Walter M. Stroup Curriculum Vita - aai.drupal.ku.eduDeveloper of generative design to support group-based, socially mediated, STEM focused classroom learning for grades three through

Walter M. Stroup Curriculum Vita

Department of Curriculum and Instruction Residence The University of Texas at Austin 6818 Daugherty Street 1 University Station D5705 Austin, Texas Austin, Texas 78712-1294 78757 Work: (512) 232-9683 Cell: (512) 971-3365 Fax: (512) 471-8460 Email: [email protected]

DEGREES AND DATES AWARDED

Ed.D. - Teaching Curriculum and Learning Environments, Harvard Graduate School of Education, Harvard University, 1996. Major focus mathematics and science education; Minor focus philosophy.

Dissertation title: Embodying a Nominalist Constructivism: Making Graphical Sense of Learning the Calculus of How Much and How Fast. Committee: Judah L. Schwartz (Chair), Michal Yerushalmy (University of Tel Aviv), Terry Tivnan (Harvard).

M.Ed. - Teaching Curriculum and Learning Environments, Harvard Graduate School of Education, Harvard University, 1991. Focus on educational technology. B.A. - Physics, with minor focus on mathematics and philosophy, Colgate University, Hamilton, New York, 1983.

PROFESSIONAL APPOINTMENTS

Employment

Associate Professor with Tenure, Department of Curriculum and Instruction, The University of Texas at Austin, September 2006 – Present. Program areas: STEM Education; UTeach Natural Sciences; Past Program Coordinator & Chair of Graduate Studies Committee in STEM Education. Assistant Professor, Department of Curriculum and Instruction, The University of Texas at Austin, September 1997 – 2006. (On leave, 2001-2003). Assistant Professor, Department of Teaching and Learning, University of Utah, September 2001 – August 2003. Program areas: Mathematics and Technology Education.

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Research Associate, Educational Technology Center, Harvard Graduate School of Education, Harvard University, Co-Directors: Judah L. Schwartz and M. Stone Wiske. 1994 - 1997.

Fellow in Science Education, H. Dudley Wright Center, Tufts University, Medford, Massachusetts. Director: Eric Chaisson. 1992 - 1994. Research Assistant for Professor Judah L. Schwartz, Co-Director of the Educational Technology Center, Harvard University. Project Title: Teacher Change and Reform, coordinated through the National Center for Research in Mathematical Science Education (NCRMSE). University of Wisconsin-Madison, Director: Thomas A. Romberg. 1992. Research Assistant for Professor M. Stone Wiske, Co-Director of the Educational Technology Center, Harvard University. Project Title: Implementation of Reform, coordinated through the National Center for Research in Mathematical Science Education (NCRMSE). University of Wisconsin-Madison, Director: Thomas A. Romberg. 1991. Teaching Fellow for Professor Judah L. Schwartz (two courses), Harvard Graduate School of Education, Harvard University, 1991. Science Teacher, College Advisor and Curriculum Consultant for Belmont Hill School, Belmont Massachusetts, Courses: Physics (including two levels of Advanced Placement), Energy and Entropy (ninth-grade), and Introductory Physical Science (seventh grade). 1987-1993. Mathematics and Science Teacher at the Millbrook School, Millbrook, New York. Courses: Geometry through BC Calculus, Discrete Mathematics; Physics. 1984-1987. Head Resident for two large, mostly first-year, residence halls. Colgate University, Hamilton, New York. 1981-1983.

Additional Professional Appointments

Director of The Center for Generative Design, Informal research center at The University of Texas at Austin, 2003 – Present Advisory Board Member, Kaput Center for Research and Innovation in STEM Education, University of Massachusetts, 2005 - Present Co-Director (with Nancy Ares) the Center for Generative Teaching and Learning, University of Utah, September 2001 – August 2003.

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Senior Research Associate at The Systemic Research Collaborative for Education in Math, Science and Technology (SyRCE), The University of Texas at Austin, September 1997 – October 2000. Director: Professor Jere Confrey. Research Associate and Curriculum Developer for the SimCalc Project funded by the National Science Foundation, University of Massachusetts at Dartmouth, Principal Investigators James J. Kaput and Jeremy Roschelle. 1995 – 2002. http://www.simcalc.umassd.edu/ Consultant to the Ministry of Education (EMAT Project), Mexico City, Mexico. 1997 – 2000. http://emat-efit.ilce.edu.mx/emat-efit/EMAT/EMAT.html Consultant, curriculum and staff developer for Algebra in Middle School (AiMS) Project, the Boston affiliate of the Algebra Project, Boston, Massachusetts, Director Robert Moses and Executive Director Jacqueline Rivers. Summer 1995- 1997. Research Associate for Princeton Research Institute for Science and Mathematics Learning (PRISM). (Richard Lesh, Director). Focused on issues related to teacher enhancement as supported by use of World Wide Web. Coordinator of Curriculum Development for the Northeastern University Comprehensive Regional Center for Minorities (NUCRCM). Funded by the National Science Foundation in, Boston Massachusetts. Principal Investigator David Blackman. Summer 1993 - 1995. Various Consulting Positions: Education Development Corporation (Newton, Massachusetts), Boston Public Schools (Boston, Massachusetts), Boston Museum of Science advisor to David Ellis, President (Boston, Massachusetts), Belmont Hill School on Entropy and Energy Curriculum. 1994 - 1997. Consultant and Grant Writer for H. Dudley Wright Center, Tufts University, Medford Massachusetts. Director: David Chen. 1992. Counselor and tutor for New York State Higher Education Opportunity Program (HEOP) supporting matriculated students from under-represented urban and rural communities, Colgate University, Hamilton, New York. 1981.

RESEARCH

Developer of generative design to support group-based, socially mediated, STEM focused classroom learning for grades three through university. Developer of highly interactive network technologies to support generative learning and teaching. Innovation, especially computationally based, related to having young learners understand advanced topics, and systems-based approaches, in STEM domains (e.g., integrating learning calculus and learning "the basics" in elementary school or learning

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entropy ideas at the same time that energy-related conservation ideas are introduced). Modeling approaches to school reform. Formal critic of, and developer of scalable, STEM-focused, alternatives to, current high-stakes testing methodologies (e.g., non-dichotomous multiple choice [NDMC] items). Funding has come from the National Endowment for the Humanities (philosophy), the National Science Foundation (including a CAREER Award), Ministries of Education in Mexico, as well as from various private foundations and corporations. In addition to recent work on analyzing classroom intereactions in terms of complexity theory and the introduction of new non-dichotomous assessment items, he has developed a new Cloud-in-a-Bottle, group-oriented, device independent, architecture for implementing highly interactive STEM activities in classrooms. ARTICLES in PEER-REVIEWED JOURNALS

Stroup, W. M., Pham, V., & C. Alexander (submitted). Using Inclusive Regression Discontinuity Designs in an Analysis of the Effectiveness of a Network-Mediated Middle School Mathematics Intervention. Technology, Knowledge and Learning. [48 pages]

Stroup, W. M., & U. Wilensky (submitted). On the Embedded

Complementarity of Agent-based and Aggregate Reasoning in Students' Developing Understanding of Dynamic Systems, Technology for Knowing and Learning. [63 pages]

Stroup, W. M., Hills, T. & G. Carmona (2011). Computing the Average

Square: An Agent-Based Introduction to Aspects of Current Psychometric Practice, Techology for Knowing and Learning, 16:199–220.

