Smithsonian Inst itution

National Science Resources Center

2005

ANNUAL REPORT

Delivering Excellence in Science Education
Introduction

Message from D. Carr Thompson, Advisory Board Chair

Message from Sally Goetz Shuler, Executive Director

Mission and Core Values

Looking Back on 2005

Improving Public Understanding of Science Education

Scaling Up and Sustaining Effective Science 

Education Programs

Providing Research-Based Science Instructional Materials

Supporting the Professional Growth of 

Teachers of Science

Improving Access to Science Education Resources 

through Communications and Publications

Developing and Strengthening International 

Capacity

Sustaining Our Financial Health 

National Advisory Board

Staff and Consultants

TABLE OF CONTENTS

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24

In Recognition uÆ

S. ANDERS HEDBERG

Director, Bristol Myers Squibb Foundation, Inc.

This report is dedicated to Anders Hedberg, whose six-year term as chair of the

National Science Resources Center’s National Advisory Board ended during 2005.

Dr. Hedberg’s vision, dedicated leadership, and sustained commitment to reforming

science education in the United States have inspired our staff, our Board, our parent

institutions, and hundreds of educators and scientists. We would like to express our

deepest gratitude to Dr. Hedberg for his work in advancing the NSRC’s mission and

for serving as an extraordinary ambassador for the organization.
©2006 National Science Resources Center

The National Science Resources Center was established in 1985 by the

Smithsonian Institution and the National Academies to improve the learning

and teaching of science 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, as

well as an opportunity to engage and catalyze educators, business people, and scientists in

all aspects of science education reform.

The Smithsonian Institution was established in 1846 with a mission of increasing and diffusing

knowledge. For 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.

The National Academies are comprised 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 NSRC advances the missions of its parent institutions by expanding and extending their important work

in the following ways:

✦ Making their work accessible by translating research into products and services for education leaders.

✦ Building leadership capacity, especially within the science and engineering communities, to leverage

change at the school district and state levels.

✦ Educating a broad constituency of practitioners about the important work of both institutions in science

education.

2005

www.nsrconline.org 1

“Freedom is 

the first-born

daughter of

science.”

—Thomas Jefferson
2 2005 Annual Report

©2006 National Science Resources Center

Who will be the future scientists of America? Will tomorrow’s citizens have an

adequate grasp of science for an increasingly technology- and knowledgebased world? These are important questions, given the widespread concern that the

scientific and technological building blocks critical to the U.S. economy are eroding at

a time when other nations are gaining strength (“Rising Above the Gathering Storm,”

National Academy of Sciences), and when an understanding of science is essential for

effective participation in democratic institutions.

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 our schools. We must rekindle their natural instincts and

reinvigorate their desire to “do” learning, particularly in science.

The National Science Resources Center continues to champion hands-on inquiry-based science learning for

students. The NSRC’s school reform initiatives are taking hold in several states, including Delaware, North

Carolina, Oklahoma, Pennsylvania, and Washington, as well as in a number of foreign countries, including

Chile, Germany, Mexico, and Sweden.

So how can the NSRC help to jump-start a revolution for change in how science is taught and learned? There

is, of course, no magic bullet. Rather, we know that school reform in science education must be systemic—

and it must be sustained. The NSRC uses a number of strategies. First, the staff works with education leaders

and practitioners to broaden the awareness of the need for a scientifically literate workforce. Next, we help in

developing comprehensive and challenging research-based programs of instruction for K–12 students that 

are benchmarked with other exemplary U.S. districts that have significantly improved student achievement,

attitudes, and skills in science. The NSRC offers technical assistance to schools and districts—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.

I am proud to be a part of the NSRC team. We already are seeing evidence that our school-reform strategies are

being used—successfully. We encourage others groups and individuals, especially scientists, to learn about what

works in primary and secondary schools and to get involved.

We all must take responsibility for educating the future scientists of America.

D. Carr Thompson

Chair, NSRC National Advisory Board

Message from D. Carr Thompson

Chair of the NSRC Advisory Board
www.nsrconline.org 3

2005

©2006 National Science Resources Center

Three key reports issued last year—“Rising Above the Gathering Storm” from 

The National Academies, “Tapping America’s Potential” from the Business

Roundtable, and “A Commitment to America’s Future” from the Business-Higher

Education Forum—reflect current serious concerns about the state of science

education in the United States.

At first glance, it may seem that little has changed since publication of “A Nation at

Risk,” the report that led to the creation of the NSRC more than 20 years ago. But today’s world is different in

fundamental ways from the world of 1985. The awareness of shortcomings in science education is far broader.

The rise of India and China as economic powers has altered our perception of our place in the world. The No

Child Left Behind legislation has generated renewed calls for accountability in all aspects of public education,

including science.

All of these factors have required us to re-examine our purpose and strategic business goals. At our annual staff

retreat, we worked together to produce the revised mission and vision statements on page four of this report

and helped reposition and refocus the NSRC to respond to new challenges. We reinvigorated our partnership

efforts in many ways, such as helping states and regions move to scale in their efforts to provide all students

with high-quality science programs.

During the past year, we have continued to work diligently to become a sustainable organization. To that 

end, we established endowments at both the National Academies and the Smithsonian to prepare for a more

stable source of funding for our programs and operations in the future. We have continued to strengthen and

expand our partnerships with Smithsonian units, states, academic institutions, corporations, foundations, and

professional organizations. Our programs have been continuously improved to reflect current research and

experiences working with practitioners in the field.

In all of this work, the staff has done a remarkable job in accomplishing ambitious goals and embracing change

and new priorities. They are exceptional individuals, committed to excellence and dedicated to our mission and

the nation’s youth. We are indebted to our parent institutions—the National Academies and the Smithsonian—

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

counsel, and our partners and sponsors for their sustained commitment to this important work.

Message from Sally Goetz Shuler

Executive Director of the NSRC

Sally Goetz Shuler

Executive Director
National Science Resources Center 

Guiding Principles

4 2005 Annual Report

©2006 National Science Resources Center

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.
©2006 National Science Resources Center

Looking Back on 2005

The year 2005 marked the National Science Resources Center’s20th anniversary. This 20-year period saw the rise of new opportunities—such as the promulgation of the National Research Council’s

National Science Education Standards—and challenges—such as the rise 

of China and India as important competitors in the global marketplace.

Over the course of these two decades, the NSRC played an increasingly

important role in the science education of our nation’s youth. Our comprehensive program of science education—scaling up and sustaining effective

science programs in schools, supporting the professional growth of teachers of

science, and providing exemplary, research-based science instructional materials—has helped construct a

sound platform upon which to improve science education for all children with districts and states.

The year 2005 was pivotal for the NSRC in many ways. An all-staff retreat in early October 2005 resulted in a

thorough self-examination of NSRC products, services, and processes. The retreat produced the revised mission and values statements on the facing page and reinforced the organization’s commitment to meeting its

internal and external goals. The NSRC’s business plan will help the organization maintain its focus on those

goals in service of organizational sustainability, core products and services, and exemplary science programs

for all students.

NSRC Internal Goals

Sustaining Institutional Capacity and Management Excellence—by continuing to attract,

cultivate, and retain highly skilled and innovative staff who can develop and deliver exceptional programs and services based on research and best or promising practices by 2010.

Hired new staff for the Leadership and Assistance for Science Education Reform (LASER) 

and Curriculum Development Centers . . . Promoted from within to fill the position of director of

Communications and Publications . . . Initiated an NSRC Internship Program . . . Rewarded staff contributions

with significant awards to two high-performing employees . . .

