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 Joan Aron, Science Communication Studies, Columbia, MD
Section Author and Management Team Member (
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Dr. Aron is the Science Program Coordinator for Earth System Science Education for the 21st Century (ESSE21). She is also assisting the Pan American Health Organization (PAHO) in developing a project on climate change adaptation for the food and nutrition security of indigenous peoples in Central America. She is part of an inter-American collaborative that formed the Climate and Health Information Exchange (CHIEX) [http://chiex.net ] and served as the Science Program Coordinator for the 2005 Inter- American Training Institute on Climate and Health in the Americas [http://www.iai.int ]. Dr. Aron is the lead editor of Ecosystem Change and Public Health: A Global Perspective published by the Johns Hopkins University Press, the first graduate-level textbook on this topic. This text has been deemed outstanding by NASA’s Earth Science Education Product Peer Review and meets all the criteria for high quality in the NSF Digital Library for Earth System Education (DLESE). Dr. Aron is President and Founder of Science Communication Studies, a nonprofit research and education organization in Columbia, Maryland. She is also on the associate faculty of the Dept. of Epidemiology in the Johns Hopkins Bloomberg School of Public Health.
 R. David Baker, Austin College, Sherman, TX
Section Author abd Evaluation Toolkit Author (
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Dr. R. David Baker, Associate Professor of Physics at Austin College, explores extreme phenomena on Earth and other planets. His research includes land-atmosphere interaction, soil moisture and thunderstorm development, extreme precipitation events, atmospheric dynamics of Venus and Jupiter, and dust devils on Mars. Dr. Baker previously worked as a research scientist at NASA Goddard Space Flight Center. At Austin College, he teaches introductory and advanced undergraduate courses in Physics and Environmental Studies. A recipient of multiple teaching awards, Dr. Baker utilizes innovative learning approaches such as project-based learning and Scientific Inquiry Portfolios. He also has led adventureoriented ESS courses to Patagonia and New Zealand. He serves as Principal Investigator for the ESSE-21 funded program at Austin College. Personal web page: http://artemis.austincollege.edu/acad/physics/dbaker/index.html
 Brenda Chee-Wah, St. Peter Claver Regional Catholic School, Atlanta, GA
Section Author (
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Brenda Chee-Wah joined the Earth System Science Program out of the Department of Physics at Clark Atlanta University (CAU) as a Research Associate in 1998, after leaving the twin island state of Trinidad and Tobago. Brenda began to examine the factors affecting minority students’ learning earth system science concepts as they progressed from middle to high school; while investigating the teaching and learning environment under which students’ received their education in the State of Georgia, and their career choices as they move through higher education. Through forging collaborations with science and other non-science faculty at Clark Atlanta University set up workshops, which infused earth system science topics within courses in Chemistry, Engineering, Mathematics, Science Education and Political Science, not only at CAU but also at Atlanta Metropolitan College and Talladega College in Alabama. Brenda worked with two CAU women scientists two obtain funding, bringing together a women’s team with two professors from the social sciences and mass medial to begin researching and documenting the names, positions and roles of women scientists working at Historically Black Universities and Colleges. This research and findings among STEM women scientists from across 53 Historically Black College & Universities (HBCUs) were documented and presented at the first conference for Women STEM Scientists at HBCUs, in Atlanta, GA. Brenda Chee Wah is a certified special educator, presently teaching middle school and continues her research to identify factors, which will improve the teaching and learning of earth system science concepts among minority students and share these findings with educator, parents and the greater community.
 Molly Davies, University of Missouri Kansas City, Kansas City, MO
Section Author (
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Dr. Caroline Davies is a biogeographer whose research focus is climate change on wide range of spatial and temporal scales in the Middle East and the American Midwest. She uses a variety of climate proxies to characterize past and present environments including lake sediments and vegetation records. Her research includes examining Pleistocene and Holocene climate fluctuations across the Arabian Peninsula and arid land processes in Jordan. She is interested in human/landscape relationships from the past and present with research on climate and human modification of the highlands of Jordan and Yemen. She is also exploring the relationship of airborne particulates and the occurrence of asthma in the modern urban environment.
 Stuart Gage, Michigan State University, East Lansing, MI
Section Author (
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Stuart Gage is a University Distinguished Faculty and Professor in the Entomology Department of Michigan State University. Professor Gage teaches two courses, Biological Information Systems and Earth System Science (Honors). Gage is Director of the Computational Ecology and Visualization Laboratory (www.cevl.msu.edu ) which focuses on large scale ecological analysis and synthesis of long time series of biophysical processes. Gage is a collaborator with scientists at the San Diego Supercomputer Center (SDSC) and at the National Center for Supercomputing Applications (NCSA) where he has collaborated on GRID computing applications. Gage is CO-PI of the NSF supported Kellogg LTER. He collaborates with national scientists in the area of acoustic analysis, regional ecosystem simulation modeling, ecological synthesis and data mining. In 2004 Gage was invited as Visiting Scholar, Department of Primary Industries in Victoria, Australia to develop new approaches to research, including use of acoustics to sense environmental change. In 2000 Gage was awarded the Senior Hayward Fellowship from Landcare, New Zealand. He collaborates with New Zealand scientists on issues of ecological scale and develops concepts of monitoring environmental acoustics.
