Smithsonian Institution

National Science Resources Center

2006

Annual Report

Delivering Excellence in Science Education
In Memoriam

This report is dedicated to the memory of Richard Curcio, Vice President of the 

Lucent Technologies Foundation, who passed away in 2005. Among his many 

contributions to science education reform, Rich was instrumental in spearheading 

the improvement of science education programs in Lucent communities and 

throughout the country, and in launching the Smithsonian Science Education 

Academies for Teachers. He touched countless lives through his vision, enthusiasm, 

and commitment to the education of children everywhere.

CONTENTS

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3

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6

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Message from D. Carr Thompson, 

NSRC Advisory Board Chair

Message from Sally Goetz Shuler, 

NSRC Executive Director

NSRC Mission and Core Values

NSRC Theory of Action and Stages of 

Leadership Development

Looking Back—Highlights from 2006

Scaling up and Sustaining Effective 

Science Education Programs in School 

Districts and States

Supporting and Disseminating Research to Advance 

Best Practices

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11

13

15

17

23

24

Improving Public Understanding of 

Science Education

Using Systems Thinking and Strategic Planning to 

Advance Best Practices

Employing Best Practices to Support the 

Professional Growth of Teachers

Supporting the Development and Dissemination of 

Research-Based Science Instructional Materials

Developing and Strengthening International Capacity

Managing for Excellence—Administration and 

Finance

NSRC 2006 National Advisory Board

NSRC Staff, Consultants, and Interns
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©2007, National Science Resources Center

“You cannot teach a man anything; you can only help him discover it in himself.” —Galileo Galilei

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©2007, National Science Resources Center

Message from D. Carr Thompson

NSRC Advisory Board Chair

Anumber of reports—Rising Above the Gathering Storm (National Academies), 

Innovation America: Building a Science, Technology, Engineering and 

Math Agenda (National Governors Association), Creating Internationally 

Competitive Schools (Public School Forum of North Carolina), and many others—

acknowledge that America’s future depends on maintaining scientific and technological 

leadership in the global economy. A common theme among these reports is the need to 

improve science and mathematics education in our schools and inspire America’s youth 

to study and enter these fields.

The National Science Resources Center (NSRC) has spent the past 20-plus years 

working in the trenches to bring inquiry-based science learning into classrooms across 

the country and the world and thus engage students in the wonders of science learning. 

There are a number of success stories where science education reform is taking hold in 

schools, particularly in Delaware, North Carolina, Pennsylvania, and Washington State. 

If you read further in this annual report, you will better understand how the NSRC’s 

strategies for systemic reform are impacting change in these states and other countries 

such as Chile and Sweden. It is a labor of love for the NSRC staff, who work diligently 

to make science education reform a reality. Sally Goetz Shuler, the leader of this 

tremendous organization, deserves credit for the foresight, management, and planning 

of these efforts.

As board chair, I am honored to work with the staff and other members of the board 

who too are committed to bringing innovative, inquiry-based science learning into each 

classroom in America. We continue to hear that fewer of our students are pursuing STEM 

careers and that they are performing at levels far below students in other countries. My 

response is that our children deserve the best education that we can offer them. If you 

want to help, join the NSRC as we work to ensure that our students will have the best 

possible science education as they prepare themselves for the global workforce.

D. Carr Thompson

NSRC Advisory Board Chair
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©2007, National Science Resources Center

Message from Sally Goetz Shuler

NSRC Executive Director

The year 2006 brought new opportunities for helping develop a new generation 

of science-literate citizens. The NSRC moved forward on several fronts, as 

detailed in this report.

We worked with three new states—New York, North Carolina, and Pennsylvania—in 

initiating or expanding their reform efforts statewide. Our emphasis in New York is in the 

state’s five largest urban school districts, and we have begun work as well with education 

and community leaders in two other urban districts—New Orleans and Houston.

We also raised the profile of the NSRC significantly within our parent organizations. 

We were asked for the first time to undergo review by the Governing Board of the 

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

Research Council is responsible for associating the broad community of science and 

technology with the Academy’s purposes of further knowledge and advising the federal 

government. This review provided us a unique opportunity for introspection and the 

development of new perspectives on our work. Also during 2006, the members of the 

Smithsonian Science Executive Committee asked me to join that group. This is important 

in that it reflects the growing understanding of the role of science education within the 

Smithsonian. Working with several Smithsonian units during development of our highly 

successful Smithsonian Science Education Academies for teachers also enhanced our 

visibility and reputation within the world’s largest museum complex.

As always, none of these and many other accomplishments would have happened 

without the dedication and hard work of the NSRC staff. Although we are small, we have 

had a major impact on science education—and our greatest opportunities lie ahead of 

us. We thank our parent institutions—the National Academies and the Smithsonian 

Institution—for their continued support, to the members of the NSRC National Advisory 

Board for their ongoing counsel, and to our partners and sponsors for their sustained 

commitment to this important work.

Sally Goetz Shuler

NSRC Executive Director
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NSRC 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.

NSRC Mission—Our Primary Purpose

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

and throughout the world.
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NSRC Theory of Action

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

knowledge of research and best practices that should be used to develop 

a shared vision and an infrastructure for reforming science education 

programs for all students in districts and states.

The design of the theory and the associated work conducted by 

informed leaders to implement it should reflect research in the 

following areas:

■ Development of science concepts

■ Learning and teaching

■ Assessment of learning

■ Evaluation of programs

■ Systems thinking

■ Accountability structures

■ Introduction of interventions and 

the process of change

■ Scaling-up principles

■ Incentives

■ Methods of ensuring 

sustainability

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

© 2003 National Science Resources Center

NSRC Stages of Leadership Development

Successful organizational change for establishing effective K–12 science education programs 

requires leaders to move through a continuum of knowledge from awareness to informed leadership. 

Stage of Reform Goal Proposed Strategies

Awareness Build awareness of research, 

policies, and best practices 

for reforming K–12 science 

education programs.

■ Arrange for presentations at professional meetings of scientists and engineers 

with the aim of engaging them in the educational reform process.

■ Sponsor annual national symposia to help leaders of business, foundations, 

government, media, academia, and K–12 education learn in-depth about 

exemplary district and state efforts for science education reform.

Initiation Develop the initial knowledge and skills for creating 

an effective strategic plan 

for science education reform.

■ Recruit leadership teams for participation in professional development and leadership development experiences such as the NSRC strategic planning institutes.

■ Develop mechanisms for securing financial support for district, state, regional, 

and national team participation in institutes.

Implementation Bring about organizational 

change through implementation of strategic plans.

