Directory

From the CNS website:

Hicke received a bachelor's degree from Humboldt State University in Arcata, California where she majored in chemistry and graduated summa cum laude. She then received a doctorate degree in biochemistry from the University of California at Berkeley. Immediately after, she completed two postdoctoral fellowships, the first at the University of California at San Francisco and the second at the University of Basel in Switzerland.

Hicke's research interest is the role of ubiquitin in regulating protein traffic in eukaryotic cells, a subject that she has published about widely in journals such as Cell, Molecular Cell, The EMBO Journal, Nature Cell Biology and the Journal of Cell Biology.

More information about Dean Hicke can be found here: http://cns.utexas.edu/deans-office/dean

From the College of Education: Dr. Justiz earned a Ph.D. degree in higher education administration from Southern Illinois University in 1977. He received a bachelor of arts degree in political science in 1970 and a master of science in education in 1972 from Emporia State University in Emporia, Kansas. Honorary doctorates have been conferred upon him by Emporia State University, Texas Southmost College in Brownsville (now the University of Texas at Brownsville) and St. Leo’s College in Florida. More information about Dr. Justiz' many accomplishments can be found here: http://www.edb.utexas.edu/education/about/admin/justiz/

Education:
Ph.D., Physics, UC Santa Barbara, 1986
A.B., Physics and Mathematics (both Summa cum Laude), Cornell University, 1982

Titles:
Co-Director of UTeach
Professor of Physics

UTeach Courses Taught:
Research Methods

Points of interest:
Michael Marder joined and helped to found the UTeach program in 1998 and is currently co-director of UTeach. He also directs the Discovery Learning Project, which aims to help university faculty teach through inquiry, and other projects to improve teaching of science and mathematics in public schools in Austin. He directs a statewide organization responsible for the Texas Science and Engineering Fair. His work in physics focuses on theoretical, experimental, and numerical investigations of how things break, for which he was recently named a Fellow of the American Physical Society. He is the author of a graduate text on Condensed Matter Physics.

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Education:
Ph.D, Physics, The University of Texas at Austin, 1984
B.S., Physcis, Stanford University, 1980

Titles:
Assistant Professor of Science and Mathematics Education, Department of Curriculum and Instruction.

UTeach Courses Taught:
Classroom Interactions
Apprentice Teaching
Learning and Teaching Physics by Inquiry (graduate)

Points of Interest:

Dr. Jill A. Marshall is an associate professor in the Science and Mathematics Education group at the University of Texas. She received her BS in Physics from Stanford University in 1980 and her PhD in Physics from the University of Texas at Austin in 1984.

She is currently Co-Assistant Director of the nationally recognized UTeach Natural Sciences teacher certification program. She teaches professional development courses for pre-service science and mathematics teachers and graduate courses in Science and Mathematics Education, as well as a course based on Physics by Inquiry that focuses on cognitive and pedagogical issues.

Doctoral candidates under her supervision have investigated teachers’ views on equitable science teaching, mathematical modeling of motion, the use of Personal Response Systems in college science classrooms, and the validity of standardized tests in Texas. Her research interests include cognitive issues in learning, teaching and assessing understanding in physical science, as well as gender issues in science, engineering, and technology.

She was involved in the design and calibration of particle detectors for use in space for 10 years at Southwest Research Institute before becoming increasingly involved in science outreach and education. She held a position focused on physics education research at Utah State University before returning to her native Texas in 2000. She serves on the Advisory Board for PhysTEC (Physics Teacher Education Coalition). She has been president of the Texas and Utah Sections of the American Association of Physics Teachers, and will be president of the national AAPT organization in 2012. 

Kelli Allen teaches at the University of Texas at Austin with the UTeach Program. Her duties include working with induction and apprentice teachers. 