* * * * *

Increasing Financial Strength—by sustaining and expanding the work of the NSRC through

the increase, diversification, and sustainability of the NSRC’s funding base from $3.3 million

to at least $5.5 million annually in five years.

Established quasi-endowments at the National Academies and the Smithsonian Institution to provide partial

support for NSRC core operations and programs beginning in 2011 . . . Founded the NSRC Corporate and

Foundation Coalition to expand and diversify the involvement of the private sector in systemic reform

efforts . . . Increased output of proposals for both federal and private sources of funding . . . Continued

implementation of our business plan goal to sell the 12-volume, self-published children’s book series Science

and Technology for Children BOOKSTM, which resulted in the recovery of our research and development

investment of $600,000 . . .

www.nsrconline.org 5

2005

Dark gold = shiny, raise d

Light gold = matte, recessed

Smithsonian Institution
6 2005 Annual Report

©2006 National Science Resources Center

Looking Back on 2005: NSRC Internal Goals, cont’d

Leveraging Intellectual Capacity and Impact—through listening to customers, implementing

continuous development practices, expanding strategic partnerships, recommending areas

where research is required, and conducting research.

Surveyed school districts that have attended NSRC Science Education Strategic Planning Institutes to

document their adoption of research-based instructional materials . . . Developed new partnerships with academic institutions and states to advance our work and to launch new research projects . . .

* * * * *

NSRC External Goals

Increasing Public Understanding of Science Education—with at least 500 officials in the

United States by 2010.

Engaged hundreds of leaders from business, foundations, academia, and government in numerous events,

including the first annual National Symposium on Science Education for Business Leaders . . . Expanded the

scope of the NSRC Web presence . . .

* * * * *

Scaling Up Reform in Districts and States—by engaging school districts representing an

additional 20% of the U.S. K–12 student population in the process of improving their science

programs based on research and best practices by 2010.

Assisted 38 school districts that enroll approximately 400,000 K–8 students in developing plans for science

education reform at the National K–8 Science Education Strategic Planning Institute and the Middle School

Science Education Planning Symposia . . . Engaged leaders from

business, foundations, academia, and government in the first

annual National Symposium on Science Education for Business

Leaders as a way of leveraging their involvement in science

education . . .

* * * * *

Supporting Sustainability—by assisting school

districts representing 20% of the U.S. K–12 student

population to sustain the implementation of their

science programs based on research and best

practices.

Sponsored the first Smithsonian Science Education Academy

for Teachers to improve the content knowledge and teaching

skills of nearly 50 teachers of science . . . Hosted special events

for more than 500 school district and community leaders. . .
www.nsrconline.org 7

2005

©2006 National Science Resources Center

Looking Back on 2005: NSRC External Goals, cont’d

Building Leadership

Capacity—by sustaining

and expanding the leadership development program

of the NSRC to prepare an

additional 300 diverse leaders to contribute to science

education reform by 2010.

Provided 48 school district and

community leaders with professional development as faculty at

national and regional NSRC

institutes . . . Provided networking opportunities for NSRC

partners in conjunction with the

National Science Teachers

Association Annual Convention . . .

* * * * *

Developing and Strengthening International Capacity—by working, as a part of the

InterAcademy Panel program, with other countries to develop scientific and leadership

capacity in the establishment of research-based science programs.

Worked in partnership with the InterAcademy Panel and the Royal Swedish Academy of Sciences to conduct an

international conference on “Evaluation

of Inquiry-Based Science Education

Programmes” for representatives of 27

countries . . . Worked in partnership

with Chile and Colombia to conduct

strategic planning institutes for South

American educators and scientists . . .

Hosted visiting leadership teams from

Colombia, the Philippines, and Trinidad

and Tobago at strategic planning institutes in the United States . . . Made

presentations on science education to

African education leaders in Uganda and

Senegal . . . Continued close working

relationship with science reform efforts

in Chile, Mexico, and Sweden . . .
8 2005 Annual Report

©2006 National Science Resources Center

Improving Public Understanding of

Science Education

Abroad base of support for science education is essential for successfully establishing and sustaining

research-based science programs in schools. The NSRC seeks to increase public understanding 

of science education by engaging wide-ranging communities of stakeholders—educating them about the

importance of science education or involving them in active reform movements. To that end, the NSRC’s

Leadership and Assistance for Science Education Reform (LASER) Center held a National Symposium on

Science Education for Business Leaders in September 2005 to focus on ways to leverage the involvement of

business and industry in the education of our nation’s youth through K–12 science education reform efforts.

In addition, the NSRC established a new Corporate and Foundation Coalition to accelerate the improvement 

of science instruction by engaging more corporations and foundations in the work of science education

reform. The first two meetings of the Coalition were held in conjunction with the semi-annual NSRC National

Advisory Board meetings in Washington, D.C. The NSRC has established an ambitious goal to bring together

more than 40 foundations and corporations that will scale up science education in the country.

Scaling Up and Sustaining 

Effective Science Education Programs

The NSRC’s LASER Center staff has developed processes, services, and products over the past two decades

to help districts, states, and regions scale up and sustain effective science programs. These efforts require

leaders to employ a theory of action, implement a systemic approach to science education, be committed to a

long-term process, base their work on research and promising practices, and use evidence to evaluate their

impact. As a part of the process, these leaders need technical knowledge of the

five essential components of science education reform as well as access to

products and services that can be used to move district and community

leaders through the various stages of reform.

The NSRC’s Theory of Action posits that the foundation of all reform

and the development of a vision for reforming science programs

should be research and knowledge of promising practices. Once

the vision is in place, leaders need to address five critical

elements simultaneously—curriculum, assessment, professional development, materials support, and administrative

and community support—to establish the infrastructure

that will lead to improved instruction and increased

student achievement.

e search – ased

urriculum

ompeten t eachers

M aterials

upport S chool and Community

upport

SCHOOL DISTRICT INFRASTRUCTURE

Aligned Assessment

MPROVED

NSTRUCTION

KNOWLEDGE OF RESEARCH AND BEST PRACTICES

DEVELOPMENT OF VISION 

NCREASED

STUDENT

ACHIEVEMENT

© 2003 National Science Resources Center
www.nsrconline.org 9

2005

©2006 National Science Resources Center

Engaged New School Districts in Reform. This past year, the NSRC’s LASER Center engaged 77 leadership teams in NSRC science education strategic planning institutes, including 45 teams from districts that had

not previously attended an institute. Total student enrollment in these “new” school districts is nearly one percent of the U.S. public school student population. Participating teams learned about research and best practices,

and they drafted five-year strategic plans for improving the science programs in

their local communities. The table at left

provides information

on the school districts that attended

an NSRC strategic

planning institute for

the first time, including total student

enrollment in the

district and the percentage of those

students who are

eligible for free or

reduced-price lunch

programs.

Developed Leadership Capacity in Schools and Districts. The NSRC has provided more than 200

leaders with a minimum of 100 hours each of professional development experience related to science education

reform through opportunities to serve as faculty for NSRC strategic planning institutes. In this position, they

advise and mentor planning teams and become leaders in a nationwide learning network of science education

professionals. In 2005, 48 leaders were afforded this unique opportunity to begin or build on their experience in

this role at national and regional strategic planning institutes.

In addition, many school districts develop their internal leadership

capacity by sending teams to more than one strategic planning

institute. In 2005, 32 of the 77 leadership teams represented school

districts or special groups that had attended previous institutes

and in this way built upon and expanded the local reform effort.