■ Support full implementation of strategic plans through development of 

academies, networking opportunities, and related events and services.

Informed 

Leadership 

Lead statewide and national 

efforts to bring reform to 

scale.

■ Recruit leaders to serve as faculty for leadership development events such as the 

NSRC strategic planning institutes.

■ Encourage leaders’ active involvement in statewide, regional, and national efforts 

to improve science education.
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The year 2006 saw not only the continuation of existing NSRC programs and services but 

also new initiatives that promise to expand our role in science education in the coming 

years. In 2006, the NSRC’s many accomplishments included the following:

■ Launched new research activities, including a major initiative with Vanderbilt University to 

test the use of models as a way for students to develop conceptual understanding of biology. 

See page 7.

■ Advanced the public understanding of science education by building awareness among 

leaders throughout the public and private sectors in the United States of the need to redesign 

and improve K–16 science programs. 

See page 8.

■ Expanded and sustained science education reform efforts through initiatives for . . . 

 . . . building leadership capacity for science education reform in school districts by guiding 

leadership teams in strategic planning and by enhancing teachers’ leadership skills. 

See page 9.

 . . . engaging urban communities and new states—notably in New York, North Carolina, and 

the storm-ravaged Gulf Coast region—in the implementation of best educational practices. 

See page 10.

 . . . supporting the professional growth of teachers of science, including an expansion of the 

NSRC’s award-winning Smithsonian Science Education Academies for Teachers. 

See page 11.

 . . . extending the NSRC’s model for science education reform into high school through 

partnerships for improving pre-service teacher preparation. 

See page 12.

 . . . making exemplary, research-based 

science education resources available 

for classroom use. 

See page 13.

Looking Back—Highlights from 2006
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The NSRC has developed processes, 

services, and products to help 

districts, states, and regions build 

and sustain effective science programs. These 

efforts require local leadership that will champion systemic change, be committed to a 

long-term process, base their work on research 

and promising practices, and use evidence to 

evaluate the impact of their work.

During 2006, the NSRC continued to base 

its work on research on learning and teaching, expanded its outreach program for building awareness among leaders for a new way 

of learning and teaching science in schools, 

continued developing leadership capacity for 

science education reform in school districts 

and for teacher professional development, 

disseminated exemplary science instructional 

materials, and worked internationally to 

improve the learning and teaching of science in 

all corners of the globe.

Supporting and Disseminating 

Research to Advance Best 

Practices

The basis for all of the NSRC’s work is rigorous 

research on how children learn and on theories 

of organizational change. The NSRC applies 

research and best practices to the development 

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

for systemic science education reform, to its 

award-winning professional development 

offerings, to its exemplary K–8 curriculum. 

The NSRC is committed to developing a 

robust body of literature on the effectiveness of 

research-based science programs and materials, 

and on leadership development. Ongoing 

evaluation of NSRC programs and activities 

complements the research, informs decisions 

by NSRC leadership on the development and 

delivery of activities, and provides data on 

program impact and progress.

Following are brief summaries of two 

research activities supported by the NSRC, and 

plans for expansion of 

this activity.

Surveyed School 

District Curriculum 

Adoption Practices

The NSRC contracted 

with Georgetown 

University to conduct a survey on 

science curriculum 

use among the more 

than 700 U.S. school 

districts that have 

participated in NSRC 

strategic planning 

institutes. The research team found that the 

overwhelming majority of the participating 

school districts adopted and continue to use 

exemplary research-based science instructional 

materials.

Entered into a Research Partnership with 

Vanderbilt University

Vanderbilt University is nationally recognized 

for its research in the learning and teaching of 

science. In 2006, the NSRC entered into a fouryear partnership with Vanderbilt on a study 

that will test the use of models as a way for 

students to develop conceptual understanding 

of biology, using the biology strand of 

the NSRC’s curriculum. The project, 

Scaling Up and Sustaining Effective 

Science Education Programs in 

School Districts and States
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Looking Forward

“Development of Model-Based Reasoning,” is 

funded by the National Science Foundation. 

Researchers will be working with test sites 

in Walla Walla, Washington, and Nashville, 

Tennessee. The NSRC will support this effort 

by providing: 

■ NSRC staff expertise in terms of planning, facilitating, and conducting project 

activities; 

■ NSRC instructional materials and consultation on professional development 

opportunities and student activities; 

■ Professional development for participating 

teachers at the test sites; and 

■ Dissemination of results to the NSRC’s 

broad network of science education 

leaders. 

Looking Forward

In 2007, the NSRC will commission research 

on the implem entation of the statewide 

science education reform effort in North 

Carolina. The study will examine administrator 

and teacher attitudes necessary for successful 

systemic reform. The NSRC will also initiate 

research partnerships with the goal of completing a randomized control study of the efficacy 

of the NSRC’s STC PROGRAMTM materials. In 

addition to expanding its capacity to support 

research, in 2007 the NSRC will strengthen the 

research section of its Web site.

Improving Public Understanding 

of Science Education

A broad 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 and involving them in active 

reform movements that will change the course 

of science education. 

Engaged Key Stakeholders in Science 

Education Reform

During 2006, the NSRC strengthened its series 

of conferences designed to increase awareness of a new paradigm for science education. 

These conferences will foster increased involvement of a broad spectrum of leaders in science 

education programs at the local, statewide, 

regional, and national levels. Conducted under 

the theme “Changing the Course of Science 

Education,” these conferences will engage leaders from business, foundations, government, 

higher education, and K–12 education. The 

NSRC is committed to holding, at a minimum, 

two such conferences annually. 

The first conference in this series, “Changing the Course of Science Education: 2006 

Symposium for Key Stakeholders in America’s 

Future,” attracted more than 100 leaders to 

Washington, D.C., in October 2006. 

Expanded the Reach of the NSRC Web Site

The NSRC Web site, www.nsrconline.org, is 

maintained by the NSRC’s Communications 

and Publications Division. The site highlights 

research and science education resources for 

a wide audience, including school districts, 

teachers, students, parents, corporations, and 

foundations. It provides details on the impact 

of the NSRC’s work; links to the National 

Academies Web site, including specific research 

studies related to science learning and teaching; and links to the Smithsonian Institution 

and other museums, science centers, and other 

resources.

During 2006, the NSRC’s Web site received 

almost 650,000 site visits, more than double 

the number from the previous year. About 

23 percent of the visits were international, 

more from China than any other nation. The 

pages most visited beyond the site’s home 

page were for information on curriculum and 

professional development.
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©2007, National Science Resources Center

Told the NSRC’s Story by Exhibiting at 

Conferences

The NSRC’s Communications and Publications Division took the lead again in 2006 in 

exhibiting at major national and regional events. 