Education:
BS-Biochemistry University of California at Davis
MS-Biochemistry University of Illinois at Champaign/Urbana

Titles:
Master Teacher, UTeach

UTeach Courses Taught:
Apprentice Teaching
Induction
STEP 2
Research Methods

Points of Interest:
Prior to teaching Denise pursued research topics in plant genetics, drug delivery systems, cholesterol and lipid biochemistry and protein transport in mitochondria. She entered the teaching profession in 1990 as an inaugural corps member of Teach for America. Denise taught Biology, Chemistry and Physics with “at risk” students for 2 years at Abramson Senior High School in New Orleans. She then transferred to Benjamin Franklin High School also in New Orleans where she taught Biology, Chemistry and AP Chemistry for 13 years. She also enjoyed coaching science Olympiad, the JETS team and mentoring students who were conducting independent research in science. Through her work with induction and apprentice teachers in AISD and UTeach Denise has gained a new interest in quality teacher preparation and support in the classroom.

Awards:

• 2006 Presidential Scholars Teacher Recognition Award
• 1996-2004 Nominated 5 times by students to Who’s Who Among American Teachers
• 2003 American Chemical Society (Regional Section)
• Outstanding Chemistry Teacher Award
• 2002 Presidential Scholars Teacher Recognition Award
• 2000 Pittsburgh Conference Outstanding Science Teacher Award

Education:
M.Ed., Science Education, The University of Texas at Austin, 2001
B.S., Computer Science, Carnegie Mellon University, 1997

Titles:
Master Teacher, UTeach

UTeach Courses Taught:
Step 1
Step 2

Points of Interest:
Jason's primary role in UTeach is as instructor of Step 2. Jason also regularly teaches sections of the two mathematics content courses required for pre-service elementary school teachers. Prior to joining the faculty of the UTeach Program, Jason taught at Austin's magnet middle school for mathematics, science, and technology. There he designed and taught an accelerated high-school credit algebra course, computer programming electives in C++ and Java, and an elective on the mathematics of cryptography. He holds a B.S. in Computer Science from Carnegie Mellon University, and an M.Ed. from the University of Texas at Austin.

Education:
M.Ed., Computer-Assisted Mathematics Education, The University of Texas at Austin, 1993
B.S., Mathematics Education, The University of Texas at Austin, 1991 

Titles:
Master Teacher, UTeach

UTeach Courses Taught:
STEP 2
Apprentice Teaching

Points of Interest:
Pamela Powell joined the UTeach Master Teachers in the Spring of 2001 as the Coordinator of Student Teaching. She strives to provide quality feedback to the students in the UTeach Program to help them as they develop into the future teachers of Texas. In addition to her duties with UTeach, she works with the state of Louisiana, the University of Texas Distance Education Center, the Charles A Dana Center, and Girlstart in advisory roles and as a curriculum developer.

• The University of Texas at Austin
• Master Teacher - Student Teaching Coordinator and Mathematics Specialist 2001 - present
• Mathematics Department Lecturer - Pre Calculus Fall 1997 and Fall 1998
• University Extension Mathematics Lecturer - Pre Calculus and College Algebra 1997 - 2002 and 2005
• Mathematics Supplemental Instructor - 1988 - 1991
• Kealing Junior High School Guest Instructor - 7th grade mathematics 2004 - present
• Johnston High School AISD Mathematics Teacher - Algebra and Geometry 1993 - 1995
• Austin Community College Adjunct Faculty Basics Mathematics and Algebra 1992 - 1999

Titles:
Assistant Professor in Science and Mathematics Education, Department of Curriculum and Instruction

UTeach Courses Taught:
Knowing and Learning

Points of Interest:
A native of Mexico, Dr. Carmona worked for the Ministry of Education in Mexico, and later obtained her doctoral degree in Mathematics Education at Purdue University. Her research focuses on student learning, curriculum development, and evaluation and assessment, with heavy emphasis on collaborative learning and distance education.