Showcase of New Science Education Resources. The

NSRC hosted the annual Showcase of New Science Education

Resources during the National Science Teachers Association

Conference in Dallas, Texas, on March 30, 2005. The event, jointly sponsored by the Merck

Institute for Science Education and the National Science Resources Center, was attended by

more than 170 teachers, teacher leaders, school district administrators, representatives from

state departments of education, university leaders, and business and industry leaders.

Participants learned about the most current resources from eight prestigious science

education organizations, and received print resources representing current research on 

how people learn and how students learn science, plus additional cutting-edge work from

the National Research Council, the operating arm of the National Academies.

Initiation of Reform

EVENT

NO. OF 

NEW 

TEAMS

TOTAL K–12

STUDENT

ENROLLMENT

LUNCH

ELIGIBILITY

December 2004

National LASER Middle School Science

Education Planning Symposium; Atlanta, GA

June 2005

Washington State LASER K–8 Science Education

Strategic Planning Institute; Everett, WA

July 2005

National LASER K–8 Science Education Strategic

Planning Institute; Washington, DC

December 2005

National LASER Middle School Science

Education Planning Symposium; St. Louis, MO

Total

11

23

6

5

45

147,297

48,166

45,455

84,592

325,510

43%

31%

45%

57%

45%
Providing Research-Based

Science Instructional Materials

Research-based science instructional materials are a critical component of

effective science programs. The NSRC Curriculum Development Center

researches, develops, and disseminates inquiry-centered science

instructional materials that school

districts can use to construct core

educational programs. The NSRC

has spent 18 years developing and

updating a comprehensive science

program for children in kindergarten through grade nine (the

STC ProgramTM). The STC

Program consists of the 24-unit

Science and Technology for

Children® (STC®) curriculum for

kindergarten through grade six

and the eight-module Science and

Technology Concepts for Middle

SchoolsTM (STC/MSTM) curriculum

for grades six through nine.

Provided a Literacy

Component for Science

Teachers. The 12-title Science

and Technology for Children

BOOKSTM provide a literacy complement to the upper elementary

curriculum. The STC BOOKSTM

series, originally released in 2004,

are becoming widely used by teachers who are using the NSRC’s elementary

science program. These books are providing important informational texts not

only to help children learn more about science, social studies, and history, but also

to enhance their reading and comprehension skills. By the end of 2005, eight of

the 12 titles in the series—Animal Studies, Ecosystems, Electric Circuits, Floating

and Sinking, Food Chemistry, Land and Water, Microworlds, and Motion and

Design—had been reprinted at least once. The NSRC has begun development of

books to accompany its grade three science units, the next step in completing the

series for kindergarten through grade nine.

©2006 National Science Resources Center

Smithsonian Institution

National Science Resources Center

STC ProgramTM Elementary Science

Science and Technology for Children®

Grade Level Life and Earth Sciences Physical Sciences and Technology

K–1 Organisms Weather olids and 

iquids

Comparing and 

Measuring

2–3

he Life Cycle of 

Butterflies Soils Changes Balancing and Weighing

Plant Growth and 

Development

Rocks and 

Minerals Chemical Tests Sound

4–5

Animal Studies Land and 

Water lectric Circuits Motion and Design

Microworlds Ecosystems Food Chemistry loating and 

inking

5–6 Experiments

with Plants Measuring Time Magnets and Motors

he Technology 

of Paper

STC BOOKSTM Literacy Supplement

Life and Earth Sciences Physical Sciences and Technology

3 Plant Growth and 

Development*

Rocks and 

Minerals* Chemical Tests* Sound*

4–5

Animal Studies Land and 

Water lectric Circuits Motion and Design

Microworlds Ecosystems Food Chemistry loating and 

inking

5–6 Experiments

with Plants Measuring Time Magnets and 

Motors

he Technology 

of Paper

* Under Development

10 2005 Annual Report
Enhanced Web-Based Resources. The NSRC is implementing a Web-based

reading complement, the Electronic Literacy Supplement (ELS), to its Science and

Technology Concepts for Middle Schools (STC/MS) curriculum module Properties

of Matter. The goal of the project is to enhance student learning and interest in

science by providing online reading selections and links to Web-based

Smithsonian and other resources, while promoting science literacy and presenting

practical, real-world application of science concepts. Planning has begun to

develop ELSs for the remaining seven STC/MS titles.

Collaborated with STRI. The NSRC and the Smithsonian Tropical Research

Institute (STRI) signed a memorandum of understanding that will lead to the

joint development and production of a unique series of science educational products. The first product of the collaboration will be the Smithsonian Series of

Biodiversity, a bilingual (Spanish and English) educational initiative for elementary

school children in Panama, the United States, and the world. These books about

key themes of biodiversity will be based on the results of the scientific research

carried out in Panama by STRI researchers, and the books will be developed using

the NSRC’s research and development processes. This project 

will demonstrate how two

Smithsonian science units can

effectively collaborate to produce

a new and exciting resource that

will contribute to the goals articulated in the Institution’s Science

Strategic Plan.

Conducted a Survey of

Science Curriculum

Adopters. Georgetown

University conducted a yearlong

pilot study to determine which

science curricula have been

adopted by school districts that

have participated in NSRC leadership development programs since

1989. These programs advocate

the use of research-based science

curriculum, including but not

limited to the NSRC’s STC

program materials. Results are

being analyzed with plans to

release findings in 2006.

Smithsonian Institution

National Science Resources Center

Secondary Science Semester Courses

Grade Level STC/MS Module 

Semester 1

STC/MS Module 

Semester 2 Option A

6 O ganisms—From 

Macro to Micro

Human Body 

Systems Life Sciences

7 Catastrophic 

Events rth in Space Earth Sciences

8 nergy Machines

and Motion

rop rties o

M ter Physical Sciences 

and

Technology 9 Electrica nergy 

and Circuit Design gh

Grade Level STC/MS Module 

Semester 1

STC/MS Module 

Semester 2 Option B

6 O ganisms—From 

Macro to Micro

Catastrophic 

Events Life and 

Earth Sciences

7 Human Body 

Systems rth in Space

8 rop rties o

M ter

nergy Machines

and Motion Physical Sciences 

and

Technology 9 gh El ctrica nergy 

and Circuit Design

STC ProgramTM Secondary Science

www.nsrconline.org 11

2005

©2006 National Science Resources Center
©2006 National Science Resources Center

Supporting the Professional

Growth of Teachers of Science

High-quality professional development for all teachers of science 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.

Research supports the hypothesis that professional development contextualized to

the curriculum that teachers are using will be more effective in contributing to

student learning.

Developed the First Smithsonian Science Education 

Academy for

Teachers. The NSRC’s

Professional Development

(PD) Center held the first

Smithsonian Science

Education Academy for

Teachers in July 2005

involving 50 teachers and

trainers, representing 14

states and two foreign

countries, Canada and

South Korea. The participants were engaged in

inquiry-based science lessons based on the NSRC middle school

curriculum and “behind-the-scenes” interactions with

Smithsonian Institution scientists, curators, and collections.

This successful program will continue in 2006.

Reached Out to D.C.-Area School Principals. The

NSRC’s PD Center conducted a presentation to approximately

52 Washington, D.C., school principals on inquiry science 

and the nature of the

Smithsonian NSRC curriculum modules. This

presentation provided an

opportunity for the school

principals to learn more

about inquiry-based

science programs and the

skills needed to create a

supportive classroom

environment for student

inquiry.