Ares, Nancy, Stroup, Walter M. & Schademan, Alfred R. (2009). The Power of Mediating Artifacts in Group-Level Development of Mathematical Discourses. Cognition and Instruction, 27 (1), 1-24.

Stroup, W. M., Ares, N. M., & Hurford, A. (2005). A Dialectic Analysis of

Generativity: Issues of Network Supported Design in Mathematics and Science. Journal of Mathematical Thinking and Learning 7(3), 181–206.

Stroup, W. M. (2005). Learning the Basics with Calculus. Journal of

Computers in Mathematics and Science Teaching 24(2), 179-196. Stroup, W. M. and Petrosino, A. (2003). An Analysis of Horizontal and

Vertical Device Design for School-Related Teaching and Learning. Education, Communication & Information 3(November), 327-345.

Stroup, W. M. (2002). Understanding Qualitative Calculus: A Structural

Synthesis of Learning Research. International Journal of Computers for Mathematical Learning. 7(2), 167-215.

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Roschelle, J., Kaput, J., Stroup, W. M., & Kahn, T. M. (1998). Scalable Integration of Educational Software: Exploring the Promise of Component Architectures. Journal of Interactive Media in Education, 98(6) [http://ctl.sri.com/publications/ downloads/ScaleableIntegration.pdf]. (27 pages).

Chen, D., and Stroup, W. M. (1993). General Systems Theory: Toward a

Conceptual Framework for Science and Technology Education for All. Journal of Science Education and Technology, 2(3), 447-459.

Stroup, W. M. (1995). Dynamics and Calculus for the Young Learner.

Connect, 8(5), 16-18. Also available at: http://cf.synergylearning.org/DisplayArticle.cfm?selectedarticle=311

Stroup, W. M., & Priest, O. (1992). How Advanced is Advanced Placement?

Independent School, 51(2).

ARTICLES in PEER-REVIEWED PROCEEDINGS Stroup, W. M. (2007). The Learning sciences and the use of computational

modeling for understanding systemic reform. Proceedings of The Thirteenth International Conference on the Teaching of Mathematical Modelling and Applications. Indiana University, July 22-26, 2007.

Chao, T., Soto, S., & Stroup, W. M. (2007). A Multicultural implementation of

Schelling’s Segregation Model. Proceedings of The Thirteenth International Conference on the Teaching of Mathematical Modelling and Applications. Indiana University, July 22-26, 2007.

Carmona, G., Stroup, W., & Davis, S. (2006). Introducing pre-service teachers

to formative assessment: Improving assessment design and accountability in school mathematics through a network-based learning environment. Short research report. In S. Alatorre, J.L. Cortina, M. Sáiz, & A. Méndez, (Eds.). Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, vol. 2, pp. 190-2. Mérida, Mexico: Universidad Pedagógica Nacional.

Stroup, W. M., Carmona, L., & Davis, S. (2005). Improving on Expectations:

Preliminary Results from Using Network-Supported Function-Based Algebra. In Lloyd, G. M., Wilson, M., Wilkins, J. L. M., & Behm, S. L. (Eds.). Proceedings of the 27th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Stroup, W. M., Ares, N. M. & Hurford, A. (2004). A Taxonomy of Generative

Activity Design Supported by Next-Generation Classroom Networks. Proceedings of 26th Annual Meeting of the Psychology of Mathematics

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Education - North American Chapter. Ontario, Canada. (pp. 837-846). Ares, N. & Stroup, W. M. (2004). Drawing on Diverse Social, Cultural, and

Academic Resources in Technology-Mediated Classrooms. Proceedings of the 26th Annual Meeting of the Psychology of Mathematics Education - North American Chapter. Ontario, Canada. (pp. 1401-1406).

Stroup, W. M., Kaput, J., Ares, N., Wilensky, U., Hegedus, S., Roschelle, J., et

al. (2002). The Nature and Future of Classroom Connectivity: The Dialectics of Mathematics in the Social Space. In D. Mewborn, P. Sztajn, D. White, H. Wiegel, R. Bryant, K. Nooney, (Eds.), Proceedings of the 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 195-203). Columbus, OH: ERIC Clearinghouse.

Stroup, W. M. (2002). Instantiating Seeing Mathematics Structuring the Social

Sphere (MS3): Updating Generative Teaching and Learning for Networked Mathematics and Science Classrooms. In P. Bell, R. Stevens, & T. Satsicz (Eds.), Keeping Learning Complex: The Proceedings of the Fifth International Conference of the Learning Sciences. Mahwah, NJ: Erlbaum (8 pages).

Wilensky, U. & Stroup, W. M. (2000). Networked Gridlock: Students Enacting

Complex Dynamic Phenomena with the HubNet Architecture. In Proceedings Fourth International Conference of the Learning Sciences. (eds. B. Fishman & S. O'Connor-Divelbiss) pp. 282-289. Lawrence Erlbaum Associates, Mahwah, NJ.

Wilensky, U. & Stroup, W.M. (1999) Participatory Simulations: Network-

based Design for Systems Learning in Classrooms. In Proceedings of the Computer Supported Collaborative Learning Conference (CSCL'99) (eds. C. Hoadley & J. Roschelle) pp. 667-676. Lawrence Erlbaum Associates, Mahwah, NJ.

BOOK CHAPTERS

Stroup, W. M., (accepted with minor revisions). "Rules that Matter: Complexity, Creativity and Learning Science in Classrooms" to appear in Ambrose, D. & Sriraman, B., & Pierce, K. M. (Eds.). (in press). A critique of creativity and complexity: Deconstructing clichés. Rotterdam, The Netherlands: Sense. [35 pages]

Stroup, W., Carmona, G., & Davis, S. (2011). Improving on Expectations:

Preliminary results from using Network-Supported Function-Based Algebra. In A. Oldknow & C. Knights, (Eds.). Mathematics Education with Digital Technology. London, UK: The Continuum International Publishing Group, Ltd.

