This session provided insights into effective strategies and practices for communicating research findings across audiences and contexts. Kim Montgomery from NSF’s Office of Legislative and Public Affairs were joined by Pamela Hines from Science, along with REESE investigators Kathy Borman, Will Tyson, and Jere Confrey to share various perspectives about how to communicate scientific and technological advances to policymakers, educators, and the public. Presentations included:
- Pamela Hines, Communications from the view at Science [PDF]
- Kim Montgomery, Communicating Education Research to the General Public [PDF]
- Kathy Borman and Will Tyson, NSF REESE Studies: Bringing Research Results to Stakeholders [PDF]
- Jere Confrey, Learning Trajectories to Diagnostic Assessments: Preparing the Ground [PDF]
A PDF of the evaluation form for this session may be downloaded here.
About the Speakers
Pamela Hines is a senior editor at Science, the international weekly journal published by the American Association for the Advancement of Science (AAAS). She manages recruitment, selection, and review of research manuscripts, and also develops special issues and Review articles on various topics. She is an expert in the fields of stem cell research, developmental neurobiology, developmental biology, and plant sciences. In the course of her work at Science, Dr. Hines has followed research around the world and across disciplinary boundaries, working with scientists from many countries to identify the best research in the world. While obtaining her degrees, she conducted research on chromatin, gene control, and the mechanisms of DNA replication in eukaryotes during early development. Throughout that time, Dr. Hines learned first-hand the challenges and joys of teaching. Dr. Hines received her A.B. from Oberlin College, her M.S. degree from the University of Wisconsin, and her Ph.D. from the Johns Hopkins University. Her areas of interest include stem cells, cell and molecular biology, developmental neurobiology, education, plant science, and developmental biology.
Kimberly Montgomery is an American Psychological Association AAAS Science and Technology Policy Fellow working at the National Science Foundation in the Office of Legislative and Public Affairs. Before coming to the National Science Foundation, Kim was a Robert Wood Johnson Health and Society Scholar at Columbia University. Her science background is in the field of cognitive neuroscience where she used brain imaging techniques to study the role the mirror neuron system, a network of brain areas that are important for understanding actions, plays in social functioning. Using fMRI, she found a positive relationship between activity in the mirror neuron system and empathy and reduced activity in the mirror neuron system in individuals with autism. Her findings suggest that the mirror neuron system is crucial for proper social functioning. Kim received her Ph.D. in psychology and neuroscience from Princeton University. Along with her Ph.D., she earned a Certificate in Health and Health Policy from Princeton's Woodrow Wilson School of Public and International Affairs. She holds a B.A. in Cognitive Science from Northwestern University.
Kathryn Borman is a Professor of Anthropology and affiliated with the Alliance for Applied Research in Education and Anthropology (AAREA) in the Department of Anthropology at the University of South Florida. She received her doctorate in the Sociology of Education from the University of Minnesota in 1976, and has extensive experience in educational reform and policy as well as evaluation studies. She has served as Principal Investigator of a number of NSF, US DOE, FL DOE and Spencer Foundation funded projects. Dr. Borman has authored or edited more than 20 books, book chapters and series in areas involving educational policy and reform, She has been a past editor of several journals over the last two decades including the American Educational Research Association journal, Review of Educational Research and she is the founding editor of both Educational Foundations and the International Journal of Educational Policy Research and Practice as well as a member of several editorial boards. She and her colleagues at Arizona State University, Arnold Danzig and David Garcia, were recently appointed editors of the Review of Research in Education.
Will Tyson is an Assistant Professor of Sociology and senior research associate at the Alliance for Applied Research in Anthropology and Education, Department of Anthropology, University of South Florida. He has a Ph.D. in Sociology and a graduate certificate in Women’s Studies from Duke University and a B.A. in Sociology and Psychology from Wake Forest University. He came to the University of South Florida in 2004 as an NSF Postdoctoral Research Associate and joined USF Sociology in 2005. His research interests include high school science and mathematics course-taking and factors that lead students into STEM degree attainment and careers and structural factors that enhance interracial contact and lead to interracial friendships.
Jere Confrey is the Joseph D. Moore Distinguished Professor of Mathematics Education at North Carolina State University and a senior scholar at the William and Ida Friday Institute for Educational Innovation. She is working on building diagnostic assessments on rational number reasoning using a learning trajectories approach. She is a member of the Validation Committee for the Common Core State Standards. She was Vice Chairman of the Mathematics Sciences Education Board, National Academy of Sciences (1998-2004). She chaired the NRC Committee which produced On Evaluating Curricular Effectiveness, and was a coauthor on the NRC’s Scientific Research in Education. She was a co-founder of the UTEACH program for Secondary Math and Science teacher preparation program at the University of Texas in Austin, and was the founder of the SummerMath program for young women at Mount Holyoke College and co-founder of SummerMath for Teachers. She coauthored the software Function Probe, Graph N Glyphs and sets of interactive diagrams. She received a Ph.D. in mathematics education from Cornell University.