12 2005 Annual Report
Supported In-Service Teacher Programs. The NSRC’s

PD Center began a program of support of two University

Centers for Science Teaching and Learning at Rider and

Montclair State Universities in New Jersey. Both centers are

funded by the Bristol-Myers Squibb (BMS) Foundation. The

PD Center will continue to provide teacher support and training workshops for the BMS centers in 2006. In addition, the PD

Center conducted workshops for middle school teachers and

teacher-leaders at the Oklahoma State University Center for

Science Literacy.

Provided Training for

Summer Program

Instructors. The NSRC

provided training to 22

summer instructors 

for Washington, D.C.,

children in grades 2–5,

through a grant provided

by the DC Children and

Youth Investment Trust

Corporation. Participants

estimated that about 25

students attended from each of seven organizations. This

program will continue in 2006.

Prepared Graduate-Level Content Courses for

Science Teachers. With support from a National Academies’

W.K. Kellogg Endowment Fund grant, the PD Center worked in

partnership with teams of scientists to prepare eight graduatelevel science content courses based on the STC/MS curriculum.

Drafts of those courses are now complete. The NSRC has

formed partnerships with 15 academic institutions that have

committed to field-testing the course with middle school

teachers in their regions.

Coordinated Training for Middle School Science Teachers. The NSRC

provided the trainers and curriculum materials for three, seven-day professional

development experiences for the first round of a mathematics, science, and technology initiative for Alabama teachers in June and July 2005. More than 100

Alabama middle school teachers received training in one of three STC/MS modules: Human Body Systems, Organisms—From Macro to Micro, or Earth in Space.

©2006 National Science Resources Center

www.nsrconline.org 13

2005
©2006 National Science Resources Center

Improving Access to 

Science Education Resources through

Communications and Publications

The NSRC’s Communications and Publications Division helps provide the

public face of the NSRC. This division supports all other units of the NSRC

by maintaining the organizational Web site; disseminating information on events;

developing, producing, and disseminating publications about the products, services, and programs offered by the NSRC; representing the organization at

Smithsonian-sponsored events for teachers; and coordinating the exhibit at the

annual National Science Teachers Association annual conference on science education. The division also maintains the integrity of the design elements associated with

the NSRC “brand.”

Improved Web Resources. The NSRC Web

site, www.nsrconline.org, highlights research and

science education resources for school districts,

teachers, students, parents, corporations, and

foundations. The site provides details on the

impact of the NSRC’s work and links to the

Smithsonian Institution and the National

Academies, as well as other museums, science

centers, and other organizations with quality

resources.

To mark its 20th anniversary, the NSRC

significantly modified Web content including the

addition of profiles of 20 scientists who have

helped shape our world, 30 links for student

resources, and 66 links for parents, all showcasing

Smithsonian resources. During FY 2005, visits to

the Web site increased significantly; 85 percent of

the hits were from visitors in the United States and

15 percent were from abroad. The NSRC also

established additional Web sites in support of the

Smithsonian Science Education Academies for Teachers (www.science-teachers-academies.si.edu) and the

Properties of Matter Electronic Learning Supplement, which will go live during 2006.

Supported NSRC Programs. The Communication and Publications Division coordinates a campaign

approach to the promotion of NSRC events. This approach involves working with other units of the NSRC in the

identification of target audiences, development of mail and electronic mailing lists, and the preparation, production, and dissemination of materials in print and electronic formats. During 2005, the division supported:

Dark gold = shiny, raise d

Light gold = matte, recessed

Smithsonian Institution

14 2005 Annual Report
✦ Several NSRC events at the National Science Teachers Association national

science education convention in Dallas, Texas

✦ The LASER Center’s National Science Education Strategic Planning Institute in

July, the new National Symposium on Science Education for Business Leaders in

September, and the Middle School Science Education Planning Symposium in

December (see page 8)

✦ The Professional Development Center’s inaugural Smithsonian Science

Education Academy for Teachers in July (see page 12)

Developed and Disseminated Publications. In addition to materials in support of specific NSRC events, the division coordinated the production and publication of all NSRC materials for public release. These materials included:

✦ The revision and reprinting of eight of the 12 titles in the Science and

Technology for Children BOOKSTM series (see page 10)

✦ The revision and reprinting of “2005–06 NSRC Inquiry-Based Science Education

Programs” brochure, a catalog of the NSRC’s programs, products, and services

✦ The development and production of a brochure on the Science and Technology

Concepts for Middle SchoolsTM (STC/MS) curriculum

✦ The development and production of the 2004 NSRC Annual Report

Reached Out to Teachers. The NSRC joined the Smithsonian Center on

Education and Museum Studies and other Smithsonian museums and educational

organizations at the annual Smithsonian Teachers Night expo in Washington. This

yearly event provides teachers a great opportunity to learn more about how to incorporate Smithsonian resources into their classroom. The NSRC disseminated 300 packets of information on our products and services and collected contact information on

259 teachers mainly from the Washington, D.C., metropolitan area. This initiative will

further improve the goals and mission of both the NSRC and the Smithsonian to

impact outside sources for outreach.

In collaboration with the Smithsonian Center for Education and Museum Studies, the

NSRC presented to a special audience of board-certified teachers at a meeting of the

National Board for Professional Teaching Standards. The NSRC presentation,

“Translating Research and Best Practices into Quality K–8 Science Programs,” provided insight on how two prestigious scientific institutions, the Smithsonian

Institution and the National Academies, are working together through the NSRC to

advance science learning and teaching in school districts throughout the United States

and around the world. The NSRC also disseminated packets of information to conference attendees during the exhibit portion of the conference.

The NSRC also collaborated with other Smithsonian units on a day-long Science Day

program of interactive presentations in conjunction with the National Science

Teachers Association national convention in Dallas, Texas. This well-attended event

provided convention attendees with insights into science resources throughout the

Smithsonian.

©2006 National Science Resources Center

m

Na ona Sc ence Re ource Cen er

NAT ONAL LASER

K–8 SC ENCE EDUCAT ON

STRATEG C PLANN NG

INST TUTE

A

A m

He p ng Schoo D r c In a e and

Imp emen Sc ence Educa on Program

Tha A gn w h Sc ence S andard

u y 7–22 2005 W

W

Five exciting events at the 2005

National Science Teachers Association

National Convention

in Dallas!

Sm h on an n u on

National Science Resources Center

Please Join Us In Celebrating Our Twentieth Anniversary

Come visit us at booth 2429!

Smithsonian Institution

2005 National

Symposium on

B

Science Education for

usiness Leaders

Deve op ng Your Next Generat on of Sc ent sts and Eng neers

Sep embe 7–9 2005

W

Na ona Academy o Sc ence

a h ng on D C

m

Na ona Sc ence Re ource Cen er

Suppor ed by

National LASER

Middle School

Science Education

Planning Symposium

Meet the Cha enge of Sc ence Educat on

n a H gh-Stakes Env ronment

December 5–10 2005

St Lou s M ssour T e AS R Ce e

e de p d A e fo S e e d o Refo m

Nat on

m h on n n u on

a Sc ence Resources Center

SMITHSONIAN SCIENCE

EDUCATION ACADEMY

FOR TEACHERS:

M

ENERGY AND

NATI

OTION ONAL SCIENCE RESOURCES CENTER

PROFESSIONAL DEVELOPMENT CENTER

S

J

m

uly 25–29, 2005

ithsonian Institution

The National Academies

Washington, D.C.

“What is science ...