Between the NSRC booth at the April 2006 

National Science Teachers Association National 

Conference on Science Education in Anaheim, 

California, and its exhibit at the October 2006 

Smithsonian Teacher’s Night in Washington, 

D.C., the NSRC provided information and 

materials to more than 1,000 teachers and school 

administrators. Many of these visitors have 

remained in contact with the NSRC, and several 

have begun to work with the NSRC as a result of 

the contact.

Looking Forward

During 2007, the NSRC plans to establish a 

new center of excellence dedicated to improving public understanding of science education. 

As part of this initiative, the NSRC is planning 

to hold two or more national “Changing the 

Course of Science Education” conferences during 2007. One of these will be a special conference in the Gulf Coast with major support from 

the Shell Exploration & Production Company. 

The NSRC, Shell, and other partners are planning a major initiative to engage science-based 

organizations in rebuilding science education 

programs in the Gulf Coast region following the 

devastating storms of 2005. A broad coalition 

of corporations and organizations is expected 

to support the initiative. In addition, the Public Understanding Committee of the NSRC 

National Advisory Board has taken an active role 

in an initiative to engage leaders in professional 

organizations and business in science education 

reform efforts. 

Using Systems Thinking and 

Strategic Planning to Advance 

Best Practices

The NSRC works with school district leaders 

to help them develop the expertise and support needed to develop five-year strategic 

plans for establishing comprehensive and 

challenging K–12 science programs for all 

students. The NSRC then provides follow-up 

technical assistance in partnership with government, industry, the education community, 

and parents to help school districts establish, sustain, and continuously improve the 

infrastructure needed to support high-quality 

instruction for all students.

Guided School Districts in Strategic 

Planning for Science Education Reform

The NSRC conducted three national strategic 

planning institutes between late 2005 and 

the end of 2006. These institutes, the NSRC’s 

signature events for initiating science education reform programs, guide school district 

leadership teams through the process of 

developing tailored strategic plans for 

initiating research-based science programs. 

Two institutes aimed at middle schools 

were conducted. Ten leadership teams from 

five states and Trinidad and Tobago participated in an institute in St. Louis, Missouri, 

in December 2005, and 11 teams from 

nine states participated in an institute in 

Birmingham, Alabama, in December 2006.

In addition, the National LASER 

K–8 Science Education Strategic Planning 

Institute, held in Arlington, Virginia, in July 

2006, hosted 11 U.S. teams plus international 

teams from Indonesia, Thailand, and the 

United Kingdom. Total enrollment in the 

U.S. school districts and independent schools 

that attended the institute is approximately 

275,000 students.
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Established New Partnerships for 

Reform

New York. In September 2006, the 

NSRC began an 18-month agreement with the New York State 

Education Department to provide consultation services to the 

school districts of the five largest 

school districts in the state (New 

York City, Buffalo, Rochester, 

Syracuse, and Yonkers). The NSRC 

is assisting these school districts 

in all aspects of science education 

reform.

North Carolina. The NSRC 

entered into an agreement with the Burroughs 

Wellcome Fund and the North Carolina 

Science, Mathematics, and Technology Education Center to provide, over the next ten years, 

planning and follow-up assistance to all North 

Carolina school districts. This initiative was 

made possible through a generous $1 million 

gift from the Burroughs Wellcome Fund.

New Orleans and Houston. Supported by 

the Shell Exploration & Production Company, 

the NSRC initiated partnerships to strengthen 

the science education programs of public 

schools in New Orleans and Houston. These 

efforts build on the long-standing commitment 

of Shell to its communities, and to the rebuilding of the Gulf Coast after Hurricanes Katrina 

and Rita.

Pennsylvania. With assistance from the 

NSRC, Pittsburgh-based ASSET Inc., a longtime partner with the NSRC, conducted two 

strategic planning institutes for Pennsylvania 

school districts—in Pittsburgh in August 

for the western part of the state, and in King 

of Prussia in October for the eastern part. 

These institutes are part of a statewide reform 

strategic plan, supported by the governor, 

to reach every school district in the state has 

participated.

Initiation and Implementation of Science Education Reform

Initiation of Reform Implementation of Reform 

and Building Learning Networks

NATIONAL

December 2005

National LASER Middle School 

Science Education Planning Symposium

St. Louis, MO

July 2006

National LASER K–8 Science Education 

Strategic Planning Institute

Arlington, VA

October 2006

Changing the Course of Science Education: 

A Symposium on Science Education for 

Key Stakeholders in America’s Future

Washington, DC

December 2006

National LASER Middle School 

Science Education Planning Symposium

Birmingham, AL

REGIONAL

June 2006

Washington State LASER K–8 Science 

Education Strategic Planning Institute

Everett, WA

August 2006

Pennsylvania LASER K–8 Science Education 

Strategic Planning Institute

Pittsburgh, PA

October 2006

Pennsylvania LASER K–8 Science Education 

Strategic Planning Institute

King of Prussia, PA

October 2006

New York State LASER PreK–12 

Science Education 

Building Awareness Leadership Conference

Albany, NY

NATIONAL

April 2006

NSRC Leadership Working Symposium

Anaheim, CA

April 2006

NSRC/NSTA Professional Development 

Institute: Developing Leadership Capacity 

to Sustain Change

Anaheim, CA

April 2006

NSRC/Merck Institute for Science Education 

Annual Showcase of New

Science Education Resources

Anaheim, CA
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Enhanced Teachers’ Leadership Skills

The NSRC was invited to present a professional 

development institute during the National 

Science Teachers Association National 

Conference on Science Education in Anaheim, 

California, in April 2006. The NSRC program 

focused on developing leadership capacity 

to sustain change. During the institute, participants looked closely at the competencies 

needed for leadership in championing a transition to an inquiry science program and learned 

how to create an environment for implementing, nurturing, and sustaining change. Approximately 40 science teachers and administrations 

from throughout the United States attended 

the program.

Looking Forward

During 2007, the NSRC will continue statewide 

and regional reform programs in New York 

State, Pennsylvania, North Carolina, and the 

Gulf Coast. In addition, the NSRC will offer 

strategic planning to individual school districts 

from across the country and around the world 

at its annual National K–8 Strategic Planning 

Institute.

Employing Best Practices to 

Support the Professional Growth 

of Teachers

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.