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Stroup, W. M., Ares, N., Lesh, R. & Hurford, A. (2007). Diversity by Design:

Generativity in Next-Generation Classroom Networks. In R. Lesh, E. Hamilton & J. J. Kaput (Eds.), Models & Modeling as Foundations for the Future in Mathematics Education, Mahwah, NJ: Lawrence Erlbaum Publishing Company. (Chapter 19: pp. 367-393).

Hills, T., Hurford, A., Stroup, W. M. & Lesh, R. (2007). Formalizing Learning as a Complex System: Scale Invariant Power Law Distributions in Group and Individual Decision Making. In R. Lesh, E. Hamilton & J. J. Kaput (Eds.), Models & Modeling as Foundations for the Future in Mathematics Education, Mahwah, NJ: Lawrence Erlbaum Publishing Company. (Chaper 12: pp. 224-244)

Stroup, W. M., and Wilensky, U. (2000). Assessing Learning as Emergent

Phenomena: Moving Constructivist Statistics Beyond the Bell Curve. In R. Lesh & E. Kelly (Eds.), Handbook of Methods for Research in Learning and Teaching Science and Mathematics, pp. 877-911. Dordrecht: Kluwer Publishing. (Peer Reviewed)

Roschelle, J., Kaput, J. J., & Stroup, W. M. (2000). SimCalc: Accelerating

Students' Engagement with the Mathematics of Change. In M. Jacobson & R. Kozma (Eds.), Innovations in Science and Mathematics Education Mahwah, NJ: Lawrence Erlbaum Associates.

MONOGRAPH

Stroup, W. M. (1983). The Empty Chariot: A Comparison and Analysis of the Epistemic Parallels between Eastern Mysticism, Especially Buddhism, and Modern Physics. Hamilton, NY: Colgate University. (183 pages; funded by a philosophy Youth Grant from the National Endowment for the Humanities).

REPORTS OR OTHER PUBLICATIONS

Stroup, W. (2009) What Bernie Madoff Can Teach Us About Accountability. Education Weekly 28(25):22–23.

Stroup, W. (2009) Final Report: NSF CAREER Award: Learning Entropy and

Energy Project (423 pages).

Stroup, W. M., Pham, V. and C. Alexander (2007). Richardson MathForward Project Second Year Final Report: Math TAKS Results. Presented to the National Mathematics Advisory Panel (Chaired by Larry R. Faulkner, President Emeritus of The University of Texas at Austin) [First successful application of regression discontinuity design to large scale mathematics reform project].

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Stroup, W. M. (1994). What the Development of Non-universal Understanding

Looks Like: An Investigation of Results from a Series of Qualitative Calculus Assessments (Technical Report No. TR94-1). Available from the Educational Technology Center, Harvard Graduate School of Education. Cambridge, Massachusetts.

Wiske, S., Schlictman, P., & Stroup, W. M. (1992). Implementing the

Standards of the National Council of Teachers of Mathematics in High School Geometry (Technical Report No. TR92-1). Available from the Educational Technology Center, Harvard Graduate School of Education. Cambridge, Massachusetts.

SIGNIFICANT TECHNOLOGIES AND/OR CURRICULUM MATERIALS

Current – “Cloud in a Bottle” Architecture - Entirely browser-based, device independent (iOS, Android, Window, Mac, or Linux), network supported (local impromptu network or Internet-based), server architecture, data base and open-source based approach to realizing classroom-specific (e.g., Ms. W’s third period algebra class), group-based functionality and simulations. In addition to supporting a range of participatory simulations, the architecture also supports local data collection and class specific display that then integrates with cross-class or cross-site display and querying using Google Maps™. Examples at: http://generative.edb.utexas.edu/apps/

Current – Raspberry Pi™ + Wireless Access Point-Based implementation of “Cloud in a Bottle “Architecture. Where Internet not available or not convenient (e.g., in-the-field measurements), a compete, self-contained, compact, potentially battery-powered, implementation of group-specific, server-and-device architecture for around $100 US.

2004 – Present – Elementary and Middle Schools Initiative (eMSi) Software & Support Materials. Successor to Science by the Horns Initiative developed in response to a request by then Superintendent, Dr. Pat Forgione, to assist district with 5th grade science. Now grades 3-8. Dozens of applets, activities, uses of related technologies, site-based explorations, etc. available at: http://generative.edb.utexas.edu/materials/all.htm

1999 - Present – Open Source, Java-based HubNet Architecture for Supporting Classroom Based Participatory Simulations using NetLogo language with either Laptops or Texas Instrument Calculators. Supported by NSF funding with colleague, U. Wilensky. url: http://ccl.northwestern.edu/netlogo/hubnet.html 2011 (December) Durango, México Campos Viviente: Materials for workshop announcing the beginning of the Living Campuses Project funded by the Ministry of Education (SEP, Durango). url: http://generative.edb.utexas.edu/mexico/durango/taller_11.htm mx: http://www.ujed.mx/campusviviente/

2010 (June) Durango, México – Materials for Workshop: Taller para profesores

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acerca del estudio de campos magnéticos, sobre todo en la Zona de Silencio. url: http://generative.edb.utexas.edu/mexico/durango/taller_10_jun.htm

2010 (March) LLILAS, Austin Texas – Materials for Workshop: La Universidad y el Futuro en México: Posibilidades y Capacitación en Matemáticas y Ciencias url: http://generative.edb.utexas.edu/mexico/durango/02talleres.htm

2009 (December) Durango, México – Materials for Workshop: Taller para profesores enfocado en el estudio de área de triángulos y geometría dinámica. url: http://generative.edb.utexas.edu/mexico/durango/02talleres.htm 2009 (August) Workshop at Juarez University in collaboration with the Ministry of Education in the state of Durango titled: “Actividades Generativas de las Matemáticas del Cambio a través de la Tecnología” (Generative Activities on the Mathematics of Change with Technology). url: http://generative.edb.utexas.edu/mexico/durango/taller_09_aug.htm 2000-2008 – Advisor to Texas Instruments on Development of TI-Navigator™ System and Materials Author. TI’s version of classroom network and functionality informed by and based on aspects of our previous research and development. System also supported HubNet (NetLogo-based) participatory simulations. Current url: http://education.ti.com/nav 2007 - The Academic Zócalo: Designing Generative Activities with the use of TI-Navigator. National Council for Community and Education Partnerships (NCCEP - http://www.nccepmexico.org/) and Texas Instruments. url: http://generative.edb.utexas.edu/nccep/julio07.htm