... if not the investigation and

exploration of the wonders of

our world and our universe? It’s

also the excitement, the thrill,

the sense of marvel that young

people experience when they

discover something on their

own for the first time. The

NSRC helps children have those

intellectual and emotional

experiences in the classroom,

and the children are better

—

pr

D

e

a

p

v

a

i

r

d

ed for life as a result.”

L. Evans, Under Secretary

for Science, Smithsonian Institution

The Smithsonian Science

Education Academy for

Teachers is made possible

by a generous grant from

the Lucent Technologies

Foundation.

NATIONAL SCIENCE RESOURCES CENTER

PROFESSIONAL DEVELOPMENT CENTER

901 D Street, SW, Suite 704B

Washington, DC 20024

www.nsrconline.org

NATIONAL SCIENCE RESOURCES CENTER

PROFESSIONAL DEVELOPMENT CENTER

901 D Street, SW, Suite 704B

Washington, DC 20024

ATTN: Patrice Payne

Place

Stamp

Here

Smithsonian Institution

National Science Resources Center

www.nsrconline.org 15

2005

 An inquiry science curriculum for middle school students

 Eight modules in the life, earth, and physical sciences and technology

 Aligned with the National Science Education Standards of the National

Research Council

 Developed with support from the National Science Foundation

 Science kits include all the materials needed for classroom use

Science and Technology Concepts for Middle Schools offers:

NSRC

Celebrating 20 years!
Developing and Strengthening 

International Capacity

The NSRC extends its work internationally through the National

Academies and the InterAcademy Panel (IAP). The IAP is a global

network of 90 national science academies that play an important role in the

global effort to reform science education. Through the IAP, the NSRC

works with international groups to:

✦ Build awareness for a new vision of effective science learning and teaching, and for the required support systems

✦ Share national and international experiences

✦ Highlight the responsibilities and roles of scientists and engineers

✦ Explore the role of science academies in science education reform

✦ Identify strategies for international cooperation in this endeavor

Helped Expand International Awareness and Extend the Reach of Research-Based Science

Programs. In support of the IAP worldwide science education evaluation initiatives and inquiry-based science

curriculum programs, the NSRC conducted presentations in Senegal (February 2005) and Uganda (October

2005) to help foster the adoption of inquiry science in Africa. In addition, the NSRC participated in IAP conferences in Stockholm, Sweden, in September 2005, and Edmonton, Alberta, Canada, in October 2005. In Sweden,

the NSRC Executive Director was part of the U.S. delegation that worked in partnership with the InterAcademy

Panel and the Royal Swedish Academy of Sciences to conduct an international conference on “Evaluation of

Inquiry-Based Science Education Programmes” for representatives of 27 countries.

Developed International Capacity for Reform. NSRC leadership worked in partnership with Chile and

Colombia to conduct strategic planning institutes in those countries. In October 2004, eight leadership teams

and three special guests (40 participants altogether) attended a strategic planning institute in Santiago, Chile.

Teams represented Argentina,

Brazil, Chile, Colombia, and

Venezuela, with special guests

representing Bolivia, Canada, and

Mexico. A second international

strategic planning institute was

held in Bogotá, Colombia, in May

2005. This institute included 20

leaders representing the Colombia

Academy of Sciences, the 

16 2005 Annual Report

©2006 National Science Resources Center
Colombia Ministry of Education,

professors from the University of

Los Andes, and project leaders

from not only Colombia but also

Argentina, Ecuador, Peru, and El

Salvador. Participants were in different stages of reforming their

science education programs and

learned critical strategies about

how to initiate, implement, and

scale up their efforts.

During 2005, the NSRC hosted

visiting leadership teams from

Colombia, the Philippines, and

Trinidad and Tobago at strategic

planning institutes in the United

States. These teams drafted

strategic plans for improving

science education in their home

countries.

In addition, an educator from Chile served as a faculty member at the July 2005 National Strategic Planning

Institute, further developing her leadership capacity for reform in Chile. Educators from Canada and South

Korea sharpened their physical science knowledge at the 2005 Smithsonian Science Education Academy for

Teachers.

Continued Support of

Ongoing Science Programs in

Other Countries. The NSRC

continues to work in partnership

with the Chilean Ministry of

Education, the United StatesMexico Foundation for Science,

and the Royal Swedish Academy of

Sciences. All three countries have

initiated projects to translate the

NSRC curriculum and implement

the NSRC reform model.

www.nsrconline.org 17

2005

©2006 National Science Resources Center
Sustaining Our Financial

Health

Astable funding base for NSRC programs and operations will help 

the organization maintain and expand its portfolio of products and

services for science education over time. NSRC gifts, grants, fee-for-service

revenues, curriculum royalties and publication

sales activities plus contributions from the

Smithsonian and the National Academies—

and the NSRC’s commitment to the careful

stewardship of all its resources—are aimed at

creating and sustaining a stable funding base.

Looking Back

During the past two decades, the investments by

the Smithsonian and the National Academies have been critical to advancing program efforts and support. For each dollar invested by its parent institutions, the

NSRC has been able to raise an average of four dollars or more to support the

program efforts required to achieve the goals and mission of the organization.

With support from numerous federal agencies, private foundations, and corporations, the NSRC has secured more than $40 million of support to advance science

education in the country and around the world. Our financial health during this

period has required the staff to build enduring partnerships and be innovative,

entrepreneurial, and flexible during changing economic times.

Planning for Our Future

National Academies’ Quasi-Endowment. In

October 2004, the NSRC invested $3.4 million of its

existing royalties to establish a quasi-endowment at the

National Academies. For seven years, the NSRC plans to

make an annual deposit of $500,000 with the goal of

having more than $10 million in this fund by 2011.

At that time, the NSRC plans to begin withdrawing

5 percent of the balance annually to provide partial

support for NSRC core operations and development

activities.

©2006 National Science Resources Center

18 2005 Annual Report

Year Deposits Interest 

Earned

Ending

Balance

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

2005 $584,106 $444,294 $4,807,481

P r o j e c t i o n s

2006 $500,000 $424,598 $5,732,079

2007 $500,000 $498,566 $6,730,646

2008 $500,000 $578,452 $7,809,098

2009 $500,000 $664,728 $8,973,825

2010 $500,000 $757,906 $10,231,731

2011 $500,000 $817,612 *$11,037,756

* Reflects withdrawal of $511,587 for partial support of 

core operations and development activities.
Fiscal Year 2005 Operations

NSRC Administrative Oversight and Financial Operations. In FY 2005,

the NSRC received $781,000 from the Smithsonian and the National Academies to

provide staff and related expenses needed for administrative oversight and financial

operations. Of the four sources of funding received, the Smithsonian provided

resources from two: Smithsonian General Trust—$305,000; and Smithsonian Trust

Indirect—$66,000 from general and administrative rates charged against grants

received. In addition to the Smithsonian

sources, the National Academies supported the

NSRC with $410,000 from two sources:

National Academies Indirect Fund—$80,000;

and NSRC royalty funds at the National

Academies—$330,000, which transferred to 

the Smithsonian as a part of a formal approval

process.

NSRC Communications and Publications

Division. This past year the NSRC

Communications and Publications Division received $437,000 from two

funding sources to support staff and related expenses. The Smithsonian provided $141,000 from the federal budget for core operations of this division.

However, at the end of FY 2005, the NSRC was required to eliminate its

Smithsonian federal source of funding. In the future, the NSRC will have to

support these costs from other revenue sources. The NSRC also used $296,000

of its curriculum royalties for this division. These funds were transferred from

the National Academies to the Smithsonian as a part of the overall budget

approval process by the NSRC Executive Committee.