Titles:
Associate Professor of Science and Mathematics Education, Department of Curriculum and Instruction, and Elizabeth G. Gibb Endowed Fellow

UTeach Courses Taught:
Knowing and Learning (undergraduate and graduate level)
Classroom Interactions
Project Based Instruction

Points of Interest:
Dr. Petrosino helped develop and teaches courses in the UTeach Natural Sciences secondary certification program and also in the graduate program in Science and Mathematics education. His research focuses on children's and teachers' scientific and mathematical reasoning in the context of schooling, with an emphasis on activities and tools for developing thought. There are two major strands to this program. The first focuses on the creation and study of learning environments that foster the development and growth of experimentation and inquiry in the elementary and middle school grades. A second strand of research, connected to the first, focuses on investigating the opportunities for model-based reasoning (the ability to construct and articulate explanations of observable phenomena) that occur in typical science classrooms as students move conceptually from intuitive everyday understanding to more formalized scientific understanding. Within both strands, he has designed and helped develop a number of Internet-based tools for teachers and students, with attention to the role that such tools play in fostering communities of learners.

Before joining the faculty at The University of Texas, Dr. Petrosino was a Postdoctoral Fellow at The National Center For Improving Student Learning and Achievement in Mathematics and Science (NCISLA) at the University of Wisconsin. Dr. Petrosino's doctoral work was completed at Vanderbilt University, under the guidance of John Bransford. While at Vanderbilt, he was an active member of the Learning Technology Center. His Master's was done at Teachers College, Columbia University. He is also a certified K-12 Science teacher and administrator with 8 years of experience. Dr. Petrosino is the author or co-author of over 20 peer reviewed journal articles in publications such as American Educational Research Journal, Mathematical Thinking and Learning, Journal of Science Education and Technology, and The Journal of the Learning Sciences, 60 national and international research-based conference presentations, 13 book chapters and numerous invited presentations. He was awarded the 2002 International Society of Technology in Education (ISTE) NETS Distinguished Achievement Award Program for excellence in teacher preparation using technology (UTeach) and is on the executive board of the International Society of the Learning Sciences. He has participated in research presentations and collaborations with colleagues from China, Mexico, Italy, Germany, and Australia.

Selected articles:

• Petrosino, A.J. (2004). Integrating Curriculum, Instruction, and Assessment in project-Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology
• Pandy, M.G., Petrosino, A.J., Austin, B.A., and Barr, R.E. (2004). Assessing Adaptive Expertise in Undergraduate Biomechanics. Journal of Engineering Education, 93 (3), 1-12.
• Petrosino, A. J., Lehrer, R., Schauble, L. (2003). Structuring error and experimental variation as distribution in the fourth grade. Mathematical Thinking and Learning, 5(2&3), pp. 131-156.
• Petrosino, A. J., & Dickinson, G. (2003). Integrating technology with meaningful content and faculty research: The UTeach Natural Sciences Program. Contemporary Issues in Technology and Teacher Education [Online serial], 3(1). Available: http://www.citejournal.org/vol3/iss1/general/article7.cfm
• Petrosino, A.J. and Cunningham, A. (2003). Situating Authentic Tasks with Digital Video: Scaffolding the Development of Critical Thinking and Reflection in Preservice Teacher Preparation.Society for Information Technology and Teacher Education International Conference, Vol. 2003, Issue. 1, 2003, pp. 1524-1530
• Petrosino, A. J. (2003). A framework for supporting learning and teaching about mathematical and scienctific models. Contemporary Issues in Technology and Teacher Education (CITE). [Online serial], 4(2).
• Nathan, M. J. & Petrosino, A. J. (2003). Expert blind spot among preservice teachers. American Educational Research Journal. 40(4), 905-928.
• Lehrer, R., Schauble, L., Petrosino, A. J. (2001). Reconsidering the role of experiment in science education. In Crowley, K., Schunn, C. D., & Okada, T. (Eds.) (2001). Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates

Education:
Ed.D., Education, Harvard University
M.Ed., Education, Harvard University
B.S., Physics, Colgate University

Titles:
Associate Professor of Science and Mathematics Education, Department of Curriculum and Instruction.