2007 - Materials illustrating approach to Algebra instruction: What is Function Based Algebra? http://generative.edb.utexas.edu/research/whitepapers/whatisFBA.htm Materials for understanding the reform possibilities associated with the use of a function based approach to algebra. Translated into Spanish, ¿Qué es el Álgebra Basada en Funciones? available at: http://generative.edb.utexas.edu/research/whitepapers/espFBA.htm

2007 - Materials illustrating issues in moving from elementary to secondary mathematics: Transitioning from Elementary Mathematics. Available at: http://generative.edb.utexas.edu/research/whitepapers/elemtransition.htm 2007 – Materials for workshop in Morelia, México focused on the early learning of the mathematics of change (calculus) using TI-Navigator™ System: ¿Cuáles son las posibilidades? http://generative.edb.utexas.edu/mexico/index.htm

2007 - Navigator + NetLogo Authoring. A complete implementation site for using and authoring network acitivities with TI-Navigator system. http://generative.edb.utexas.edu/tI/NavNetLogo.htm

2005 - Materials for Excellence in Algebra I Initiative: State-wide project coordinated with the Texas Education Agency (Paula Moeller, Director). http://128.83.243.140/presentations/team2005/genvideo.html (no longer available)

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2002, 2005 with Wilensky, U. - HubNet Participatory Simulations Guide: 140 pages of classroom activities, materials and software documentation for integrating six different participatory simulations into existing school curricula. Separate versions for computers and calculators. Available at: http://ccl.northwestern.edu/ps/guide/. 1999 Wilensky, U. and W. Stroup - Initial development of HubNet: The Center for Connected Learning, Northwestern University. HubNet is a cross-platform, Java-based software architecture and network technology that extends the simulated parallel language NetLogo to run classroom-based participatory simulations in classrooms using either computers or handheld calculators; more than 20 simulations currently available. Designed to work with the then current TI-Navigator 2.0 from Texas Instruments. 2002, 2004. - Video transcriber: This is a set of software tools integrating database, video annotation and web-capable results presentation for analyzing and sharing the codings of classroom videotaped data collection. http://128.83.243.140/videotranscriber/vtlatest.sit (no longer available) 1991-2007 – Text, Software and Lab Materials: Vis Viva: A Conceptual Investigation of Entropy and Energy. Over 200 pages of text, software programs, and lab materials intended for use as a year-long ninth-grade science curriculum developed with funding from the National Science Foundation. 1994-1997 - Function Based Algebra: Classroom Activities and Materials: An extensive set of materials, activities, and calculator programs developed and supported as part of the Algebra for All Initiative in Boston Public Schools. (200+ pages). Available from the Algebra in Middle Schools Project or from author. 1997 - Root Beer Game - Unpublished software for TI-8x calculators based on The Beer Game by J. Forester. 1994 - Kine-Calc Calculator Software. – Simulated motion software for graphing calculators. 1994, 2004 Kine-Mouse Computer Software – Award winning, real-time graphing software.

PATENT

Stroup, W. M. and Wilensky, U. Patent related to using parallel computing architecture for authoring participatory simulations. WO Patent Publication No. WO 0248924 A

PUBLICATIONS & WORKS IN PROGRESS

Stroup, W., & Pham, V. Can Insensitivity to Instruction Implicate the Validity of an IRT Model? Target Journal: Applied Measurement in Education or Cognition & Instruction.

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Stroup, W. The Culture of Technology and The Cultures of School: Re-Framing the Interactions. Target Journal: Technology, Knowledge and Learning [currently 23 pages].

U. Wilensky & W. M. Stroup, Embodied Science Learning: Students Enacting

Complex Dynamic Phenomena with the HubNet Architecture [32 pages].

Stroup, W. Why, What and How of Generative Activity Design in the UTeach

STEM Education Program. Target Journal: Mathematics Teacher Educator (MTE).

Stroup, W. & Remmler, C. :: Low Cost “Cloud in a Bottle” Technology for

STEM Education – Description: Cloud computing supported locally – e.g., in a classroom – and not necessarily dependent upon Internet connection. Target Journal: SITE

GRANTS

Principal Investigator Mata, A., Stroup, W., Alvarado, A., & Carmona, G. (awarded July

2010). Campus Viviente (Living Campus) Project. Awarded from FOMIX: Conacyt (Science and Technology National Council) and the State of Durango. Award DGO-2010-C02-144267 provides $65,840 for 2 years. September 2011-August 2013.

Co-Principal Investigator

Carmona, G., & Stroup, W. (2011). El futuro en la educación básica

para una educación avanzada: Calidad y participación con tecnología en el aula de matemáticas y ciencias (The future of basic education for advanced degrees: Quality and participation with technology in the mathematics and science classroom project). Proposal submitted to a private foundation. Approximately $250,000 over 4 years.

Carmona, G. & Stroup, W. (awarded July 2010). “Generating local and

ubiquitous knowledge through intercultural education and living campuses (GeLoU) Project”. Seed money granted through the Lozano Long Institute of Latin American Studies (LLILAS) from the TIES grant awarded by USAID Higher Education. Award: $25,000 for 2 years. September 2010-August 2012.

Principal Investigator: Continuation of The University of Texas at Austin

Function-Based Algebra Initiative, Texas Instruments. $54,774. 2007 – present. Materials development and statistical analysis of learning using network technology. Additional work in elementary and middle school

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science was also supported (Elementary & Middle School Initiative, eMSi).

Principal Investigator: UTeach Technology Integration Program. Texas

Instruments donation of three complete classroom TI-Navigator Systems including ninety calculators, three laptops, three sets of wireless network components, and three TI-Presenter projection systems. One systems each for elementary, middle/high school, and College of Education use related to current or evolving UTeach-related activities. Estimated value: $20,000.

Principal Investigator: The University of Texas at Austin Function-Based

Algebra Initiative, Texas Instruments. $105,000. January 2005 – 2006 Principal Investigator: In-kind contribution from Texas Instruments to supply

all UTeach students currently enrolled in Knowing and Learning course with TI-83+ Silver Edition teacher calculator and to support use of TI-Navigator 2.0 network system in classes. (Announced August, 2005)

Principal Investigator: Learning Entropy and Energy Project, National

Science Foundation (CAREER Grant). $500,000. 2001-2007. Principal Investigator: (with Uriel Wilensky at Northwestern University):

Integrated Simulation and Modeling Environment, National Science Foundation. $1,600,000 total with $360, 000 subcontract to Utah & UTA [approx. 2/3 to UTA] (ROLE Grant REC-126227) 2002- 2005 (the largest of the 8 projects funded in the grant cycle out of 300+ full submissions).

