools participated in 2003. NTA has translated and

adapted 14 units of NSRC’s Science and Technology for Children (STC) including

professional development for teachers. One of the goals of the NTA project when

it started was to involve 20 municipalities and to adapt 14 units. These quantitative

goals have been achieved with good measure. The municipalities and independent

schools have now established a cooperative economic association, NTA Production

and Services, and will continue the NTA program.

2003 Annual Report 15
NSRC CORE OPERATIONS

The NSRC received a total of $1,375,000 to support NSRC core operations 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 ($167,000), the Smithsonian’s general trust fund ($278,000 - the NSRC was assessed

a permanent reduction of $26,000 from the general trust fund for FY 2003), and an indirect budget of

$469,000 that resulted from general and administrative rates charged against two National Science

Foundation (NSF) grants.

The National Academies supported the NSRC with a total of $81,000 in an indirect budget for NSRC operating

and administrative costs. A total of $380,000 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 ($218,000) and for communications and general publications ($162,000) during FY 2003.

Additionally, the Hewlett-Packard Company presented the NSRC with an in-kind gift of equipment worth

an estimated $60,000.

NSRC CENTERS OF EXCELLENCE

During FY 2003, the NSRC received a total $3,144,000 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 for services provided to school districts and other institutions

NSRC CURRICULUM DEVELOPMENT CENTER

The STC Revisions project received a total of $569,000 from the elementary STC curriculum 

royalties during FY 2003.

NSRC LASER CENTER

The NSRC LASER Center received a total of $2,096,000 of financial support during FY 2003. This included

an NSF grant for $1,304,000. A total of $647,000 was received from the following private foundations and

corporations: Bristol-Myers Squibb Foundation, Inc. ($175,000); Carolina Biological Supply Company

($75,000); Delta Education ($75,000); Lucent Technologies Foundation ($225,000); the Hewlett-Packard

Company ($77,000); and the Shell Oil Foundation ($20,000). A total of $145,000 of support was collected

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

in two regional sites and in Washington, D.C.

NSRC PROFESSIONAL DEVELOPMENT CENTER

The NSRC Professional Development Center received a total of $479,000 of financial support during 

FY 2003. This included a total of $300,000 in royalty funds from the elementary STC Curriculum which was

transferred from the National Academies to the Smithsonian Institution to support the Professional

Development Center.

In addition, $25,000 from the Lucent Technologies Foundation was presented to the Professional

Development Center. Other support included $149,000 from the Kellogg Endowment Fund, and the

Professional Development Center received $5,000 from registration fees.

Finance & Administration

16 2003 Annual Report
NSRC Core Operations

EXECUTIVE OFFICE, FINANCE, AND ADMINISTRATION

FY00 FY01 FY02 FY03 FY04

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

Smithsonian Institution

Federal* 230 153 161 167 279

General Trust** 274 290 287 278 290

Indirect Cost Budget*** 449 466 466 469 234

Subtotal $953 $909 $914 $914 $803

National Academies

Indirect**** 93 103 77 81 73

Royalty Fund 0 36 120 218 267

Subtotal $93 $139 $197 $299 $340

* The increase in the NSRC’s federal allocation is due to the reassignment of one FTE who was temporarily assigned to another

Smithsonian Institution unit during period FY 2000 through FY 2003.

** The NSRC was assessed a permanent reduction of $26,000 from the general trust fund for FY 2003.

*** These amounts were derived from general & administrative rates charged against two National Science Foundation Grants

obtained in support of NSRC projects. Additionally, the Smithsonian Institution provided the NSRC with in-kind support for

administrative services, office and library facilities, building management services, rental of office and storage space, communication services, and information technology services.