 Sabra Lee, Lesley University, Cambridge, MA
Evaluation Toolkit Lead (
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Sabra Lee is a professional educational program evaluator, with a strong background in science and mathematics. In this role she has worked with, and evaluated, middle and high school earth science curriculum programs. For years she has been interested in inquiry-based science assessments at the K-9 grade levels, about which she has written and given workshops. She was brought into ESSE 21 to serve on its Steering Committee and to head up and recruit members for the Evaluation Working Group.
 Gina Maranto, University of Miami, Coral Gables, FL
Editor (
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Gina Maranto is Interim Director of English Composition and Senior Lecturer at the University of Miami. She is a science writer and author of Quest for Perfection (1996), a history of attempts to alter birth outcomes and a critique of new reproductive technologies. Her early overview article on global warming won a National Science Writer's Society Award for best magazine article of 1982. At UM, she teaches introductory writing courses in the College of Engineering. Under an ESSE21 grant, she worked with UM sedimentologist Gene Rankey to develop and teach an advanced science writing course designed to increase understanding between undergraduate writing and science majors. She also teaches a graduate scientific writing course at UM's Miller School of Medicine.
 Anupma Prakash, University of Alaska Fairbanks, Fairbanks, AK
Section Author and Evaluation Toolkit Author (
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Anupma Prakash is an Associate Professor in remote sensing carrying out research on Arctic processes at the Geophysical Institute, University of Alaska Fairbanks (UAF). She teaches postsecondary courses in remote sensing and GIS at the Department of Geology and Geophysics, UAF. She is the Principal Investigator of the ESSE21 funded effort to start an undergraduate course in geoinformatics at UAF. She is also involved with conducting teachers training and faculty development workshops, K12 and post secondary curriculum development, and making science data and research results accessible to all audiences.
 David Reider, Education Design, Cambridge, MA
Section Author, Management Team Member and Evaluation Toolkit Author
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David Reider is Principal of Education Design, an educational consulting firm in Boston specializing in program evaluation. He has been very active both in developing, promoting, designing and evaluating educational reform efforts for arts education and science/ technology education. He is conducting the overall evaluation for the ESSE-21 program and has been a member of the Design Guide management team. He has conducted program evaluations in the arts, technology, and mathematics. Clients include Boston Symphony Orchestra, San Francisco Symphony, PT3 Teacher Preparation Programs, GE Fund, Dept. of Education FIPSE Programs, and the Dept. of Defense Schools worldwide. He is also Visiting Associate Professor at University of Massachusetts, Boston, where he directs technology learning programs and initiatives.
 Martin Ruzek, USRA, Whitelaw, WI
Section Author and Management Team Member (
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Martin Ruzek is a Science Program Manager with the Universities Space Research Association. He held Earth science coordination and mission operations management positions at the Jet Propulsion Laboratory and NASA Headquarters prior to joining USRA in 1993. He is currently responsible for managing the NASA/USRA program for College and University Earth System Science Education for the 21st Century (ESSE 21). ESSE 21 is a community leadership program fostering the development of a diverse and interdisciplinary community of researchers and educators who share learning resources that lead to understanding of Earth as a system.
 Owen Thompson, University of Maryland, College Park, MD
Section Author (
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An active member of the faculty of the University of Maryland from 1968-2006, Thompson has published research in atmospheric dynamics, boundary layer meteorology, remote sensing from satellites, science education, and has developed science coursework on levels from freshperson to Ph.D. In particular, he led the design and initiation of Maryland’s 1st year ESSE course, which commenced with an enrollment of less than 50 students and now serves 250 students in partnership with departments of Atmospheric and Oceanic Sciences, Geology, Geography, Plant Biology. He developed and taught Maryland’s current senior level, pre-graduate school introduction to atmospheric science, and Maryland’s Ph.D. level course in remote sensing of the Earth system that specializes in physical/mathematical methods for retrieving vertical profiles of atmospheric variables from remotely sensed radiation data.
 Cameron Wake, University of New Hampshire, Durham, NH
Section Author and Management Team Leader (
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Wake researches global climate and environmental change. He reconstructs climate change in the past through the collection and analysis of ice cores from around the world. Over the past 20 years he has been involved in research expeditions to Nepal, China, Pakistan, Kyrgyzstan, the Canadian Arctic, Greenland, and Antarctica. Currently he is leading research programs to develop ice core records from glaciers on the Tibetan Plateau and in the Canadian Arctic. Wake is also involved in the NOAA-funded AIRMAP (Atmospheric Investigation, Regional Modeling, Analysis and Prediction) project, which seeks to improve understanding of New England’s changing climate and air quality. In addition he leads a team that is investigating the links between air quality and human health in New England. In addition to climate research at UNH, Dr. Wake serves on the board of the Kittery Land Trust and Seacoast Area Bicycle Routes, is an avid photographer, and spends his weekends living off the grid in a yurt in the mountains of western Maine.
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Special thanks to Jonathan Adams, web development, Ryan Byrnes, Design Guide brochure graphic design, Nancy and Don Campbell, Design Guide course content organization, Amy Frappier, Design Guide content editing, and Donald R. Johnson, for his leadership in the ESSE programs that made the Design Guide possible. The Design Guide was produced with support from NASA Grant NNG04GA82G.
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