Conducted Two Summer Academies for 

Science Teachers

In July 2006, the NSRC’s Professional Development Center conducted two Smithsonian 

Science Education Academies for Teachers—

a physical science 

academy, Energy 

and Motion, and a 

life science academy, 

Biodiversity. The 

academies guided 

teachers through 

focused investigations reinforced with 

behind-the-scenes 

visits with curators 

and research scientists 

from the Smithsonian 

and other local science organizations. Each 

of the 63 teachers who attended developed a 

greater appreciation for the science education 

resources of the Smithsonian and will affect 

the learning of an estimated 125 students per 

teacher every year.

The Smithsonian Women’s Committee 

awarded the 2006 Smithsonian Education 

Innovation Award to the Professional Development Center in recognition of the creativity, excellence, and commitment to serving 

the nation through this unique professional 

development program.
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Continued Support for UniversityBased Professional Development 

Opportunities

Centers for Science 

Teaching and Learning. 

The NSRC continued its 

support for two university Centers for Science 

Teaching and Learning, 

at Rider and Montclair State Universities in 

New Jersey. Both centers 

are funded by Bristol-Myers 

Squibb. One highlight of this work, 

in March 2006 at Rider University, was an 

NSRC-conducted seminar on building awareness of inquiry science. This event attracted 

38 teachers and school administrators, who 

left the training with improved knowledge of 

science, enhanced teaching skills, and a deeper 

understanding of inquiry science education 

programs. Through improved teacher classroom performance, this workshop alone affects 

90 children per teacher annually.

New University Partnership for High 

School Science. In 2006, the NSRC’s Professional Development Center entered into a 

partnership with the American Society of 

Human Genetics and the National Association of Biology Teachers on an initiative to 

strengthen the capacity of university faculty to 

participate in K–12 education. Through professional development products and services, the 

Center will help create a sustainable infrastructure for supporting exemplary high school 

genetics education. This work, which will begin 

in 2007, is made possible through a grant from 

the National Science Foundation.

Looking Forward

The NSRC will double the number of its 

award-winning summer science academies 

for teachers in 2007. In collaboration with 

other Smithsonian units, it will add Ecological 

Field Studies and Electricity and Magnetism

academies to its program mix. In addition, the 

NSRC’s Professional Development Center will 

continue or initiate educational projects with 

the Smithsonian’s National Museum of Natural 

History, Smithsonian National Zoological Park, 

and the Smithsonian Associates.
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2006

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©2007, National Science Resources Center

Supporting the Development and 

Dissemination of Research-Based 

Science Instructional Materials

Research-based science instructional materials 

(see R&D Process chart at right) are the 

foundation of effective science programs. The 

NSRC spent 18 years developing and updating 

a comprehensive science program for children 

in kindergarten through grade nine (the 

STC PROGRAMTM). Additionally, the NSRC 

disseminates other exemplary science curricula 

that meet the highest standards of research and 

development. 

Developed Web-Based Supplemental 

Materials for Students

The NSRC completed trials for its new Internet-based reading complement to its middle 

school curriculum module Properties of Matter.

The trials, conducted in two public school 

districts in Oklahoma, indicated that students 

who had access to the Web-based resources 

outperformed those who did not on several 

standardized tests. The study suggests that linking student class activities directly to interactive 

reading may engage students successfully in 

meaningful and purposeful reading.

The goal of this new product—the Electronic Literacy Supplement—is to enhance 

student learning and interest in science by 

providing online reading selections and links 

to Web-based resources from the Smithsonian 

and other sources, all the while promoting 

science literacy and presenting practical, realworld application of science concepts. These 

materials will provide home access for students 

to reading materials, and will accommodate 

different learning styles, including Englishlanguage learners. This project was developed 

under a Smithsonian Innovation grant.

Disseminated Research-Based 

Instructional Materials

STC PROGRAM Courses. Of the 22 states 

that have statewide textbook adoption requirements, 14 states now include STC PROGRAM 

materials in their list 

of approved curricula. 

Three states—Alabama, 

Oklahoma, and West 

Virginia—added STC 

to their approved list 

in 2006. The NSRC’s 

publisher, Carolina 

Biological Supply 

Company, reports that 

between October 1, 

2005, and December 31, 

2006, the courses most 

purchased for use in 

elementary classrooms 

were the fourth-grade 

physical science unit 

Motion and Design and 

the second-grade life 

science unit The Life 

Cycle of Butterflies. At 

the secondary level, 

the life science module Organisms—From 

Macro to Micro and the 

earth science module 

Catastrophic Events were 

the most purchased. 

The STC PROGRAM 

Research and Development 

Process

Research and Development

Preparation of 

Trial Teaching Materials

Trial Teaching

Analysis of Results

Revisions and Preparation of 

Field-Testing Materials

National 

Field Testing

Revision of Field-Test Materials

Final Technical Review and 

Summative Evaluation

Publication

Ongoing 

Evaluation
1414 2006 Annual Report 2006 Annual Report

©2007, National Science Resources Center

Other ResearchBased Curricula.

Under its original 

grant from the 

National Science 

Foundation (NSF), 

the NSRC’s LASER 

Center partnered 

with other NSFfunded projects 

and curriculum 

developers to 

disseminate 

curriculum that 

exemplified best 

practices of learning 

and teaching. 

Although the LASER 

Center is no longer 

supported by the NSF, 

the NSRC ensures 

that all materials it 

showcases (see chart 

at left) meet the 

following criteria. 

■ Does the material 

address the 

important goals 

of elementary 

science teaching 

and learning?

■ Does the material 

focus on inquiry 

and activity as the 

basis of learning 

experiences?

■ Are the modes of 

instruction developmentally appropriate?

■ Is the science content accurate and current, 

and does it lead to an understanding of 

basic principles?

■ Is the material interestingly presented, and 

does it facilitate understanding?

■ Is the material well organized, and is it easy 

and safe for both teacher and students to 

use?

■ Is the material free of cultural, racial, 

ethnic, gender, and age bias?

Disseminated Children’s Books. By the 

end of 2006, the NSRC had reprinted ten of 

the 12 titles in its grade four through six STC 

BOOKS series. The series, originally released in 

2004, complements the NSRC’s upper elementary science curriculum and provides a strong 

literacy component to the NSRC’s curriculum 

portfolio. The series is unique in that many 

of the articles in each book feature Smithsonian scientists, research, and collections. Use 

of these books in the classroom links science 

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

language arts. An additional four titles targeted 

to third graders are expected to be available for 

classroom use during 2007. 

Looking Forward

Prior to developing additional children’s books, 

the NSRC conducted a study with teachers and 

students in lower elementary school to determine their needs and interests. The new books, 

like the existing books for grades four through 

six, will highlight the collections, scientists, 

and research of the Smithsonian Institution. 