**** In FY 2004 the NSRC was assessed a 10% reduction in its indirect fund from the National Academies.

COMMUNICATIONS & GENERAL PUBLICATIONS

FY00 FY01 FY02 FY03 FY04

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

Smithsonian Institution

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

National Academies

Royalty Fund N/A N/A 43 162 125

Subtotal N/A N/A $43 $162 $175

TOTAL CORE SUPPORT $1,046 $1,048 $1,154 $1,375 $1,318

2003

www.nsrconline.org 17
FY00 FY01 FY02 FY03 FY04

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

NSRC CURRICULUM 

DEVELOPMENT CENTER

STC/MS PROJECT

Smithsonian Institution

Federal Grant 912 956 320 N/A N/A

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

National Academies

Royalty Fund 500 360 65 N/A N/A

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

STC REVISIONS PROJECT

Smithsonian Institution

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

Gifts & Non-Federal Grants N/A N/A N/A N/A 300

National Academies

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

Subtotal N/A N/A N/A $569 $609

NSRC LASER CENTER 

Smithsonian Institution

Federal Grant 1,213 1,267 1,318 1,304 832

Gifts & Non-Federal Grants 636 748 615 647 1,250

Event Fees* 513 369 293 145 200

National Academies

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

Royalty Fund 105 221 177 0 0

Subtotal $2,467 $2,640 $2,403 $2,096 $2,282

NSRC PROFESSIONAL 

DEVELOPMENT CENTER

Smithsonian Institution

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

Event Fees N/A N/A N/A 5 120

National Academies

Kellog Endowment Fund N/A N/A N/A 149 100

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

Subtotal N/A N/A N/A $479 $520

TOTAL PROGRAM SUPPORT $4,254 $4,457 $3,083 $3,144 $3,411

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

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

of $100,000 in support of LASER activities which reflected cost-sharing.

NSRC Three Centers of Excellence

2003

18 www.nsrconline.org
NATIONAL SCIENCE RESOURCES CENTER

2003 National Advisory Board

CHAIR

S. Anders Hedberg

Director

Bristol-Myers Squibb Foundation, Inc.,

Science Education Initiatives

Princeton, New Jersey

MEMBERS

Gaurdie E. Banister, Jr.

Regional Technical Director – EP Americas

Shell Exploration & Production Company

Houston, Texas

Goéry Delacôte

Executive Director

The Exploratorium

San Francisco, California

Hubert M. Dyasi

Director

Workshop Center for Open Education

City University of New York

New York, New York

Guillermo Fernandez de la Garza

Executive Director 

US-Mexico Foundation for Science

Col. Del Valle, Mexico

Bernard S. Finn

Curator

Division of Electrical Collections

National Museum of American History

Smithsonian Institution

Washington, D.C.

Richard M. Gross

Vice President and Director

Research and Development

The Dow Chemical Company

Midland, Michigan

Randolph J. Guschl

Director

Center for Collaborative Research & Education

DuPont

Wilmington, Delaware

John W. Layman

Professor Emeritus of Education and Physics 

University of Maryland

College Park, Maryland

Leon Lederman (Nobel Laureate)

Resident Scholar

Illinois Mathematics and Science Academy

Director Emeritus

Fermi National Accelerator Laboratory

Aurora, Illinois

Mara Mayor

Director

The Smithsonian Associates

Smithsonian Institution

Washington, D.C.

Kathleen E. Metz

Associate Professor

Cognition and Development

Graduate School of Education

University of California, Berkeley

Joseph A. Miller, Jr.

Executive Vice President and 

Chief Technology Officer 

Corning, Inc.

Corning, New York

C. Ford Morishita

Biology Teacher 

Clackamas High School, Oregon

J. Dennis O’Connor

Vice President for Research

Dean of Graduate School

University of Maryland

College Park, Maryland

Carlo Parravano

Executive Director

Merck Institute for Science Education

Rahway, New Jersey

Kerstin Reimstad

Assistant Program Manager

Science and Technology for All Program

Royal Swedish Academy of Sciences and 

Royal Swedish Academy of Engineering 

and Sciences

Linköping, Sweden

Dennis Schatz

Vice President, Education and Exhibits

Pacific Science Center

Seattle, Washington

Robert D. Sullivan

Associate Director for Public Programs

National Museum of Natural History

Smithsonian Institution

Washington, D.C.

D. Carr Thompson

Senior Program and Communications Officer

Burroughs Wellcome Fund

Research Triangle Park, North Carolina

John D. Tully

Director, Community Relations

Michelin North America, Inc.

Greenville, South Carolina

Peggy Harris Willcuts

Science Coordinator/Science Specialist

Walla Walla School District

Walla Walla, Washington

Billy M. Williams

Director

External Science and Technology Programs

Dow Chemical Company

Washington, D.C.

Paul H. Williams

Emeritus Professor

University of Wisconsin-Madison

Madison, Wisconsin

EX-OFFICIO MEMBERS

David L. Evans

Under Secretary for Science

Smithsonian Institution

Washington, D.C.