Principal Investigator: The University of Texas at Austin ~FAST Tex 2004

program - Video Transcriber Project ($6,000). Co- Principal Investigator: (with Uriel Wilensky at Northwestern University):

Participatory Simulations - Network-based Design for Systems Learning, National Science Foundation. $1,700,000 total with $700,000 subcontract to UTA (ROLE Grant REC- 9814682) 1998-2001.

Principal Investigator: Numerous in-kind gifts and unrestricted grants from

Texas Instruments. (Approximately $50,000 in grant-related, in-kind, and unrestricted contributions). 1996-present

Principal Investigator: Sub-contract to the Educational Technology Center

from the Northeastern Comprehensive Regional Center for Minorities funded by the National Science Foundation. $20,000. (1993-1995)

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Principal Investigator: A Comparison and Analysis of the Espistemic Parallels between Eastern Mysticism, Especially Buddhism, and Modern Physics. Funded by the National Endowment for the Humanities. 1983-1984.

INVITED PRESENTATONS (Including Plenaries and Keynotes)

Stroup, W. M. (2011). Plenary Address : Desarrollando sus propias preguntas

para la evaluación generativa. Workshop at the III Simposio Latinoamericano para la Integración de la Tecnología en el Aula de Matemáticas y Ciencias. July 13, 2011. Estado de México, México. Estado de México, México.

Stroup, W. M. (2010). Invited Address for Annual Meeting of the California

Mathematics Council. What it Means for Teaching for Mathematics Tests to Insensitive to Instruction.

Stroup, W. M. (2009). Plenary Address Delivered Friday, September 25th 2009

at the Thirty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.

Stroup, W. M. (2007). Modeling Systemic Reform. Coordinated and presented at

session focused on using computational modeling to analyze significant issues related to reform in science and mathematics education. The Thirteenth International Conference on the Teaching of Mathematical Modelling and Applications. Indiana University, July 22-26, 2007.

Stroup, W. M. (2007). Modeling Complex Adaptive System. Respondent to a

series of papers on complexity theory and education. (Coordinators: Rob Goldstone & Uri Wilensky). The Thirteenth International Conference on the Teaching of Mathematical Modelling and Applications. Indiana University, July 22-26, 2007.

Stroup, W.M. (2007). Learning Communities & Socio-Cultural Perspectives on

Modeling. (Coordinator along with: Nancy Ares & Melissa Gresalfi). The Thirteenth International Conference on the Teaching of Mathematical Modelling and Applications. Indiana University, July 22-26, 2007.

Stroup, W.M. (2006). ¿Cuáles son las Posibilidades? Invited plenary speaker

at the I Foro EMAT de Profesores de Matemáticas de Secundaria, Morelia, Mexico: Dec. 13-15, 2006.

Stroup, W. M. (2005). Generative Design: Lessons Ensure Participation from

Students. Association of State Supervisors of Mathematics (ASSM), Anaheim, CA. April 1-4. [Keynote]

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Stroup, W. M. (2005). Classroom Networks for Developing Mathematical Understanding. Joint Mathematics Meeting: Mathematics Association of America and American Mathematical Society, St. Louis, MO. January, 5-8.

Moeller, P. & W. M. Stroup (2005). Mathematics: Making Technology

Connections. Texas Computer Education Association (TCEA), Austin TX, February 7-11.

Stroup, W. M. (2004). Networking, Classrooms, and Horizontal and Vertical

Design. Advancing Learning with Networked Handhelds: Toward a School-Based Research Test Bed. Oklahoma City, OK. [at the behest of Stanford Research Institute and the Honorable Congressman Earnest Istook].

Stroup, W. M. (2003), Connecting Big Ideas in Elementary Mathematics Using

Technology, Mathematics Association of America, Preparing Mathematicians to Educate Teachers Workshop. Arcata, CA. June 15-21.

Stroup, W. M. (2003). Why Putting Cows On the Side of the Box Doesn't Make

It an Education Solution: Instantiating Classroom-Centered Technology Design for Science Learning in the 21st Century. International Conference of the Association of Educators of Teachers of Science. St. Louis, MO [Keynote].

Stroup, W. M. (2001). Latest Findings on School Technology Use (and What’s

a Network for Anyhow?). Association of State Supervisors of Mathematics Annual Meeting, Orlando, Florida [Keynote].

Stroup, W. M. (2001). What’s a Network for Anyhow?: Latest Findings on

School Technology Use. Teachers Teaching with Technology, Chicago IL [Keynote for National T^3 Instructors].

Stroup, W. M. (1999). New Technologies and the Practical Possibilities of a

Structural Approach to the Early Learning of the Mathematics of Change. Delivered and televised from the Ministry of Education, Mexico City, Mexico.

Stroup, W. M. (1999). Toward an Academic Zocalo: Integrating Classroom

Technologies to Support the Social Construction of Understanding. Lecture at Departamento de Matemática Educativa. (Presented in Spanish).

Stroup, W. M. (1997). Integrating the Levels of Technology to Support Reform:

Using New (and Old) Technologies to Put What Learners Do at the Center of Conversations about Education. At the Seminar on Educational Software Development and Experimentation (Math and

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Science). Mexico City, Mexico. (Invited series of talks at the Ministry of Education).

Kaput, J and Stroup, W. M. (1997) SimCalc: Democratizing Access to the

Mathematics of Change. Urban Systemic Initiatives, annual PI-PD meeting.

Stroup, W. M. (1993). When the World Grows Up: The Pragmatists and the

Evolving Role of Path-Independence and Reversibility in the Cognitive Tradition. Teaching, Curriculum, and Learning Environments Colloquium, Harvard Graduate School of Education. Cambridge, MA.

Stroup, W. M. (1992). Qualitative Calculus: Motion, Isomorphs and Learners'

Notions of Time. At the Center for Astrophysics, Harvard University. Cambridge, MA.

NATIONAL & INTERNATIONAL PRESENTATIONS (Competitively Selected)

Stroup, W. M., Carmona, G., Pham, V. & Alexander, C. (2012). Using

Inclusive Regression Discontinuity Design as Part of an Analyses of the Effectiveness of a Middle School Mathematics Intervention, presented on Sunday, April 15th, at the 2012 Annual Conference of the American Educational Research Association (Vancouver British Columbia, Canada) as part of a session titled “Learning Mathematics Through Networked Classroom Activities: 10 Years of Progress?” sponsored by the SIG-Research in Mathematics Education

Stroup, W. M. (2005). Enacted Symbolism in Highly-Interactive Classroom

Networks – What Representation (Still) Doesn’t Explain about Modeling, Mathematics and Learning. American Educational Research Association (AERA), Montreal, Canada. April 11-15.