Look also for the NSRC to move forward with 

preparation of science instructional materials 

for high schools.

NSRC-Supported Curriculum 

Programs That Meet the 

NSRC’s Criteria

Biological Sciences 

Curriculum Study of 

Colorado Springs, 

Colorado, publishes 

the K–16 BSCS science 

curricula.

Lawrence Hall of Science 

at the University of 

California, Berkeley, 

publishes the K–12 

Full Option Science 

System (FOSS) and the 

K–6 Science Education 

for Public Understanding 

Project (SEPUP).

Carolina Biological Supply 

Company, Burlington, 

North Carolina, publishes 

the K–6 Science and 

Technology for Children 

(STC®) and the 6–8 

Science and Technology 

Concepts for Middle 

Schools (STC/MSTM) 

curricula. 
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©2007, National Science Resources Center

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 

consortium of 95 national science academies. 

Its core function is to build the capabilities of 

science academies in all countries, especially 

in the developing world. 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; and

■ Identify strategies for international 

cooperation in this endeavor.

Science education is an important issue 

that transcends national boundaries. Because 

science underpins much economic prosperity 

globally, it is in our national interest to engage 

with other countries in creating a shared 

knowledge base that will lead to economic 

prosperity and increased innovation for all. 

Thomas Jefferson once said, “Freedom is the 

first-born daughter of science;” by promoting 

better science education, we are building a 

foundation for freedom everywhere.

During this past year, the NSRC played 

a leadership role in improving K–16 science 

education throughout the world in three ways.

Improved Public Understanding of Science 

Education in Other Countries

The NSRC’s Executive Director, Sally Goetz 

Shuler, addressed more than 500 leaders on 

the role of women in science education and 

on human rights at the Third Science and 

Technology in Society Forum, held in Kyoto, 

Japan, during September 2006. She emphasized 

the importance of making science education 

accessible to all students, regardless of gender, to strengthen democracy and national 

economic well-being. 

Developed Leadership Capacity for Science 

Education Reform Abroad

Europe. The NSRC helped plan and participated in the Second European Conference on 

Primary Science and Technology Education, 

“Science is Primary II.” This conference, held 

at the Royal Swedish Academy of Sciences in 

Stockholm in September 2006, built upon a 

similar conference held in October 2005, also 

in Stockholm. At the 2006 conference, the 

NSRC’s Executive Director made a presentation on lessons learned from two decades of 

systemic science education reform.

Central America. This past year, the NSRC 

conducted a K–8 Science Education Strategic 

Planning Institute in Hidalgo, Mexico, for 

teams representing 11 Mexican states. The 

institute was conducted in partnership with the 

U.S.-Mexico Foundation for Science. 

Africa. Plans are underway to work with 

the IAP to hold a leadership development 
1616 2006 Annual Report 2006 Annual Report

©2007, National Science Resources Center

conference in Nairobi, Kenya, for teacher 

leaders from ten African countries in April 

2007. 

Middle East. The NSRC is working with 

the Qatar Institute and the Qatar Foundation 

on the possibility of conducting an NSRC K–8 

Science Education Strategic Planning Institute 

in the summer of 2007.

Australia. During the summer of 2007, 

the NSRC will begin working with leaders 

from Queensland, Australia, to help 

them advance science education. Richard 

Johns, Associate Professor of Analytical 

and Environmental Chemistry at Griffith 

University, Queensland, will join the NSRC 

staff as a Smithsonian/Queensland fellow for 

six months.

Strengthened Other Countries’ Evaluation 

Capabilities

The NSRC’s participation in the 2005 International Conference on the Evaluation of 

Inquiry-Based Science Education Programmes 

in Stockholm, Sweden, helped lay the groundwork for further work with the IAP by the 

National Research Council’s Board on Science 

Education (BOSE). BOSE prepared an evaluation framework for use in countries committed 

to science education and present its final document at an international meeting held in Santiago, Chile, during which the NSRC presented 

its perspectives and recommendations. 

Looking Forward

In April 2007, Ms. Shuler will address the 

U.S.–Mexico Foundation for Science Board of 

Governors on the importance of investing in 

science education at their meeting in Washington, D.C. The NSRC is also working with the 

U.S.–Mexico Foundation for Science to plan 

the fourth biennial international conference 

on science education—“Science and WellBeing . . . From Amazement to Citizenship”—

in Monterrey, Mexico, to be held in November 

2007.
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©2007, National Science Resources Center

Transparent management and a stable 

funding base for NSRC programs 

and operations will help the organization maintain and expand its portfolio of 

products and services for science education. 

Gifts, grants, fee-for-service revenues, curriculum royalties, publication sales, and contributions from the National Academies and the 

Smithsonian—and the NSRC’s commitment 

to careful stewardship of all its resources—will 

allow the organization to grow during the years 

to come.

Management Initiatives

Reported to National Research Council 

Governing Board. In February 2006, the NSRC 

made its first report to the National Research 

Council Governing Board on past activities and 

future plans. The report provided an opportunity not only to inform the Board about the 

NSRC’s work but also to receive feedback and 

direction that will improve the NSRC’s management and focus its strategic planning. The 

NSRC looks forward to its next opportunity to 

report to the board.

Invited to Join Smithsonian Science 

Executive Committee. Recognizing the 

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

Institution, the heads of the Smithsonian 

science units—museums and research facilities—asked the NSRC Executive Director, Sally 

Goetz Shuler, to join the Institution’s Science 

Executive Committee. The invitation gives 

the NSRC a place at the table during paninstitutional science discussions.

Expanded Intern Program. During fiscal 

year 2006, the NSRC employed 13 high school, 

undergraduate, and graduate students in 

internship positions throughout the staff—

more than ever before. The students received 

mentoring from the NSRC’s professional staff 

and contributed significantly to achievement 

of NSRC goals. The names of these interns are 

included in the staff list on page 24.

NSRC Quasi-Endowments

The NSRC made substantial progress in 

building a funding base for core operations 

and development activities through the 

existing quasi-endowment at the National 

Academies and the addition of a new quasiendowment at the Smithsonian. In early 2006, 

the NSRC deposited $56,500 in the newly created Smithsonian account while the National 

Academies account grew to more than $6.2 

million. The NSRC is on pace to reach its goal 

of surpassing $10 million in these funds by 

2011.

During fiscal year 2007, the NSRC plans 

to open a third quasi-endowment with its 

$1 million grant from the Burroughs Wellcome Fund and a matching $1 million transfer 

from the quasi-endowment at the National 

Academies. Earnings from this new account 

will not only support K–12 program activities in North Carolina public schools over a 

ten-year span but also build a program reserve 

fund. 