For FY 2006, this division will be using a new source of funding to provide partial

support for its operations and program work with the three NSRC Centers of

Excellence. This source will be the net profits derived from the sale of the NSRC

Science and Technology for Children BOOKSTM for grades four through six. The

NSRC published this series of 12 books in 2004.

NSRC Development Division. During its first 17 years, the NSRC did not have a

development division. All development responsibilities were undertaken by the

NSRC Deputy Director, who did not have a budget or staff for this purpose.

Beginning in 2003, the NSRC restructured this work to create this division. One staff

member was promoted to NSRC Development Associate, and several consultants

were hired who worked to build development capacity with the NSRC senior staff

and to expand and diversify activities. For FY 2005, a total of $110,000 of support

from the NSRC’s royalty funds were used to support this new work. In FY 2006,

plans are underway to hire a Director of Development to continue to strengthen and

expand our accomplishments and achieve our strategic business goals for the next

five years.

©2006 National Science Resources Center

www.nsrconline.org 19

2005
NSRC’s Three Centers of Excellence. During FY 2005, the NSRC received a total of $1,564,000 in support

of program activities. Support was obtained from four sources:

✦ Grants awarded by federal and state agencies

✦ Gifts and private grants

✦ National Academies’ royalty funds

✦ Fees from school districts and teachers for professional development services

NSRC Leadership and Assistance for Science Education Reform Center. The LASER Center received total

financial support of $881,335 during FY 2005 from three sources of funding: federal grants—$526,000, which

included a grant from the National Science Foundation; gifts and private grants—$270,000, including $175,000

from the Bristol-Myers Squibb Foundation, $20,000 from the Shell Exploration and Production Company,

$25,000 from the Merck Institute for Science

Education, and $50,000 from HewlettPackard; and school district registration fees

for NSRC events—$85,335.

NSRC Curriculum Development Center.

During FY 2005, the Curriculum Development Center received a total of $115,000 from

two sources: NSRC royalties of $65,000 and a

National Academies’ Kellogg Grant of $50,000

to produce children’s books for grades one

through three.

NSRC Professional Development Center. The

Professional Development Center received a

total of $402,440 of financial support during

FY 2005 from three funding sources: gifts and

grants—$224,440, including $180,000 from

the Lucent Technologies Foundation, $1,000

from the Smithsonian Lemelson Fund, and

$43,440 as a Smithsonian Innovation grant;

NSRC royalty funds—$100,000; and event

fees—$78,000.

International Division. In FY 2005, the

NSRC initiated an International Division to

develop scientific and leadership capacity for

research-based science programs. As a part of

this effort, the NSRC received a $20,000 gift

from Bruce Alberts, President Emeritus of the

National Academy of Sciences, to support an

InterAcademy Panel conference at the Royal

Swedish Academy of Sciences in Stockholm in

partnership with the NSRC.

20 2005 Annual Report

A. Smithsonian General Trust . . . . . .$305,000 . . . . . . 9% $552,000 . . . . 10%

B. Smithsonian Federal . . . . . . . . . . . .$287,000 . . . . . . 8% $78,000 . . . . . . 1%

C. Smithsonian Indirect . . . . . . . . . .$66,000 . . . . . . 2% $87,000 . . . . . . 2%

D. National Academies Indirect . . . . . .$80,000 . . . . . . 2% $80,000 . . . . . . 2%

E. Gifts and Grants . . . . . . . . . . . . . . $1,090,000 . . . . . 31% $2,276,000 . . . . 43%

F. Event F es . . . . . . . . . . . . . . . . . . . . .$163,000 . . . . . . 5% $136,000 . . . . . 3%

G. Royalties . . . . . . . . . . . . . . . . . . . . $1,485,000 . . . . . 43% $1,509,000 . . . . 28%

H. Sale of Publications . . . . . . . . . . . . . . . . . . 0 . . . . . . 0% $575,000 . . . . 11%

TOTAL . . . . . . . . . . . . . . . . . . . .$3,476,000 . . . . 100% $5 293,000 . . . 100%

A. Administrative Oversight and 

F nancial Operations . . . . . . . . .$781,000 . . . . . 22% $916,000 . . . . . 17%

B. Savings Deposit . . . . . . . . . . . . . . . .$584,000 . . . . . 17% $ 57,000 . . . . . 11%

C. Communications & Publications $437,000 . . . . . 13% $736,000 . . . . 14%

D. Development . . . . . . . . . . . . . . . . . .$ 10,000 . . . . . . 3% $146,000 . . . . . 3%

E. Programs . . . . . . . . . . . . . . . . . . . $1,564,000 . . . . . 45% $2,938,000 . . . . 55%

TOTAL . . . . . . . . . . . . . . . . . . . .$3,476,000 . . . . 100% $5 293,000 . . . 100%

Actual, FY 2005 Projected, FY 2006

Actual, FY 2005 Projected, FY 2006

Sources of 

Funding

A G

B

D C

G

H

A

C D B

A location of 

Resources

A

B

D

C

A

C

D

B
©2006 National Science Resources Center

NSRC Core Operations

NSRC SAVINGS: ENDOWMENT DEPOSITS

ll amounts in $ 00s

FY FY0 FY0 FY0 FY0 FY0 FY0

ed

Smithsonian Institution

osi mit sonian ns tution nt N/ N/ N/ N/ N/ N/ 57

ationa Ac demi

alt un osi nt N/ N/ N/ N/ 3,395 584 00

Su total $ 0 $ 0 $ 0 $ 0 $ ,395 $ 84 $ 557

ADMINISTRATIVE OVERSIGHT & FINANCIA OPERATIONS

All amounts in $ 00s

FY FY0 FY0 FY0 FY0 FY0 FY0

ed

Smithsonian Institution

er (1)

os 11 3 4 66 66

ationa Ac demi

93 77

alt un N/ 12 8 33 43

Su total $ 78 $ 49 $ 887 $ 90 $ 06 $ 81 $ 16

OMMUNICATIONS & PUBL CATIONS DIVISION

ll amounts in $ 00s

FY FY0 FY0 FY0 FY0 FY0 FY0

ed

Smithsonian Institution

eder 1 1 1 1

er ust N/ N/ N/ N/ N/ N/ 83

38 6 6 N/ N/ N/

on eder tat an N/ N/ N/ N/ N/ N/ N/

ationa Ac demi

alt un N/ N/ 43 342 2 N/

 o ation N/ N/ N/ N/ N/ N/ 75

ENCE ECHNOLOGY OR CH LDREN® URR ULUM EV ON

ationa Ac demi

alt un N/ N/ N/ 93 11 N/ N/

ENCE ECHNOLOGY ONCE OR DDLE S HOOLTM URR ULUM DEVELO MENT RO CT

Smithsonian Institution

eder tat an 83 99 7 N/ N/ N/ N/

ENCE ECHNOLOGY OR CH LDREN OO TM DEVELO MENT RO CT

Smithsonian Institution

on eder tat an N/ N/ N/ N/ N/ N/ N/

ationa Ac demi

llogg ant N/ N/ N/ N/ N/ N/ N/

alt un N/ N/ N/ 00 N/ N/ N/

Su total $ 51 $ 398 $ 54 $ ,081 $ 3 $ 37 $ 736

DEVE OPMENT DIVISION

All amounts in $ 00s

FY FY0 FY0 FY0 FY0 FY0 FY0

ed

ationa Ac demi

alt un N/ N/ N/ 99 11

Su total $ 0 $ 0 $ 0 $ 99 $ 05 $ 110 $ 46

OTAL S PPORT ,147 ,341 ,970 ,0 ,91 355

(1) During FY 2 00–FY 2 02, the NSRC Deputy Director was responsible for development with no staff o budget.