E. William Colglazier

Executive Officer and Chief Operating Officer 

National Research Council

Washington, D.C.

Michael Feuer

Executive Director

Division of Behavioral and 

Social Sciences and Education (DBASSE)

The National Academies

Washington, D.C.

2003 Annual Report 19
NATIONAL SCIENCE RESOURCES CENTER

Staff and Consultants

20 2003 Annual Report

EXECUTIVE OFFICE

Staff

Sally Goetz Shuler

Executive Director

Patricia McDougall

Executive Assistant 

Bernadette Pryde Hackley

Administrative Assistant 

Consultant 

Chris Chopyak

Program Consultant for Strategic Business 

Planning (Contractor)

DEVELOPMENT

Stacy Armstrong

Development Associate

FINANCE AND ADMINISTRATION

Staff

Mary Ann Foley

Assistant Director, Finance and Administration

Thomas Flynn

Budget Analyst

Leonard West

Computer Systems Analyst

Kimberly Wayman

Financial and Administrative Specialist

Consultant

Richard Terrio

Financial Consultant

COMMUNICATIONS AND GENERAL

PUBLICATIONS

Staff

Heather Dittbrenner

Director of Publications

Heidi Kupke

Publications Technology Specialist

Susan Tannahill

Web Master and Database Specialist

Consultant

Patricia Kennedy

Communications and 

Public Relations Consultant

NSRC CENTERS OF EXCELLENCE AND INTERNATIONAL ACTIVITIES

NSRC CURRICULUM

DEVELOPMENT CENTER

Science and Technology for

Children (STC) Revisions Project

Staff

Carol O’Donnell

Project Director for Development

STC Teacher’s Guides

Christine Hauser

Photo Editor 

STC Books & STC Teacher’s Guides

Max-Karl Winkler

Scientific Illustrator

STC Books & STC Teacher’s Guides

Consultants

Marilyn Fenichel

Writer & Managing Editor Consultant

STC Books

Linda Harteker

Senior Writer and Editor Consultant

STC Books & STC Teacher’s Guides

Ian MacGregor

Senior Scientist Consultant

STC Books & STC Teacher’s Guides

Gail Peck 

Peck Studios, Inc.

Graphic Design Consultant

STC Books 

NSRC LEADERSHIP &

ASSISTANCE FOR SCIENCE

EDUCATION REFORM

CENTER

Staff

Nina Anzures

Financial Assistant

Jim Benson

Editor/Writer

Leslie J. Benton

Chief of Resources

Wendy Binder

Senior Program Associate

Renee George

Events Coordinator

Samantha Monk

Program Assistant 

Ian Roach

Program Assistant

Lenore Smith

Management Support Specialist

Consultants

Judi Backman

Program Consultant

Arlene Elrod

Program Consultant

Karen Falkenberg

Program Consultant

NSRC PROFESSIONAL

DEVELOPMENT CENTER

Staff

David Marsland

Co-Director

Henry Milne

Co-Director

Kate McLeod

Management Support Specialist 

Consultants

Caroline Kiehle 

Program Consultant, Professional

Development 

Carol O’Donnell

Program Consultant, Earth and

Space Sciences

Dane Toler

Program Consultant, Physical

Sciences

Karen Hollweg

Program Consultant, Assessment

and Inquiry

NSRC PROFESSIONAL

DEVELOPMENT CENTER

Middle School Science

Professional Development Project

Kellogg Endowment Fund Project of

the National Academy of Sciences

Christos Zahopoulos

Project Manager and Consultant for 

Physical Sciences

NSRC Middle School Science 

Professional Development Program

Ian MacGregor

Program Consultant, Earth and 

Space Sciences

NSRC Middle School Science 

Professional Development Program 

Smith Holt

Program Consultant,

Physical Sciences

NSRC Middle School Science 

Professional Development Program 

Karen Oates

Program Consultant,

Biological Sciences

NSRC Middle School Science 

Professional Development Program 

INTERNATIONAL PROGRAM

DEVELOPMENT AND

ACTIVITIES

International Intern

Kareem El-Faham

Program Associate 

NSRC CORE OPERATIONS
© 2004 National Science Resources Center

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Project Management and Copy: Patricia Kennedy Communications Boston, MA
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