Projections in the tables on the next page 

are based on an annual return of eight percent 

on investment.

Managing for Excellence—

Administration and Finance
1818 2006 Annual Report 2006 Annual Report

©2007, National Science Resources Center

National Academies Quasi-Endowment

Year Deposits Interest Earned Withdrawals Ending Balance

Actual

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

2005 584,106 444,294 0 4,807,481

2006 500,000 929,762 0 6,237,243

Projections

2007 507,130 459,550 1,000,000 6,203.923

2008 500,000 536,314 0 7,817,262

2009 500,000 619,219 0 8,982,643

2010 500,000 708,756 0 10,241,255

2011 500,000 766,837 478,411 11,600,555

Smithsonian Institution Quasi-Endowment

Year Deposits Interest Earned Ending Balance

Actual 2006 $56,500 $4,509 $61,009 Projections

2007 150,000 10,550 221,560

2008 300,000 26,078 547,638

2009 600,000 57,382 1,205,020

2010 1,000,000 110,251 2,315,271

2011 1,000,000 165,764 3,481,034

Smithsonian Institution Quasi-Endowment, 

North Carolina Public Schools K–12 Science Education Initiative

Year Deposits Interest Earned Withdrawals Ending Balance

Projections

2007* 2,000,000 $80,000 $0 $2,080,000

2008 166,400 0 2,246,400

2009 179,712 100,000 2,326,112

2010 186,089 100,000 2,412,201

2011 192,976 100,000 2,505,177

2012 200,414 100,000 2,605,591

2013 208,447 100,000 2,714,038

2014 217,123 100,000 2,831,162

2015 226,493 100,000 2,957,655

2016 236,612 100,000 3,094,267

*Account is expected to be established midway through the fiscal year. 

Therefore, earnings will be less than the normal 8% projection.
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©2007, National Science Resources Center

Fiscal Year 2006 Operations

The NSRC received $3.9 million for FY 2006 

from the Smithsonian and the National Academies; the National Science Foundation; private 

foundations, corporations, and individuals; 

fees from school districts; royalties from the 

sale of its curriculum materials; and revenues 

from the sale of its children’s books. See the 

table on pages 21 and 22 for details.

Operations

The NSRC received slightly more than 

$2.5 million to support operations during 

FY 2006, including $557,000 in deposits to the 

NSRC quasi-endowments and $1,067,000 for 

administrative oversight and financial operations. The Communications and Publications 

Division received $161,000 from the federal 

budget and Smithsonian Trust funds plus 

$575,000 from the sale of publications. The 

Development Division used $146,000 from 

the royalty fund at the National Academies to 

support staff salaries and related expenses.

NSRC Centers of Excellence

The LASER Center received $814,000 in 

gifts, grants, and registration fees in FY 2006. 

Gifts from corporations and foundations 

included $500,000 from the Shell Exploration 

& Production Company for use in FY 2006 

and FY 2007, $75,000 from Bristol-Myers 

Squibb, and $25,000 from the Merck Institute 

for Science Education. The LASER Center 

was awarded $10,000 from the Education 

Development Center (EDC) for their part of 

an NSF-funded program to explore lessons 

learned from NSF’s former Implementation and Dissemination Centers. The LASER 

Center also received a $70,000 grant from 

ASSET Inc. for strategic planning services, of 

which $11,666 was received during FY 2006. 

Finally, the LASER Center completed negotiations on an 18-month, $606,000 contract with 

the New York State Education Department, 

which will begin in FY 2007. The Center will 

receive a $1 million grant from the Burroughs 

Wellcome Fund during FY 2007 to support 

program activities in North Carolina public 

schools.

The Professional Development Center

received $275,000 in gifts, grants, and registration fees. Gifts from corporations and 

foundations included $75,000 from the Lucent 

Technologies Foundation, $75,000 from Bristol-Myers Squibb, and $5,000 from the DC 

Youth Investment Trust Corporation. The Professional Development Center received $7,500 

from the Smithsonian Institution as a recipient 

of the Institution’s 2006 Education Innovation 

Award competition. The Center also received 

notice of a $222,593 award from the National 

Science Foundation for a three-year collaborative project with the American Society of 

Human Geneticists (ASHG) and the National 

Association of Biology Teachers (NABT). This 

project, “Geneticist-Educator Network of Alliances” (GENA), will begin in FY 2007.

The Curriculum Development Center

withdrew $211,000 from the NSRC royalty 

fund at the National Academies to support the 

STC BOOKS development project and revisions to the STC/MS curriculum. 

The NSRC received $23,621 from Vanderbilt University as part of its NSF-funded 

“Development of Model-Based Reasoning” 

initiative, the first installment of an anticipated 

total of $153,000 for this four-year project. The 

NSRC also received $5,500 of support from 

individuals.

Looking Forward

In 2007, the NSRC will seek to fill three critical 

positions: Deputy Director, Assistant Director 

for Administration and Finance, and Director 

of Development. Filling these three positions 

will streamline the NSRC’s management and 

improve the organization’s financial stability. 

The NSRC plans to continue building its quasiendowment fund to provide future support for 

core operations.
2020 2006 Annual Report 2006 Annual Report

©2007, National Science Resources Center

A B

C

D

E

F

G

H

Funding

006

B

D

A

C

E

F

G

H

Sources of Funding

Projected, FY 2007

A–H in same order,

Clockwise starting at 12 o’clock

A

B

C

D

E

G F

H

of Resources

006 Allocation of Resources

Projected, FY 2007

A

B

C

D

E

A B

C

D

E

F

G

H

unding

006

B

D

A

C

E

F

G

H

Sources of Funding

Projected, FY 2007

A–H in same order,

Clockwise starting at 12 o’clock

A

B

C

D

E

G F

H

f Resources

006 Allocation of Resources

Projected, FY 2007

A

B

C

D

E

Sources of Funding

Actual, FY 2006 Projected, FY 2007

$552,000 . . . . . . . .14% 460,000 . . . . . . . . .8% . . . . . . . . . . A. Smithsonian General Trust

78,000 . . . . . . . . .2% 0 . . . . . . . . .0% . . . . . . . . . . B. Smithsonian Federal

87,000 . . . . . . . . .2% 66,000 . . . . . . . . .1% . . . . . . . . . . C. Smithsonian Indirect

80,000 . . . . . . . . .2% 0 . . . . . . . . .0% . . . . . . . . . . D. National Academies Indirect