Stroup, W. M. (2005). Content, Context and the ���Use of Projective Cognitive

Statistics ���for Visualizing and Analyzing Shifts in ���Group Understandings Related to Rate. American Educational Research Association (AERA), Montreal, Canada. April 11-15.

Stroup, W. M. (2005). Patterns in Groups Learning with Next-Generation

Network Technology. American Educational Research Association (AERA), Montreal, Canada. April 11-15. [Chair]

Stroup, W. M. (2005). Analyzing Participation in Next-Generation Classroom

Networks. NCTM Research Presession, Anaheim, CA. April 4-6. [Session Chair]

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Stroup, W. M. (2005). Learning Algebra 1 in New, Highly Interactive, Calculator Networks. NCTM Research Presession, Anaheim, CA. April 4-6.

Hills, T., Hurford, A., Stroup, W. M., & Wilensky, U. (2005). Scale Invariant

Power Law Distributions in Group and Individual Decision Making. NCTM Research Presession, Anaheim, CA. April 4-6.

Hills, T. and Stroup, W. M. (2004). Cognitive Exploration and Search

Behavior In The Development of Endogenous Representations. Annual meeting of the American Educational Research Association. San Diego, CA.

Stroup, W. M., Kaput, J. J., et. al. (2003), Networked Handhelds: How Can

Classroom Connectivity Advance Standards-Based Teaching? NCTM Research Presession, San Antonio, TX. [Research paper and Session Chair]

Stroup, W. M. and Wilensky, U. (2003). Embedded Complementarity of

Object-based and Aggregate Reasoning in Students’ Developing Understanding of Dynamic Systems. Annual meeting of the American Educational Research Association. Chicago, IL.

Stroup, W. M. (2002). Instantiating Seeing Mathematics Structuring the Social

Sphere: Updating Generative Teaching and Learning for Networked Mathematics and Science Classrooms. International Conference of the Learning Sciences. Seattle WA.

Stroup, W. M., Kaput, J. J. et al. (2002). The Nature and Future of Classroom

Connectivity: The Dialectics of Mathematics in the Social Space. Psychology of Mathematics Education - North America. Athens, GA.

Stroup, W. M. (2002). The Structure of Generative Learning in a Classroom

Network. Annual meeting of the American Educational Research Association. New Orleans, LA.

Stroup, W. M., Wilensky, U., et al. (2002). The Cognitive and Affective

Affordances of New Classroom Network Design for Mathematics Learning. Annual meeting of the American Educational Research Association. New Orleans, LA.

Wilensky, U. and Stroup, W. M. (2002). Networked Participatory Simulations:

Classroom Collaboration in Exploring the Dynamics of Complex Systems. Annual meeting of the American Educational Research Association. New Orleans, LA.

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Stroup, W. M. (2001). Is the Simple Linear Case Too Simple: The Case for Starting With Complexity in Middle School Curricula. Annual meeting of the American Educational Research Association. Seattle, WA.

Stroup, W. M. and Schorr, R. (2000). Using Dynamic Graphs to Represent

Quantitative Relationships and Build Algebraic Ideas. Annual meeting of the National Council of Teachers of Mathematics. Chicago, IL.

Wilensky, U. and Stroup, W. M. (2000). HubNet: Networked Graphing

Calculators that Enable Classroom-Based Participatory Simulations. Annual meeting of the American Educational Research Association. New Orleans, LA.

Wilensky, U. and Stroup, W. M. (2000). Participatory Simulations: New

Activity Design for an Era of Ubiquitous, Wireless, Networked, Classroom Computing. Center for Innovative Learning Technologies - Annual Meeting.

Wilensky, U., and Stroup, W. M. (2000). Networked Gridlock: Students

Enacting Complex Dynamic Phenomena with the HubNet Architecture. Annual International Conference of the Learning Sciences. Ann Arbor, MI.

Wilenksy, U., & Stroup, W. M. (2000). Learning Through Participatory

Simulations: Network-based Design for Systems Learning in Classrooms. In American Educational Research Association. Montreal, Canada.

Wilensky, U., and Stroup, W. M. (1999). Parallelism and Emergent Activities

in a Classroom Network - A Collaborative Match. CILT99: Charting the Frontiers of Learning Technologies. San Jose, CA.

Stroup, W. M. (1999). Participatory Simulations: Network-based Design for

Systems Learning. Annual meeting of the American Educational Research Association. Montreal, Canada.

Stroup, W. M. (1999). Technological Resonance and Generative Activity:

Design Tools for Listening to and Extending Students' Constructive Voice. Annual meeting of the American Educational Research Association. Montreal, Canada.

Stroup, W. M. (1998). Ways to Use a Classroom-Based Network of

Calculators and Why. Tenth Annual Teachers Teaching with Technology International Conference. Nashville, TN.

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Stroup, W. M. (1998). Urban Middle-Schoolers Learning Calculus before Y=mx + b. Tenth Annual Teachers Teaching with Technology International Conference. Nashville, TN.

Castro-Filho, J., and Stroup, W. M. (1998). Interactive Diagrams: New Tools

to Make Reform Happen. Annual meeting of the American Educational Research Association. San Diego, CA.

Confrey, J., Hamilton, E., Pea, C., Santos, M., & Stroup, W. M. (1998).

Linking Research and Systemic Reform: A Working Group. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Washington, DC.

Stroup, W. M. (1998). A Structural Analysis of Learning Qualitative Calculus

in Graphical Environments: An Overview and Analysis of More than a Decade of Research. Research Presession of the Annual Meeting of the National Council of Teachers of Mathematics. Washington, DC.

PROFESSIONAL DEVELOPMENT WORKSHOPS (International, National and Local)

Stroup, W., & Carmona, G. (2011). Actividades generativas y las matemáticas

del cambio. Workshop at the 3er Seminario Internacional sobre Resolución de Problemas y uso de Tecnología Computacional. Universidad Autónoma del Estado de Coahuila. August 22-24, 2011. 8-hour professional development workshop with 40 math and science public middle school teachers from the State of Coahuila. Saltillo, Coahuila. México.

Stroup, W., Carmona, G., & Brady, C. (2011). Desarrollando sus propias

preguntas para la evaluación generativa. Workshop at the III Simposio Latinoamericano para la Integración de la Tecnología en el Aula de Matemáticas y Ciencias. July 13, 2011. Estado de México, México.