UTeach Courses Taught:
Knowing and Learning
Classroom Interactions

Points of Interest:
Associate Professor and Chair of the Science and Mathematics Education Graduate Studies Committee, Dr. Stroup is committed to interdisciplinary design and development that fuses the early learning of powerful ideas in mathematics, science and systems theory with advanced technology design. As one of the original College of Education faculty members to have participated in the formation of UTeach Natural Science program, he has been a longtime member of the UTeach Executive Steering Committee, teachers and continues to develop -- with very significant input from his many outstanding colleagues -- one of the ongoing versions of the Knowing and Learning course, teaches and is involved with the development of the Classroom Interactions course, and has worked, along with other key faculty from the College of Education, to make the integration of new tools, technologies and activity designs a vital feature of the ongoing development of the UTeach program.

Prior to working as a researcher, designer, and developer, Dr. Stroup taught middle school and high school science and mathematics for nearly ten years and spent a number of years working for Bob Moses' Algebra Project in inner city Boston. He has been a longtime researcher affiliated with the SimCalc Project. 

Dr. Stroup tries to spend at least one or two days a week in schools working with teachers and their students. Much his current research related to generative activity design that celebrates and attempts to leverage the dynamic and inclusive participatory potential of classroom-based learning and teaching in science and mathematics. This "generative" approach emerged from what "what students taught" him as part of his ongoing work with a wide range of richly diverse, but economically challenged, schools in the United States and Mexico.

Although generative design does not require computing technology, this line of work has begun to provoke a re-conceptualizing of what classroom-based technology design can be like. He and colleagues from the United States, Latin America and Asia have received a number of major grants from the National Science Foundation and as well as other funding agencies to develop systems for implementing, and then researching the interactions in, network-based classroom simulations and activities. Related to this work, Dr. Stroup played an advisory role from very early on in the development of the Navigator? classroom network from Texas Instruments, received a Early CAREER Award from NSF in 2002 for research related to the early learning of entropy and energy concepts, and has recently released a number of research-based mathematical and scientific network simulations that can run in either a network of computers or on top of the existing TI-Navigator network. 

Dr. Stroup teaches graduate courses in learning theory, technology design, and systemic reform. Other aspects of his ongoing research include the development and use of innovative statistical procedures for evaluating the effectiveness of mid- to large-scale implementation projects, as well as on the use agent-based computational modeling techniques to critique some key aspects of the use of item-response theory in high-stakes test design. He serves as an editor and/or reviewer for a number of major research journals, presents regularly at international research conferences, and travels extensively as part of his research and development activities.

Selected Publications

• 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.
  
• http://generative.edb.utexas.edu/papers/CECI_3_3_02lores.pdf
• 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.
  
• http://generative.edb.utexas.edu/papers/Stroup2005MS3.pdf
• Stroup, W. M. (2005). Learning the Basics with Calculus. Journal of Computers in Mathematics and Science Teaching 24(2), 179-196.
  
• http://generative.edb.utexas.edu/papers/Stroup2005BasicsCalculus.pdf
• 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)
  
• http://generative.edb.utexas.edu/papers/Stroup2007Lesh.pdf (77Meg)
• 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)
  
• http://generative.edb.utexas.edu/papers/Hills2007complex.pdf (46Meg)

Education:
B.S. University of Texas at Austin
Post-graduate studies in instructional Technology, San Jose State University

Titles:
WINGS Online, Facilitator, Program Coordinator

Points of Interest:
Ms. Dean provides administrative support for the UTeach program in the College of Natural Sciences. She has over twenty years of experience as a teacher, teacher trainer and postsecondary administrator, and has worked internationally to establish educational technology in foreign schools.

Education:
M.Ed. University of Arkansas
B.S., Psychology, Fayetteville State University

Titles:
Academic Advising Coordinator

Points of Interest:

Annette has worked in higher education since 1992 and has been an Academic Advisor in The College of Natural Sciences since 2001.  She advises UTeach students who are pursuing a math or science teaching degree. Before UT, Annette worked as a Training Coordinator at Superior Federal Bank in Fort Smith, Arkansas and as Veterans' Advisor at Fayetteville State University in Fayetteville, North Carolina.  Annette is also a Texas Real Estate Agent.