1,016,000 . . . . . . . .26% 2,510,000 . . . . . . . .43% . . . . . . . . . . E. Gifts and Grants

194,000 . . . . . . . . .5% 212,000 . . . . . . . . .4% . . . . . . . . . . F. Event Fees

1,388,000 . . . . . . . .35% 1,841,000 . . . . . . . .31% . . . . . . . . . . G. Royalties

575,000 . . . . . . . .14% 775,000 . . . . . . . .13% . . . . . . . . . . H. Sale of Publications

$3,970,000 . . . . . . .100% $5,864,000 . . . . . . .100% . . . . . . . . . . TOTAL

Actual, FY 2006 Projected, FY 2007

$1,067,000 . . . . . . . .27% 1,029,000 . . . . . . . .18% . . . . . . . . . . A. Administrative Oversight and Financial

 Operations

557,000 . . . . . . . .14% 1,574,000 . . . . . . . .27% . . . . . . . . . . B. Savings Deposit

736,000 . . . . . . . .18% 889,000 . . . . . . . .15% . . . . . . . . . . C. Communications and Publications

146,000 . . . . . . . . .4% 219,000 . . . . . . . . .4% . . . . . . . . . . D. Development

1,464,000 . . . . . . . .37% 2,153,000 . . . . . . . .37% . . . . . . . . . . E. Programs

$3,970,000 . . . . . . .100% $5,864,000 . . . . . . .100% . . . . . . . . . . TOTAL

Allocation of Resources
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NSRC Operations and Programs

NSRC Savings: Endowment Deposits FY02

(Actual)

FY03

(Actual)

FY04

(Actual)

FY05

(Actual)

FY06

(Actual)

FY07

(Projected)

Smithsonian Institution

Deposits for Smithsonian Institution Endowment N/A N/A N/A N/A 57 67

Deposits for Burroughs Wellcome Fund Endowment N/A N/A N/A N/A N/A 1,000

National Academies

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

Subtotal $0 $0 $3,395 $584 $557 $1,574

Administrative Oversight & Financial Operations

Smithsonian Institution

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

General Trust (2) 287 279 292 305 469 371

Indirect Cost Budget 403 410 466 66 87 66

National Academies

Indirect 77 81 80 80 80 N/A

Royalty Fund 120 20 68 330 431 592

Subtotal $887 $790 $906 $927 $1,067 $1,029

Communications & Publications Division

Smithsonian Institution

Federal 161 167 171 141 78 N/A

General Trust N/A N/A N/A N/A 83 89

Indirect 63 59 N/A N/A N/A N/A

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

National Academies

Royalty Fund 43 162 342 296 N/A N/A

Sale of Publications N/A N/A N/A N/A 575 775

Science and Technology for Children® Curriculum Revisions

National Academies

Royalty Fund N/A 193 110 N/A N/A 25

Science and Technology Concepts For Middle SchoolsTM Curriculum Development Project

Smithsonian Institution

Federal & State Grants 187 N/A N/A N/A N/A N/A

Science and Technology For Children BOOKSTM Development Project

Smithsonian Institution

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

National Academies

Kellogg Grant N/A N/A N/A N/A N/A N/A

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

Subtotal $454 $1,081 $623 $437 $736 $889

Development Division

National Academies

Royalty Fund N/A 99 105 110 146 219

Subtotal $0 $99 $105 $110 $146 $219

Total Support 1,341 1,970 5,029 2,058 2,506 3,711

All amounts in $000s
2222 2006 Annual Report 2006 Annual Report

©2007, National Science Resources Center

NSRC Center for Building Awareness FY02

(Actual)

FY03

(Actual)

FY04

(Actual)

FY05

(Actual)

FY06

(Actual)

FY07

(Projected)

Smithsonian Institution

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

Gifts & Non-Federal & State Grants N/A N/A N/A N/A N/A 200

Subtotal $0 $0 $0 $0 $0 $200

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

Smithsonian Institution

Federal & State Grants 1,318 628 774 526 568 474

Gifts & Non-Federal & State Grants 615 647 331 270 144 515

Event Fees(1) 293 145 61 85 102 117

National Academies

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

Royalty Fund 177 N/A N/A N/A N/A 100

Subtotal $2,403 $1,420 $1,166 $881 $814 $1,206

NSRC Curriculum Development Center

Science and Technology for Children® Curriculum Revisions

National Academies

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

Science and Technology for Children BOOKSTM Development Project

Smithsonian Institution

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

National Academies

Kellogg Grant N/A N/A N/A 50 N/A N/A

Royalty Fund N/A N/A 360 65 111 148

Science and Technology Concepts for Middle SchoolsTM Curriculum Development Project

Smithsonian Institution

Federal & State Grants 133 N/A N/A N/A N/A N/A

Gifts & Non-Federal & State Grants 295 N/A N/A N/A N/A N/A

Science and Technology Concepts for Middle SchoolsTM Curriculum Revisions Project

National Academies 

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

Subtotal $428 $376 $589 $115 $211 $248

NSRC Professional Development Center

Smithsonian Institution 

Federal & State Grants N/A N/A N/A N/A 14 97

Gifts & Non-Federal & State Grants N/A 25 80 224 169 133

Event Fees N/A 5 45 78 92 95

National Academies

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

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

Subtotal $0 $479 $325 $402 $275 $425

NSRC International Division 

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

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

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

NSRC Center for Research & Evaluation

National Academies

Federal & State Grants N/A N/A N/A N/A N/A 24

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

Subtotal $0 $- $- $- $100 $74

Total Program Support 2,831 2,275 2,080 1,418 1,464 2,153

Overall Total 4,172 4,245 7,109 3,476 3,970 5,864

All amounts in $000s
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©2007, National Science Resources Center

An asterisk (*) next to a board 

member’s name indicates 

that his or her term on the 

board ended during the 

period October 2005 through 

December 2006. 

CHAIR

D. Carr Thompson

Senior Program and 

Communications 

Officer

Burroughs Wellcome 

Fund

Research Triangle Park, 

North Carolina

MEMBERS

Charles R. Alcock

Director, HarvardSmithsonian Center 

for Astrophysics

Cambridge, 

Massachusetts

Jorge E. Allende

Professor, Institute for 

Biomedical Research

Faculty of Medicine, 

University of Chile

Santiago, Chile

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

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, PreCollege Science 

Education Initiatives

Howard Hughes Medical 

Institute

Chevy Chase, Maryland

Guillermo Fernández 

de la Garza*

Executive Director

U.S.-Mexico Foundation 

for Science

Colonia 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

Director for Research and 

Development

Council for Aid to 

Education

Santa Monica, California

Mary Langlais

Former Senior Executive 

Officer for Science

Office of the Under 

Secretary for Science

Smithsonian Institution

Washington, D.C.