Stroup, W., Carmona, G. & Brady, C. (2011). Actividades generativas acerca de

A = (1/2) b*h. Workshop at the III Simposio Latinoamericano para la Integración de la Tecnología en el Aula de Matemáticas y Ciencias. July 12, 2011. Estado de México, México.

Stroup, W.M. & Carmona, G. (2011). Historia, ciencia y cultura en el estudio de

magnetismo. Universidad Veracruzana Intercultural. May 8-12, 2011. 30-hour short course and field component for 60 faculty and students in the intercultural education program at two rural and one urban site in the State of Veracruz, Mexico.

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Stroup, W.M. & Carmona, G. (Junio de 2010). Durango, México - Taller para profesores acerca del estudio de campos magnéticos, sobre todo en la Zona de Silencio.

Stroup, W.M. & Carmona, G. (Marzo de 2010). LLILAS, Austin Texas - La

Universidad y el Futuro en México: Posibilidades y Capacitación en Matemáticas y Ciencias

Stroup, W.M. & Carmona, G. (Diciembre de 2009). Taller para profesores

enfocado en el estudio de área de triángulos y geometría dinámica. Stroup, W.M. (2008). La Ciencia por Diseño. Invited by OECD as External

Presenter to conference titled, La enseñanza de las Ciencias en México, held in Hualtulco, Oaxaca on 25th and 26th of April).

Stroup, W.M. (2007-2008) The Academic Zócalo: Designing Generative

Activities with the use of TI-Navigator. Conducted four teacher workshops in Mexico (Monterrey and Ciudad Juárez) in collaboration Dr. Carmona as part of the efforts to support Mexico’s National Educational Reform by the Ministry of Education; organized by National Council for Community and Education Partnerships (NCCEP - http://www.nccepmexico.org/) and Texas Instruments.

Stroup, W.M. & Carmona, G. (2007). The Academic Zócalo: Implementation

of Generative Activities with the use of TI-Navigator. National Council for Community and Education Partnerships Mexico, Monterrey, Mexico. February 15-19, 2007. 40-hour professional development workshop for teacher leaders.

Stroup, W.M. & Carmona, G. (2007). The Academic Zócalo: Designing

Generative Activities with the use of TI-Navigator. National Council for Community and Education Partnerships Mexico, Monterrey, Mexico. July 1-5, 2007. 40-hour professional development workshop for teacher leaders.

Stroup, W.M. & Carmona, G. (2007). The Academic Zócalo: Designing and

Implementing Generative Activities with the use of TI-Navigator. National Council for Community and Education Partnerships Mexico, Ciudad Juárez, Mexico. August 13-17, 2007. 40-hour professional development workshop for teacher leaders.

Stroup, W. M. (2007). Elementary and Middle School Initiative (eMSi) in

Network-Supported Science and Mathematics Workshop, Austin Texas. Worked with elementary teachers and students (grades 3 through 7) on curricularly-aligned science topics using next-generation technologies (especially network-supported participatory simulations) and materials. June 14-29, 1007.

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Stroup, W. M. (2007). Navigator + NetLogo Authoring. Three day workshop for six leading science educators focused on using and authoring network-supported participatory simulations held in Dallas, Texas on July 13-15, 2007. http://generative.edb.utexas.edu/tI/NavNetLogo.htm

Stroup, W. M., (2005) Texas Education Agency – Excellence in Algebra

Workshop May 5-7 – Dallas; June 2-4 – San Antonio; June 23-25 – Austin. Large Statewide effort related to Governor’s initiative to improve outcomes in Algebra. Based on generative design with TEA-estimated impact of one million students. See: http://128.83.243.140/presentations/team2005/genvideo.html

Stroup, W. M. (2004) The Future is Now. The University of Texas Laptop

Initiative for Future Educators. (May 13). Stroup, W. M. (2004). Mixtures, Solutions, Saturation and Mathematics.

Science by the Horns Workshop. Austin, TX (June 4 - 26). Stroup, W. M. and Wilensky, U. (2001). Authoring Curricular Trajectories

Using Participatory Simulations. National Workshop presented at the University of Utah. Salt Lake City, UT.

Stroup, W. M. and Wilensky, U. (2000). Authoring Participatory Simulations

Workshop. International workshop held in Austin, Texas with participants from the US, Mexico, and England.

Stroup, W. M. (1998) Co-Organizer, National Science Foundation Think Tank

Seminar on Systemic Reform for 35 participants (superintendents of large urban districts, NSF program officers and nationally recognized researchers) Sante Fe, NM

Stroup, W. M. (1997). SimCalc and Early Access to Calculus. Invited two-

week workshop. Mexico City, Mexico.

TEACHING Served on the original Executive Steering Committee that brought the now nationally recognized UTeach Natural Sciences and Engineering teacher certification program into existence (UTeach is now scaling, with external funding, to more the 30 colleges and universities in the US). Developed first version of, and continues to teach, the Knowing and Learning in STEM Education course as well as the Classroom Interactions course in the UTeach program. Mentored many faculty into teaching Knowing and Learning (some of whom have gone on to receive major teaching awards) and an prepared ensemble of course materials, including software, web sites, syllabi and activities the UTeach Institute includes in its support of the scaling initiaives. Have taught elementary science and mathematics methods courses

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(including the Bilingual Education Cohort). Was a teacher of record for almost ten years and then worked for Bob Moses’ Algebra Project (Jacki Rivers, AiMS Director) in inner city Boston, before being recruited to Texas. Teaches a number of graduate courses including the capstone course, Systemic Reform in STEM Education. Served on and/or Chaired numerously Masters and PhD Committees in STEM Education (STEM Education GSC) and one PhD for the Music Department. Courses Taught

Graduate EDC 385G: Systemic Reform in STEM Education (Capstone Course) EDC 384P: Advanced Topics: Designing for Technological Innovation in

STEM Education EDC 385G: Advanced Topics: Generative Design EDC 385G: Advanced Topics: Piaget EDC 385G: Knowing and Learning in STEM Education (Core Course) T&L 6950: Learning by Design with Technology (University of Utah) T&L 6720: Research in Mathematics Learning (University of Utah) T&L 6730: Constructing Knowledge (University of Utah)

Undergraduate

EDC 371: Knowing and Learning in STEM Education EDC 365D: Classroom Interactions in STEM Education EDC 370E: Elementary Science Methods (including ESL Cohort) EDC 370D: Elementary Mathematics Methods (including middle school

cohort) EDC 370s: Secondary Mathematics Methods T&L 5360: Elementary Mathematics Methods (University of Utah) T&L 5370: Knowing and Learning in Mathematics & Science (University of Utah)

SERVICE Just completed a two-year term as STEM Education Program Coordinator having served, just prior to this, for two years as Chair of the STEM Education GSC. In addition to serving on editorial boards, conducting professional development workshops in the US and Mexico and working in area K-12 schools to implement innovative approaches to STEM education and assessment, perhaps the most significant recent contribution has been how his detailed statistical work (with one of his PhD students, Vinh Pham) on tests being "insensitive to instruction" [a threat to validity] has been credited with transforming the conversation about testing in the State of Texas. Two bills, HB 5 and HB 2836, are seen as directly related to testimony given to at the legislature. (2013). Both bills passed with overwhelming support; the latter unanimously but was vetoed by Governor Perry.

