The Noyce Program supports the role of NSF as central to discovering, studying, and promoting pathways for STEM teacher education through research and development. The NSF Noyce Program Directors represent a talented group of individuals charged with ensuring that every program in their portfolio will be delivered successfully. Read about the current group of Program Directors who oversee the Noyce projects.
Kathleen B. Bergin, the Noyce Program Lead, came to her permanent assignment at the National Science Foundation after she retired from the Georgia Institute of Technology in Atlanta, GA. In addition to passions for equity and diversity in STEM education, Bergin has focused on the importance of changing how teachers/instructors and learners engage in the process of questioning. She brings her expertise as a biologist by training and educator by passion to the Noyce team and is a strong advocate for STEM majors becoming teachers. Contact her at email@example.com.
John Haddock, Noyce Program Co-Lead, recently joined NSF as a Program Director after serving 50 years as a professor of mathematics, classroom instructor, and sometimes administrator at the University of Memphis. His research interests focus on delay differential equations and dynamical systems as well as mathematics and STEM education. The education research interests include preparation of graduate teaching assistants for the teaching-research STEM workforce and networking and development of STEM identity for undergraduate students. Contact him at firstname.lastname@example.org.
Michelle M. Camacho comes to NSF from the University of San Diego where she holds the title of professor of sociology. Her work focuses on researching undergraduate persistence in STEM education. In previous research, she used data analytics to study and support student success. She is an expert in program review, academic assessment, and high impact pedagogical practices and has extensive experience creating and supporting joint community engagement projects to catalyze innovative academic programming nation-wide. She brings 30 years of professional commitment and advocacy for the enhancement of campus climate as it relates to diversity, equity and inclusion to her work at NSF. Contact her at email@example.com
Mindy Capaldi is from Valparaiso University where she is an Associate Professor of Mathematics & Statistics. Her research in Mathematics Education has ranged from studying textbooks and definitions to analyzing the use of note sheets for online exams. Other education-related scholarship has involved inquiry-based learning, flipped classes, and additional methods of increasing engagement in mathematics classes. Recently, Capaldi edited a book for the Classroom Resources Materials series of the AMS titled Teaching Mathematics Through Games. She is glad to be able to work with the Noyce Program and further its goal of encouraging future STEM teachers. Contact her at firstname.lastname@example.org.
Sue Carson is a Professor of Plant & Microbial Biology at North Carolina State University where she led course and curriculum development for the Biotechnology Program for over a decade and more recently, directed the university-wide Quality Enhancement Plan, focused on faculty development and enhancing students’ critical and creative thinking skills across disciplines. Sue began her rotation as a Program Director at NSF in July and is excited to begin work with the Noyce Program. Contact her at email@example.com.
Jennifer Ellis is from the University of Tennessee at Chattanooga where she is an associate professor and director of STEM Education. Dr. Ellis brings experience in secondary STEM teacher preparation. Her research interests include effective integration of educational technology to enhance STEM teaching and learning as well as in accessible cyberlearning via iterative instructional design. Contact her at firstname.lastname@example.org.
7Michael Ferrara joined NSF as a permanent program officer after serving as a professor in the Department of Mathematical and Statistical Sciences at the University of Colorado Denver. His education research interests include understanding how outreach and peer teaching experiences impact undergraduate STEM majors and the mathematical and pedagogical preparation of K-12 teachers and graduate teaching assistants. He brings experiences as an informal and classroom educator, a research mathematician, and a mentor to teachers and learners in a breadth of settings to his work at NSF. Contact him at email@example.com.
Bonnie A Green comes to NSF from East Stroudsburg University (PA). Bon is an experimental psychologist specializing in research on success particularly as it relates to academic achievement. Through the application of cognitive development, psychometrics, and data science, she is seeking ways to improve educational access, achievement, and success particularly for individuals coming from vulnerable or oppressed backgrounds. Prior to attending graduate school, Green taught 5th/6th grade science, math, and technology, and is thrilled to be a part of the Noyce Program. Contact her at firstname.lastname@example.org.
Thomas D. Kim is from St. John Fisher College where he is a Professor of Chemistry and served as Associate Dean of Arts and Sciences. His research focuses on Chemistry Education Research, specifically the examination of the expert-novice divide as it pertains to the use and perception of external representations. He served as a program director for the Noyce program during a previous term as a rotator in the Division of Undergraduate Education at NSF. Contact him at email@example.com.
Robert Mayes joins NSF from Georgia Southern University where he is a research professor of mathematics education. His research areas include interdisciplinary STEM, quantitative reasoning in STEM teaching and learning, quantitative biology at the undergraduate level, and mathematical modeling and problem solving in grades 6-12 and undergraduate level. Contact him at firstname.lastname@example.org.
Kimberly Tanner joins NSF from San Francisco State University where her laboratory – SEPAL: the Science Education Partnership and Assessment Laboratory – investigates what is challenging to learn in biology, how biologists choose to teach, and how to make equity, diversity, and inclusion central in all science education efforts. As a Science Faculty with an Education Specialty, she is engaged in discipline-based education research, directs multiple K-16+ biology education reform efforts, and is deeply engaged in faculty professional development. Contact her at email@example.com.