(2) These funds were derived from general and administrative rates charged against National Science Foundation grants that will be completed in FY 2 06.

www.nsrconline.org 21

2005
22 2005 Annual Report

©2006 National Science Resources Center

PROGRAM OVERSIGHT & MANAGEMENT

All amounts in $ 00s

FY

(Actual)

FY01 Actual)FY02 (Actual)FY03 (Actual)FY04 (Actual)FY05 (Actual)FY06 (Projected)

Smithsonian Institution

Federal N/A N/A N/A N/A N/A 46 N/A

eneral Trust /A /A /A /A /A /A

Subtotal N/A N/A N/A N/A N/A $ 146 $ 151

NSRC LEADERSHIP AND ASSISTANCE FOR SCIENCE EDUCATION REFORM (LASER) CENTER 

ll amounts in $ 00s

FY

Actual)

FY01 Actual)FY02 Actual)FY03 Actual)FY04 Actual)FY05 Actual)FY06 Projected)

Smithsonian Institution

ederal & State Grants 1,213 1,267 1,318 628 774 526 568

Gifts & Non-Federal & State Grants 636 748 615 647 331 270 1,525

Ev nt Fees 513 36 3 145 61 85 71

ational Academies

National searc ouncil Grant N/A 3 A N/A N A N/A N

alt und 105 221 1 7 N/A N A N/A N

Subtotal $ 2,467 $ 2,640 $ 2,403 $ 1,420 $ 1,166 $ 881 $ 2,164

NSRC CU RICULUM DEVELOPMENT CENTER

All amounts in $ 00s (Actual)

01 (Actual)02 (Actual)03 (Actual)04 (Actual)05 (Actual)06 (Projected)

CIENCE & TECHNOLOGY FOR CHILDREN® URRICULUM REVISIONS

National Academies

alt und N/A N A N/A 376 199 N/A N

CIENCE & TECHNOLOGY FOR CHILDREN OO TM DEVELO MENT RO CT

Smithsonian Institution

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

National Academies

ellogg Grant N/A N A N/A N A N/A 5

alt und N/A N A N/A N A 360 65 111

CIENCE & TECHNOLOGY CONCE S FOR MIDDLE SCHOOLTM CURRICULUM DEVELO MENT RO CT

Smithsonian Institution

Federal & State Grants 82 57 1 3 N/A N A N/A N

Gifts & Non-Federal & State Grants 375 501 2 5 N/A N A N/A N

CIENCE & TECHNOLOGY CONCE S FOR MIDDLE SCHOOLTM CURRICULUM REVISIONS RO CT

National Academies

alt und N/A N A N/A N A N/A N A 1 (4)

Subtotal $ 1,204 $ 1,358 $ 428 $ 376 $ 58 $ 115 $ 2

NSRC PROFESSIONAL DEVELOPMENT CENTER

All amounts in $ 00s

FY

(Actual)

FY01 (Actual)FY02 (Actual)FY03 (Actual)FY04 (Actual)FY05 (Actual)FY06 (Projected)

Smithsonian Institution 

Federal & State Grants N/A N A N/A N A N/A N A 14

Gifts & Non-Federal & State Grants N/A N A N/A 2 0 224 16

Ev nt Fees N/A N A N/A 5 5 78 65

National Academies

ellogg do ment Fund N/A N A N/A 14 N/A N A N/A

alt und N/A N A N/A 3 0 2 0 1 0 N/A

Subtotal $ 0 $ 0 $ 0 $ 47 $ 325 $ 402 $ 248

NSRC INTERNATIONAL DIVISION 

All amounts in $ 00s

FY

(Actual)

FY01

(Actual)

FY02

(Actual)

FY03

(Actual)

FY04

(Actual)

FY05

(Actual)

FY06

(Projected)

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

National Academies N/A N A N/A N A N/A 2

Subtotal $ 0 $ 0 $ 0 $ 0 $ 0 $ 20 $ 64

RESEARCH & EVALUATION

All amounts in $ 00s

FY

(Actual)

FY01

(Actual)

FY02

(Actual)

FY03

(Actual)

FY04

(Actual)

FY05

(Actual)

FY06

(Projected)

National Academies

alt und N/A N A N/A N A N/A N A 1

Subtotal $ 0 $ 0 $ 0 $ 0 $ 0 $ 0 $

OTAL ROGRAM SUPPORT $ 3,671 $ 3,99 $ 2,831 $ 2,275 $ 2,080 $ 1,564 $ 2, 38

OVERALL TOTAL $ 4,800 $ 5,145 $ 4,172 $ 4,245 $ 7,10 $ 3,476 $ 5,2

(3) Includes $1 mi on from the Burroughs Wellcome Fund. Funds will be received in FY 2 06 and used by the LASER Center to su port a ten-year K-12 science education

reform initiative in North Carolina begi ning in 2 07.

(4) Represents one-third of salaries for the Professional Development Center Co-Directors to begin the process ofrevising the NSRC middle school curriculum (STC/MS

NSRC Three Centers of Excellence
www.nsrconline.org 23

2005

NATIONAL SCIENCE RESOURCES CENTER

2005 National Advisory Board

CHAIR

D. Carr Thompson

Senior Program and Communications

Officer

Burroughs Wellcome Fund

Research Triangle Park, North Carolina

S. Anders Hedberg*

Director, Bristol-Myers Squibb

Foundation

Princeton, New Jersey

MEMBERS

Jorge E. Allende

Professor, Institute for Biomedical

Research

Faculty of Medicine, University of Chile

Santiago, Chile

Gaurdie E. Banister, Jr.*

Vice President, Development & Drilling

EP Americas

Shell Exploration & Production Company

Houston, Texas

Cathleen Aubin Barton

U.S. Education Manager

Intel Corporation

Chandler, Arizona

Elwyn Berlekamp

Professor, Department of Mathematics

University of California, Berkeley

Berkeley, California

Diane Bernstein

President, Diane and Norman Bernstein

Foundation

Washington, D.C.

Ben Dillon

Regional Government and External

Affairs Manager

EP Americas

Shell Exploration & Production Company

Houston, Texas

Sandra R. Dust

Manager, Pre-College Education &

Corporate Communications

The Dow Chemical Company

Midland, Michigan

Debra Felix

Program Officer, Pre-College Science

Education Initiatives

Howard Hughes Medical Institute

Chevy Chase, Maryland

Guillermo Fernandez de la Garza

Executive Director

U.S.–Mexico Foundation for Science

Col. Del Valle, Mexico

Randolph J. Guschl

Director

Center for Collaborative Research &

Education

DuPont

Wilmington, Delaware

Samuel H. Houston, Jr.

President and CEO

North Carolina Science, Mathematics,

and Technology Education Center

Research Triangle Park, North Carolina

Stephen P. Klein

Senior Research Scientist

RAND Corporation

Santa Monica, California

Elizabeth Lodal

Principal

Thomas Jefferson High School for

Science and Technology

Alexandria, Virginia

Kathleen E. Metz*

Associate Professor

Cognition and Development

Graduate School of Education

University of California, Berkeley

Kenneth B. Miller

Alumni Co-Chair, Education Committee

Smithsonian Institution National Board

New York, New York

Joseph A. Miller, Jr.*

Executive Vice President and Chief

Technology Officer

Corning, Inc.