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SERVICE

UT Administrative & Committee Service Program Coordinator for STEM Education Program, 2011-2013. Supported

and oversaw STEM Education program including significant cross-college (Colleges of Education, Natural Science, and Engineering ) coordination efforts.

Chair, Graduate Studies Committee in STEM Education, 2005-2007 and

2009-2011. Implemented new UTeach Summer Masters Program and added Engineering faculty and Engineering Education programs to our purview.

Committee Membership

Department Search Committees for Faculty in Mathematics and Science Education (1996-1997, 1998-1999, 2002-2003) Graduate Studies Committee, Curriculum and Instruction (1996-present) Departmental Review Committee for use of human subjects in research (1999-2000) College College Wide Faculty Technology Committee (2003 – 2007)

University

Member, UTeach Executive Steering Committee, 1998 – 2009 (on leave 2001-2003) The University of Texas Research Policy Committee (2004 – 2005)

Graduate Studies Committee, Science, Technology, Engineering, and Mathematics Education (1996-present) Faculty Fellow – Kinsolving Residence, (1999-2000) While on Leave

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University-wide Undergraduate Council, The University of Utah (2001-2003) College Technology Committee, The University of Utah (2001-2003) Department Governance Committee, The University of Utah (2001-2003) Elementary Certification Committee, The University of Utah (2001-2003) Research Colloquium Committee, The University of Utah (2001-2003) Department Graduate Committee, The University of Utah (2001-2003)

International Service

Member of the Editorial Board of the Journal of Computers in Mathematics and Science Teaching. Review submissions. 2005 - Present

Member of the Editorial Board for Technology, Knowledge and Learning (formerly International Journal of Computers for Mathematical Learning). Review submissions and engage in discussions regarding the on-going mission and focus of the journal. 2000 - Present Advisor to the Ministry of Education (EMAT Project), Mexico City, Mexico. 1997 – 2000 Supported this national project related to introduction of the early learning of the mathematics of change (calculus).

National Service

Member of the Psychology of Mathematics Education – North America Steering Committee (2009-2012). Oversee activities of PME-NA. Chair, Advanced Technologies for Learning SIG of the American Educational Research Association (2002). Solicited proposals and then directed the review and programming of sessions, solicited keynote speaker and sponsorship for our annual meeting. Participated in Principle Investigator/Project Directors Meetings (1997- 2003) held at the behest of the National Science Foundation in Arlington, Virginia.

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Panel Reviewer, 2000 - 2007 National Science Foundation, reviewed proposals submitted to some of the largest programs in the Education and Human Resources portfolio (e.g., IERI and Systemic Reform Initiatives).

Manuscript Reviewer, 1997 – 2004 Cognition and Instruction Journal of Research in Mathematics Education

Proposal reviewer, 1999 - present

American Educational Research Association, Advanced Technology for Learning SIG.

NSF Site Visitor (1998) for the Cleveland Urban Systemic Initiative.

State & Local Service

Testimony Regarding STAAR/TAKS Tests’ Insensitivity to Instruction Presented to Texas House of Representatives Public Education Committee Hearing - June 19, 2012. Links available at ParticipatoryLearning.Org (Meeting with Representative Eissler and senior staff and lobbyists from Pearson, Inc. – Closed to public or to any reporting at request of Rep. Eissler). Member of Ad Hoc Mathematical Literacy for Austin Independent School District. Norma Jost, Chair. 2010. Provider of Secondary Mathematics Professional Development for Austin Independent School District, 2009 – 2011. Curriculum and staff developer for the Elementary Science Initiative of Science by the Horns Program, The University of Texas at Austin. Initially developed as response to request from the Superintendent Forgione. May 2004 – present. (Renamed Emerging Mathematics and Science Initiative and now serving Middle School). Link: generative.edb.utexas.edu/materials/all.htm Developer and Advisor to Designing for Excellence in Algebra Initiative, 2004 - 2008 This initiative coordinated with my research group at The University of Texas at Austin, all of the campuses of the Texas A&M system and the Texas Education Agency is to support an initial wave of significant reform implementation for all schools within a sixty-mile radius of all of the ten Texas A&M campuses. Member, 2000-2001

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Advisory Board for “Algebra Assessment Project,” Texas State Systemic Initiative, Charles A. Dana Center, Austin TX.

PROFESSIONAL AFFILIATIONS National Council of Teachers of Mathematics American Educational Research Association Psychology of Mathematics Education, North-American Chapter International Society of Learning Sciences AWARDS AND RECOGNITION

National Science Foundation Faculty Early Career Development (CAREER) Award, National Science Foundation. Learning Entropy and Energy Project (#0450794), The CAREER Award “is the NSF’s most prestigious honor for faculty members who are at the beginning of their academic careers” (NSF press release). 2001- Present.

PROFESSIONAL AFFILIATIONS National Council of Teachers of Mathematics American Educational Research Association Psychology of Mathematics Education, North-American Chapter International Society of Learning Sciences AWARDS AND RECOGNITION

National Science Foundation Faculty Early Career Development (CAREER) Award, National Science Foundation. Learning Entropy and Energy Project (#0450794), The CAREER Award “is the NSF’s most prestigious honor for faculty members who are at the beginning of their academic careers” (NSF press release). 2001- Present. Summer Research Assignment, The University of Texas at Austin, Developed qualitative calculus research, 1998. Entering Doctoral Fellowship, Harvard University. One of two major open fellowships granted by the Teaching Curriculum and Learning Environments Department, 1991-1992.

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Fellow in Science Education, H. Dudley Wright Center, Tufts University, Medford, Massachusetts. For each of two years selected for international fellowship for work in science education, 1992 - 1994. Youth Grant, National Endowment for the Humanities. Philosophy grant related to the statistical nature of quantum physics (especially the Bohr-Einstein controversy), 1983-1984.