Richard Lehrer

Professor of Science 

Education

Vanderbilt University

Nashville, Tennessee

Elizabeth Lodal

Virginia Commissioner

The Education Commission 

of the States

McLean, Virginia

Kenneth B. Miller

Alumni Co-Chair, 

Education Committee

Smithsonian Institution 

National Board

New York, New York

C. Ford Morishita

Biology Teacher

Clackamas High School

Clackamas, Oregon

Judith Ramaley

President and Professor 

of Biology 

Winona State University 

Winona, Minnesota

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

Leopoldo Rodriguez

Chairman of the Board

U.S.-Mexico Foundation 

for Science

Colonia del Valle, Mexico

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

Senior Vice President

Human Resources and 

Administration

The Boeing Company

Chicago, Illinois

John D. Tully

Director of Michelin 

Development

Uniroyal Goodrich Tire 

Manufacturing

Kitchener, Ontario, 

Canada

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

Public Understanding 

of Science Education 

Committee

Business Development 

Committee

Research and 

Evaluation Committee

Strategic Partnerships 

Committee

National Science Resources Center

2006 National Advisory Board
2424 2006 Annual Report 2006 Annual Report

©2007, National Science Resources Center

EXECUTIVE OFFICE

Sally Goetz Shuler

Executive Director

Bernadette Pryde 

Hackley

Administrative Assistant

Yordanka Stefanova

Executive Assistant

Apri Agyapong

Intern

DEVELOPMENT

Stacy Armstrong

Development Associate

Smith Holt

Senior Scientist 

(Consultant)

Michael Worth

Principal, Michael J. 

Worth & Associates 

(Consultant)

John Wright

Senior Scientist 

(Consultant)

FINANCE AND 

ADMINISTRATION

Mary Ann Foley

Director, Finance and 

Administration

Kimberly C. Wayman

Financial, Budget, and 

Administrative 

Specialist

COMMUNICATIONS 

AND PUBLICATIONS

Barbara Thomas

Director, Communications 

and Publications

Jim Benson

Editor/Writer

Heidi Kupke

Graphic Designer

Steven Madewell

Management Support 

Specialist

Susan Tannahill

Webmaster and Database 

Specialist

Jane Martin

Photo Editor (Consultant)

Gail Peck

Graphic Designer 

(Consultant)

Aivi Nguyen

Intern

INTERNATIONAL 

DIVISION

Smith Holt

Senior Scientist

CURRICULUM 

DEVELOPMENT 

CENTER

Claudia Campbell

Senior Research Associate

Ian MacGregor

Senior Scientist 

(Consultant)

Annemarie S. Palincsar

Reading Specialist 

(Consultant)

Caitlin Kauffman

Researcher (Consultant)

Kenna Shaw

Researcher (Consultant)

Lynda DeWitt

Children’s Science Writer 

(Consultant)

Toni Eugene

Children’s Science Writer 

(Consultant)

Linda Harteker

Children’s Science Writer 

(Consultant)

Audrey Huang

Children’s Science Writer 

(Consultant)

Terry Jennings

Children’s Science Writer 

(Consultant)

Diane Cheng

Intern

Chris Chow

Intern

LEADERSHIP AND 

ASSISTANCE FOR 

SCIENCE EDUCATION 

REFORM (LASER) 

CENTER

Judi Backman

Director

Andres de la Roche

Program Coordinator, 

Strategic Planning 

Division

Mary Raucci

Program Associate

Priscilla Taylor

Program Specialist/

Resources Coordinator

Arlene Elrod

Senior Program Officer 

(Consultant)

Fred A. Volk

Adjunct Professor, 

Georgetown 

University (Consultant)

John Wright

Senior Scientist 

(Consultant)

Lila Elliott

Intern

Vijay Mehar

Intern

Edward Nieh

Intern

Rishi Gharpuray

Intern

Michael Yuan

Intern

PROFESSIONAL 

DEVELOPMENT 

CENTER

David Marsland

Co-Director

Henry Milne

Co-Director

Patrice Payne

Management Support 

Specialist

Steven Madewell

Management Support 

Specialist

Smith Holt

Program Consultant, 

Physical Sciences

Carol O’Donnell

Program Consultant, 

Earth and Space 

Sciences

Angie Ruzicka

Program Consultant, Life 

Sciences

Kenna Shaw

Fellow

Dane Toler

Program Consultant, 

Physical Sciences

Noam Fine

Intern

Deborah Hutchings

Intern

National Science Resources Center

Staff, Consultants, and Interns

NSRC CORE OPERATIONS NSRC CENTERS OF EXCELLENCE
The challenge of redesigning and improving science education programs for all children requires dedicated 

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

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

and substantially to the NSRC’s efforts.

Sponsors

The following organizations and individuals have 

contributed financial and in-kind support for NSRC 

programs and services during the past three years.

Public Sector Agencies

National Science Foundation

Corporations and Foundations

Diane and Norman Bernstein Foundation

Bristol-Myers Squibb 

Burroughs Wellcome Fund

Carolina Biological Supply Company

DC Children and Youth Investment Trust 

Corporation

Delta Education

DuPont

Hewlett-Packard

Lucent Technologies Foundation

Merck Institute for Science Education

Shell Exploration & Production Company

Nonprofit Organizations and 

Professional Societies

ASSET Inc.

Educational Development Corporation

Educational Organizations and 

Institutions

Vanderbilt, Inc.

Individuals

Elwyn Berlekamp

Kenneth Miller

Partners

The following organizations have worked closely 

with the NSRC in the delivery of programs and 

services over the past three years.

Public-Sector Agencies

New York State Education Department

U.S. Department of Energy, Los Alamos 

National Laboratory

Corporations and Foundations

Bristol-Myers Squibb 

Burroughs Wellcome Fund

Carolina Biological Supply Company

DuPont 

Shell Exploration & Production Company

Nonprofit Organizations and 

Professional Societies

American Society of Human Genetics

ASSET Inc.

National Association of Biology Teachers

Educational Organizations and 

Institutions

Houston (Texas) Independent School District

New Orleans Public Schools

North Carolina Science, Mathematics, and 

Technology Education Center

Oklahoma State University

Montclair State University: PRISM

Rider University

International Partners

Chilean Academy of Sciences

InterAcademy Panel

Royal Swedish Academy of Sciences

U.S.–Mexico Foundation for Science
www.nsrconline.org

Smithsonian 

Institution