Corning, New York

C. Ford Morishita

Biology Teacher

Clackamas High School

Clackamas, Oregon

Carlo Parravano*

Executive Director

Merck Institute for Science Education

Rahway, New Jersey

Kerstin Reimstad

Planning and Development Manager

Science and Technology for All Program

Royal Swedish Academy of Sciences and

Royal Swedish Academy of

Engineering Sciences

Linköping, Sweden

Cristián Samper

Director, National Museum of Natural

History

Smithsonian Institution

Washington, D.C.

Dennis Schatz

Vice President, Education and Exhibits

Pacific Science Center

Seattle, Washington

Richard D. Stephens

President

Shared Services Group

The Boeing Company

Seal Beach, California

Robert D. Sullivan*

Associate Director for Public Programs

National Museum of Natural History

Smithsonian Institution

Washington, D.C.

John D. Tully

Director, Community Relations

Michelin North America

Greenville, South Carolina

Meredith (Peggy) Harris Willcuts

Science Coordinator/Science Specialist

Walla Walla School District

Walla Walla, Washington

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

National Academy of Sciences

Washington, D.C.

Michael Feuer

Executive Director

Division of Behavioral and Social

Sciences and Education (DBASSE)

The National Academies

Washington, D.C.

Sally Goetz Shuler

Executive Director

National Science Resources Center

Smithsonian Institution/The National

Academies

Washington, D.C.

COMMITTEES OF THE BOARD

✦ Research and Evaluation 

✦ Public Understanding of

Science Education

✦ Strategic Partnerships

✦ Business Development

©2006 National Science Resources Center

*Board member’s term ended during the period

January 2005 through December 2005.
24 2005 Annual Report

©2006 National Science Resources Center

NATIONAL SCIENCE RESOURCES CENTER

Staff, Consultants, and Interns

EXECUTIVE OFFICE

Sally Goetz Shuler

Executive Director

Bernadette Pryde Hackley

Administrative Assistant

Brian Lapseritis

Executive Assistant

FINANCE AND

ADMINISTRATION

Mary Ann Foley

Director, Finance and Administration

Kimberly C. Wayman

Financial, Budget, and Administrative

Specialist

DEVELOPMENT DIVISION

Stacy Armstrong

Development Associate

Smith Holt

Senior Scientist (Consultant)

Michael Worth

Principal, Michael J. Worth & Associates

(Consultant)

John Wright

Senior Scientist (Consultant)

COMMUNICATIONS AND

PUBLICATIONS

Nina Tristani

Director, Communications and

Publications (10/04–01/05)

Barbara Thomas

Director, Communications and

Publications 

Jim Benson

Editor/Writer

Heidi Kupke

Graphic Designer

Susan Tannahill

Webmaster and Database Specialist

Ksenia Gouliaeva

Intern

Eric Timmons II

Intern

NSRC CENTERS OF EXCELLENCE AND INTERNATIONAL ACTIVITIES

CURRICULUM DEVELOPMENT

CENTER

Claudia Campbell

Senior Research Associate

Ian MacGregor

Senior Scientist (Consultant)

Jocelyn Turner

Intern

LEADERSHIP AND ASSISTANCE

FOR SCIENCE EDUCATION

REFORM (LASER) CENTER

Judi Backman

Director

Andres de la Roche

Program Coordinator, Strategic Planning

Division

Samantha Monk

Program Coordinator, Strategic Planning

Division

Priscilla Taylor

Education Program Specialist/

Resources Coordinator

Leslie J. Benton

Resources Manager (Consultant)

Arlene Elrod

Senior Program Officer (Consultant)

Fred A. Volk

Adjunct Professor, Georgetown University

(Consultant)

Lila Elliott

Intern

Samina Haque

Intern

PROFESSIONAL DEVELOPMENT

CENTER

David Marsland

Co-Director

Henry Milne

Co-Director

Patrice Payne

Management Support Specialist

Karen Hollweg

Program Consultant, Assessment and

Inquiry

Carolyn Kiehle

Program Consultant, Middle School

Science Systemic Change

Partnership

Carol O’Donnell

Program Consultant, Earth and Space

Sciences

Angie Ruzicka

Program Consultant, Life Sciences

Dane Toler

Program Consultant, Physical Sciences

Kenna Shaw

Fellow

Sarika Tamaskar

Intern

Christos Zahopoulos

Project Manager and Consultant for

Physical Sciences

Smith Holt

Program Consultant for Physical Sciences

Ian MacGregor

Program Consultant for Earth and Space

Sciences

INTERNATIONAL DIVISION

Smith Holt

Senior Scientist

Caitlin Kaufmann

Intern

NSRC ADMINISTRATION
© 2006 National Science Resources Center

TWO DECADES OF PARTNERSHIPS

The challenge of reforming science education requires dedicated leadership and a long-term

commitment to quality science education on the part of our staff, our parent institutions, our Board,

and numerous federal agencies, private foundations, corporations, and other non-profit organizations. We thank those who have contributed to the NSRC’s efforts over the past twenty years.

Federal Agencies

National Science Foundation

U.S. Department of Defense

U.S. Department of Education

Corporations and Foundations

Amoco Foundation

Bayer Foundation

Bristol-Myers Squibb Foundation, Inc.

Carolina Biological Supply Company

DC Children & Youth Trust Investment Corporation

Delta Education

Digital Equipment Corporation

Dow Chemical Company Foundation

DuPont

Hewlett-Packard Company

Intel Corporation

The John D. and Catherine T. MacArthur Foundation

Kendall/Hunt Publishing Company 

Lab-Aids, Inc.

The Lucent Technologies Foundation

Merck Institute for Science Education

Miles, Inc. Foundation 

The Pfizer Foundation

The Robert Wood Johnson Foundation

Shell Exploration and Production Company

The Shell Oil Company Foundation

Parent Institutions

National Academies

•The W.K. Kellogg Endowment Fund of the National

Research Council

Smithsonian Institution

•Smithsonian Educational Outreach Fund

•Smithsonian Innovation Award

•Smithsonian Latino Initiatives

•Smithsonian Women’s Committee

Individuals

Bruce Alberts

Elwyn Berlekamp

Kenneth Miller

Regional and State Partnerships and Their

Supporters

Alabama LASER* Site 

California LASER Site

Oklahoma LASER Site

Rhode Island LASER Site

South Carolina LASER Site

Southwestern Pennsylvania LASER Site

Tri-State (CT, NJ, PA) LASER Regional Partnership

Washington State LASER Site

* Leadership and Assistance for Science Education

Reform (LASER) 

Educational Organizations & Institutions

Anchorage Public Schools, AK

Boston College, Chestnut Hill, MA

Fairfax County Public Schools, VA

Highline School District, WA

Lesley University, Cambridge, MA

Mesa Public Schools, AZ

Montclair State University, Montclair, NJ 

Multnomah County Public School Schools, OR

National Science Teachers Association 

National Youth Science Foundation

Northeastern University, Boston, MA

Oklahoma State University, Stillwater, OK

Rider University, Lawrenceville, NJ

Schaumberg School District #54, IL 

International Partners

Chilean Academy of Sciences

Chinese Association for Science and Technology (CAST)

Freie Universität Berlin, Germany

Ministry of Education of the People’s Republic of China

Royal Swedish Academy of Sciences

U.S.-Mexico Foundation for Science
Smithsonian Institution

PRSRT STD

U.S. POSTAGE & FEES

PAID

Smithsonian

Institution

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Suite 704-B

Washington, DC 20024

Official Business Penalty for Private Use $300

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